Reading fiction in kindergarten is an acquaintance of preschoolers with the wonderful world of books. We read fiction with children in the kindergarten preparatory group Reading fiction in the preparatory group March

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Methodology for implementing the tasks of the educational area "Reading fiction"

Introduction

Conclusion

Bibliography

Introduction

In accordance with federal state requirements, preschool educational institutions are modernizing preschool education. In this regard, new goals, objectives and directions in the work of the preschool educational institution are determined. One of the educational areas is Fiction Reading.

The task of forming interest and the need for reading (perception) of books, as one of the priority ones, is put in the current federal state requirements for the implementation of the content of the educational field "Reading fiction". The need for daily communication with a book forms in children the habit of constant intellectual work, contributes to the development of speech thinking. That is why, in the standards that are mandatory for the implementation of basic educational programs of primary education, interest in reading is considered as one of the leading indicators of a child's readiness to study at school.

The relevance and relevance of this problem is determined by the real needs of the domestic preschool education system. Therefore, the theme of my creative development was determined "The content of the psychological and educational area" Reading fiction ": purpose, forms of work, integration with other areas."

Purpose: to identify the methodological features of the work on the implementation of the educational area "Reading fiction".

Clarify the forms of work on the development of children in the educational field "Reading fiction".

Identify the integration of the Fiction Reading educational area with other educational areas.

1. Psychological and pedagogical work on the development by children of the educational field "Reading fiction"

Works of fiction reveals the world of human feelings to children, arousing interest in the personality, in the inner world of the hero.

Learning to deal with the heroes works of art, children begin to notice the mood of loved ones and those around him. Humane feelings begin to awaken in them - the ability to show participation. Kindness, protest against injustice. This is the basis on which adherence to principles, honesty, and real citizenship are brought up. “Feelings precede knowledge; who did not feel the truth, he did not understand and did not recognize it "- wrote V.G. Belinsky.

The child's feelings develop in the process of assimilating the language of those works with which the teacher introduces him. The artistic word helps the child to understand the beauty of sounding native speech, it teaches him the aesthetic perception of the environment and at the same time forms his ethical (moral) ideas.

A child's acquaintance with fiction begins with miniatures of folk art - nursery rhymes, songs, then he listens to folk tales. Deep humanity, extremely precise moral orientation, lively humor, imagery of language - these are the features of these folklore miniature works. Finally, the child is read author's tales, poems, stories available to him.

The people are an unsurpassed teacher of children's speech. In no other works, except for folk, can one find such an ideal arrangement of difficult-to-pronounce sounds, such an amazingly thought-out mixing by a number of words that hardly differ from each other in sound. For example: “There was a bull with a dull lips, a dull-lipped bull, the bull had a dull white lip”; "The cap is not sewn in Kolpakov style, it is necessary to re-cap it, whoever caps it, to the half-cap of peas." Benevolent teasing, subtle humor of nursery rhymes, teasers, counting rhymes - effective remedy pedagogical influence, a good "medicine" against laziness, cowardice, whims, selfishness.

A journey into the world of fairy tales develops the imagination, the imagination of children, encourages them to write themselves. Brought up on the best literary examples of humanity, children in their stories and fairy tales show themselves just, protecting the offended and the weak, and punishing the evil.

And the aesthetic, and especially the moral (ethical) representations, children should take out precisely from works of art, and not from the moralizing reasoning of educators about the works read, prepared questions about questions. The teacher must remember: excessive moralizing about what he read brings great, often irreparable harm; The work “disassembled” with the help of many small questions immediately loses all charm in the eyes of the children; interest in him disappears. It is necessary to completely trust the educational possibilities of the literary text.

Thus, helping children to master the language of a work of art, the teacher also fulfills the tasks of upbringing:

Formation of a holistic picture of the world, including primary value concepts.

Maintaining interest in books, literary and folklore works various topics.

Consolidation of ideas about the genre features of works of art, development of the ability to analyze texts.

Encouraging creativity in role-playing games on plots of literary works, dramatizations and dramatizations, expressive reading of poetry, drawing and other activities.

Development of literary speech.

Introduction to verbal creativity, including the development of artistic perception and aesthetic taste.

2) In the context of the implementation of FGT, any sample program includes the educational area "Reading fiction". The Success program states that this is an educational program of a new generation, the development of which is carried out in accordance with the law "on education" and takes into account the social situation in which the development of modern children takes place. At the center of the program is the child of the early twenty-first century. "Success" is based on the fundamental provisions of the world science of childhood, the national scientific psychological and pedagogical school (cultural and historical activity, personal approaches to the education of preschool children). The main models for organizing the educational process are the activities of an adult and the independent activities of children. The main result of mastering the Program and an indicator of a full-fledged, all-round development of a child is a holistic "social portrait" of a 7-year-old preschooler. The program takes into account the principle of integration of educational areas, reflecting the peculiarities of the perception and assimilation of educational material by a preschooler.

In the "Childhood" program, on the basis of which the main general educational program of my preschool educational institution was drawn up, the main emphasis is placed on an active approach to the implementation of the content of the program in the conditions of active interaction of the child with the outside world. The program is developed on the principles of the unity of all living things, has a secular humanistic character and is aimed at the formation of moral and humane feelings and elements of moral and humane behavior. In unity with the development of knowledge and feelings, the line of creativity is realized. The task of the Childhood program is to awaken the child's creative activity, stimulate the development of imagination, the desire to get involved in the creative process.

The pedagogical technology of the program is based on the principles of the subject - the subjective interaction of the teacher with the child. An individually differentiated approach involves the recognition by the teacher of the individual rates of development of each pupil and the creation of conditions for natural individual personal growth.

The authors of the program assume that when building the pedagogical process, the main content of the Childhood program is carried out by teachers in everyday life, in joint activities with children, by integrating the types of activities natural for preschoolers, the main of which is play. The novelty of the Childhood program is determined by the fact that for the first time it practically implements an approach to organizing the integral development and upbringing of a preschool child as a subject of children's activity and behavior. The child's organic entry into the modern world is ensured in the program by the wide interaction of preschoolers with various spheres of culture: with fine arts and music, children's literature and their native language, ecology, mathematics, play and work. The motto of the program "Feel - Cognize - Create" defines three interrelated lines of child development, which permeate all sections of the program, giving it integrity and a single direction. The meaningful connection between the sections of the program allows the teacher to integrate educational content when solving educational and educational tasks, which makes it possible to develop in unity the cognitive, emotional and practical spheres of the child's personality.

Analysis of psychological work and own pedagogical experience made it possible to identify the need for the development and implementation of technology for educational activities"Reading fiction".

2. Goals and objectives of psychological and pedagogical work for the development of the educational field

To develop a sustainable interest in the book as an independent visual object of literature and create conditions for the active use of the literary experience of children in their creative activity, in the development of the educational field, tasks have been identified for children of different ages.

3-4 years old.

develop a desire to learn from books about the world around, about the existence of good and evil in it, about how to behave, etc. (Socialization, Cognition);

develop a desire to express impressions about what has been read by speech and non-speech means (Communication);

to form interest in the positive characters of works, episodes and situations in which the positive characters "defeat" the negative ones, help the weak, the little ones, etc. (Socialization).

encourage memorization of short poetic texts (Communication);

develop a desire to talk about what you read (Communication).

to encourage the desire to listen to the work, to look at the illustrations to it, to ask an adult about what he has read, to show a desire to “read” the work again (Communication);

contribute to the development of emotional responsiveness to the content of what you read (to enjoy the good ending, the "victory" of the positive hero; empathize with the troubles and misfortunes of the characters who are protected by the positive hero, etc.).

Age 4-5 years old.

On the formation of a holistic picture of the world (including the formation of primary value ideas):

expand the circle of children's reading by including works on new topics, with big amount heroes, an expanded plot, in various situations (everyday, magical, adventures, travel);

to form the ability to understand cause-and-effect relationships in the read text (for example, the reasons for this or that action of the hero and the consequences that have occurred) (Socialization, Cognition);

to introduce to the conversation about the book, heroes, their appearance, actions, relationships (Socialization, Cognition, Communication);

develop creative abilities: supplement the read books with their versions of plots, episodes, images (Cognition, Communication, Socialization).

On the development of literary speech (acquaintance with linguistic means of expressiveness through immersion in the richest linguistic environment of fiction):

to focus the attention of children on individual means of artistic expression that most fully and accurately characterize the heroes (appearance, internal qualities), as well as the world around (living and inanimate nature) (Socialization, Cognition, Communication);

develop a desire to use your reading experience (individual means of artistic expression) in other types of children's activities (Socialization, Cognition, Communication, Artistic creativity, Music).

Upon familiarization with verbal art (the development of artistic perception in the unity of content and form, aesthetic taste, the formation of interest and love for fiction):

to form a steady interest in the reading process, memorization of what was read, work in the book corner;

to combine the emerging reading preferences of children with the development of thematic and semantic diversity of fiction and folklore.

Age 5-6 years old.

On the formation of a holistic picture of the world (including the formation of primary value ideas):

to form an interest in the variety of manifestations of human relations in different circumstances in books and in life, the ability to "see" in the content of the read the collisions and conflicts of characters, ways to resolve them (Cognition, Socialization, Communication);

develop the ability to independently establish causal relationships of events, actions of heroes, their emotional states (Cognition, Socialization, Communication);

develop the ability to use book knowledge (about a person, his emotions, states, actions, the nature of relationships with other people, about the world around him) in other types of children's activities (Health, Socialization, Labor, Safety, Communication, Cognition, Music, Artistic creativity).

On the development of literary speech (acquaintance with linguistic means of expressiveness through immersion in the richest linguistic environment of fiction):

stimulate the desire to describe the state of the hero, his mood, his attitude to the event in a monologue form (Socialization, Communication, Cognition);

develop the ability to adjust the volume of the voice and the rate of speech, depending on which character or situation the child is describing (Communication);

contribute to the development of creative potential: oral illustration of excerpts from the text, thinking out an episode, composing a small poem (Cognition, Communication).

Upon familiarization with verbal art (the development of artistic perception in the unity of content and form, aesthetic taste, the formation of interest and love for fiction):

create conditions for communication with the book to be enjoyable; to begin to form an interest in reading works of large forms (reading with continuation);

develop a desire for active participation in the process of reading, analyzing, staging the read texts, looking at books and illustrations, etc.; ... study fiction preschooler

to form the contextual perception of the book by including information about the writer, the history of the creation of the work (Cognition);

to form readers' preferences in line with the genre and thematic diversity of literary works (Knowledge).

Age 6-7 years old.

On the formation of a holistic picture of the world (including the formation of primary value ideas):

to form the need for reading as a source of new knowledge about oneself, other people, human qualities, manifested in ordinary and unusual circumstances, the surrounding world (Cognition, Socialization, Communication);

develop the desire to communicate with adults and peers in terms of the content of the read, express their attitude, assessment, make generalizations and conclusions (Cognition, Communication);

develop the ability to independently establish temporal and cause-and-effect relationships of events (Cognition);

to develop the ability to establish collisions and conflicts of characters in the content of the read, ways of resolving them, correlating with personal experience (Cognition, Socialization, Communication);

to develop the desire to imitate the positive heroes of books, to correlate the content of what was read with personal experience (Socialization);

develop analytical skills (compare the same topics, plots in different works, make simple generalizations and conclusions, correlate the content of what you read with personal experience) (Cognition, Socialization, Communication). ...

On the development of literary speech (acquaintance with linguistic means of expressiveness through immersion in the richest linguistic environment of fiction):

to develop sensitivity to the means of artistic expression, with the help of which the author characterizes and evaluates his heroes, describes the phenomena of the surrounding world (Communication, Music, Artistic creativity);

develop the ability to solve creative problems: compose small poems, fairy tales, stories, riddles, while using the appropriate techniques of artistic expression (Cognition, Communication).

Upon familiarization with verbal art (the development of artistic perception in the unity of content and form, aesthetic taste, the formation of interest and love for fiction):

to stimulate a passion for reading and communication with adults and peers according to the content of the read;

continue to generate interest in reading large-scale works (reading with continuation);

develop the ability to emotionally respond to what you read and see in life.

In the work on the development of the educational area for a deeper study, I have set the following tasks:

Formation of the need for the study of children's literature, motivation for self-education in matters of literary education for children.

Improving the professional level in the field of methods of introducing preschoolers to fiction.

Development of the ability to self-analyze their own pedagogical activity.

The introduction of new forms of organizing children's activities on the basis of the educational process based on FGT.

The development of the educational field "Reading fiction" in preschool age is carried out in a variety of methods and techniques. Let's dwell on some of them: literary living room, integrated classes, games-situations, creative meetings, conversations, book exhibitions and thematic exhibitions of drawings and crafts, reading contests, literary games and holidays, excursions, watching filmstrips, cartoons, circle work " Magic world fairy tales ”, problem group, theatrical activities, practical workshop, competition, consultations.

3. Methodology for the implementation of the tasks of the educational area "Reading fiction"

1. A preschool educational institution graduate must show an aesthetic taste, a desire for constant communication with a book, a desire to teach him how to read.

2. Name favorite literary texts, explains why he liked them.

3. Know the names of three or four writers, names their works, explains how he likes them.

4. Distinguish between the main genres of literary works (poem, fairy tale, story), has an idea of ​​some of their features.

5. Express your attitude to the characters, ideas of the work.

6. Perform literary works expressively.

7. Expressively convey images literary heroes in theatrical activities, show creativity, strive for improvisation.

Table 1.

	Regime moments		Activities of a teacher with a family
Forms of organization of children
Group. Individual. Subgroup.	Individual. Subgroup.	Individual.	Group. Individual. Subgroup.
Composing stories. Memorizing poetry. Creative tasks. Dramatization games. Matinees. Theatrical performances. Puppet show.	Independent activity. Reading prose, poetry. The use of counting rhymes, sayings in speech.	Games (cognitive, verbal, developing). Role-playing. Games in play areas.	Consulting. Thematic stands.

table 2. Integration of the educational area "Reading fiction" with other educational areas "

Educational area	Tasks
Physical education	1. Encourage children to self-tell, memorize nursery rhymes, songs. 2. To enrich independent and organized motor activity of children with literary images. 3. To form interest and love for sports based on works of art. 4. Learn to independently organize n / a, come up with options for games, your own games.
Health	1. Using the example of works of fiction, to educate children in the habit of taking care of their appearance, to improve their self-service skills. 2. To educate in children the ability to withstand stressful situations, the desire to be vigorous, healthy, optimistic with the help of works of fiction. 3. To form a conscious attitude to their health, awareness of the rules of safe behavior.
Socialization	1. Attracting children to participate in the sharing of familiar works with the teacher, to their full or partial dramatization. 2. To enrich children's play, visual activity, construction with literary images. 3. To develop in children the ability to sympathize, empathize with the positive heroes of works of art. 4. To cultivate a love for oral folk art. 5. To lead to an understanding of the moral meaning of the work, to a motivated assessment of the actions and character of the main characters. 6. Participate in the dramatization of familiar works.
Security	1. To teach the child the ability to act in new, unusual life circumstances for him. 2. Teach children the elements of orienteering, teach the rules of safe traffic on the streets and parks of the city. 3. Teach children the simplest ways to provide first aid to peers in extreme situations (sunstroke, etc.).
	1. To form in children the idea of ​​mutual assistance, friendship, to arouse the desire to provide all possible help to those who need it. 2. To cultivate a caring attitude towards animals. 3. To cultivate respect for the daily work of parents, their life experience. 4. Acquaintance with the work of adults (profession).
Cognition	1. To cultivate interest, love for fiction. Develop the ability to listen to literary works of various genres and topics, react emotionally to their content and follow the development of the plot. 2. To acquaint both with the variety of individual works, and with the cycles, united by the same characters. 3. To systematize and deepen knowledge about literary works. 4. To form ideas about the characteristic structure, typical characters and plot-thematic units of literary works. 5. To develop the ability for a holistic perception of a fairy tale in the unity of its content and artistic form, to consolidate knowledge about the peculiarities of the fairy tale genre.
Communication	1. To form an emotional-figurative perception of works of various genres, to develop sensitivity to the expressive means of artistic speech, verbal creativity. 2. To develop the ability to naturally, expressively retell works of art. 3. To form the imagery of speech: sensitivity to the figurative structure of the language of a literary work, the ability to reproduce and be aware of figurative expressions. 4. Learn to understand the beauty and power of the Russian language, apply figurative expressions in speech and speak beautifully. 5. Learn to answer questions about the content of the work, to participate in the conversation.
Artistic creation	1. To develop an attitude towards the book as a product of aesthetic culture - careful handling, the desire to listen to the book again. 2. To create a favorable atmosphere for children's word-creation, game and humorous variations of poetic texts, in particular works of poetic folklore. 3. To develop sensitivity to the expressive means of artistic speech, the ability to reproduce these means in their work. 4. Develop individual literary preferences in children. 5. Raise the desire to express your impressions and experiences after reading a work of art in a word, drawing. 6. Leading children to transfer various means of artistic expression into independent verbal creativity, productive activity.
	1. Development of poetic ear, the ability to perceive musicality, poetry of speech. 2. Development of imagery of speech. 3. In dramatization games, to form the ability to introduce elements of creativity into the motor and intonation-speech characteristics of the character. 4. Develop interest in theatrical and playful activities.

The principle of integration of educational areas is one of the principles on which the content and structure of the general education program of a preschool institution is built. According to the principle of integration, the tasks of one of the educational areas are carried out not only in the process of organizing educational activities in this area, but also in the organization of all types of children's activities in other educational areas.

Table 3. Forms of educational activities

Educational activities during times of security	Joint activities of a teacher with children	Independent activities of children	Family activities
Physical education
Morning exercises "Animal exercises" A. Barto.	Physical education.	P / and "Geese-Swans". "We are funny guys." People's game: "Burn, burn clearly!"	Joint holiday "Mom, Dad, I am a sports family" (learning poems, phrases, proverbs).
Health
The use of nursery rhymes during hygiene procedures: "Oh, frets, frets, frets, we are not afraid of water ...". "If your nose is sniffing, then it is completely clogged ...". “Crane, open up! Nose, wash yourself! ... ".	Reading works of art: "Moidodyr" - Chukovsky; "What is good, what is bad?" - Mayakovsky; "The grimy girl" - A. Barto.	Role-playing game "Veterinary clinic" after reading Chukovsky "Aybolit".	Leisure: "Travel to the country of Health".
Socialization
The use of nursery rhymes when dressing for a walk: "We will dress quickly, get ready for a walk", "We love order in everything ...".	Didactic game "Name the heroes of the fairy tale".	A dramatization game based on the Russian folk tale "like a hare Toshka was bored".	"Poetic Readings" (reading poetry with children and parents).
Security
Morning exercises with the use of the "Road Song" (strict mother taught crow to raven). Conversation on the content of M. Druzhinin's poem "Rules of the road".	Reading: “Tamara and I are walking in pairs” by A. Barto, “Soccer ball” by A. Usachev.	Role-playing game "Traffic" (using poetry).	Design of the book "In the event of a fire, call 03" (use of pictures and text invented by parents and children).
Cognition
On walks during observations - reading poems about the seasons, animals, and nature.	The use of riddles, sayings, proverbs, poems in the classroom on FEMP, design, ecology.	The use of poetry when creating buildings, for example, the poems by A. Barto "Builders", "Truck", "Airplane".	"An evening of riddles" (thematic: about nature, animals, seasons, etc.).
Communication
	Retelling of the fairy tale "The Fox and the Pitcher", "Bouncer Hare". Learning tongue twisters, phrases: "The beaver is good for the beavers", "Sa-sa-sa - a wasp has flown to us."	Role-playing games "Family", "Kindergarten", "School" - telling familiar fairy tales.	Visit to the theater.
Artistic creation
The use of illustrations for works of art during hygiene procedures and regime moments, for example, illustrations for the poem "Alyonushka" by E. Blaginina, "Moidodyr" by K. Chukovsky.	Didactic game "Pick up an illustration" (for a work of art).	Self-drawing illustrations for familiar literary works.	Visiting an exhibition, museum.
Music
Morning exercises to the song from the cartoon "38 Parrots" "Merry Exercise".	Musical and didactic game: "Guess who called?", Cognitive game "Burn, burn clear!"	Using familiar songs in role-playing games: "Family", "Kindergarten", "Theater".	Staging of the fairy tale "Cinderella".
Work
The use of nursery rhymes when cleaning toys, things "We play with toys, put them in place ..."	Reading "What the Crafts Smell About", "What Do You Have?", S. Mikhalkov "Grandmother's Hands".	Work in the corner of the book: arranging books in accordance with the topic, repairing books.	Making books for babies.

Table 4. Hu use technologyfiction in games

Stages
Acquaintance with the work (reading, storytelling, watching a film strip, video recording, viewing paintings and illustrations).	Knowledge must be emotionally perceived by the child, therefore, mandatory feedback (retelling, table theater, outdoor play with characters).	Reflection of the child's emotional attitude to the object under study in artistic activity (modeling, drawing, designing, making attributes for games).	Preparing for independent plotting, preparing the necessary environment for creative play, enacting the plot of a work, theatrical play.

Conclusion

An important role in the development of speech, replenishment of the child's vocabulary is played by fiction. Adults should remember that the child's need to be read, even if he has already learned to read on his own, must be satisfied. After reading it is important to find out what and how the child understood. The child should choose the works for reading, taking into account the age, interests and development. Children of older preschool age are attracted by the large content of the text, although they are happy to look at the illustrations for the book.

The importance of fiction in the upbringing of children is determined by its social, as well as educational and educational role in the life of our entire people. When carrying out work on the implementation of the educational area "Reading fiction" teachers are faced with complex, multifaceted tasks. A full-fledged work in this area is necessary as the most important means of children's development, since fiction, on the one hand, expands the preschoolers' ideas about the world around them, forms primary value ideas, contributes to the development of literary speech, familiarization with verbal creativity; on the other hand, it introduces children to a special, exclusive world of feelings, experiences and emotional discoveries. The kindness of the heroes, their emotional responsiveness is especially important for young children living in a modern information environment, in which there is a lot of aggressiveness and emotions. The solution of the main tasks of psychological and pedagogical work will be possible if the teacher is able to achieve the most important thing - it will form in children an interest in fiction, which will contribute to the active attitude of young listeners to what they read.

Bibliography

1. Alekseeva M.M. Methodology for the development of speech and teaching the native language of preschoolers / M.M. Alekseeva, V.I. Yashin. - M .: Academy, 2012 .-- 400 p.

3. Babaeva T.I., Gogoberidze A.G. Childhood: Approximate basic general educational program of preschool education / T.I. Babaeva, A.G. Gogoberidze, Z.A. Mikhailova and others - SPb.:, 2011 .-- 528 p.

4. Borodich A.M. Methodology for the development of speech: Textbook / A.M. Borodich. - M .: Education, 2010 .-- 256 p.

5. Gurovich L.M. Child and Book: Textbook / L.M. Gurovich, L.B. Beregovaya, V.V. Loginova; Ed. IN AND. Loginova. - M .: Education, 2009 .-- 62 p.

6. Children's literature: / Ed. HER. Zubareva. - M .: Education, 2009 .-- 399 p.

7. Leontiev A.N. Fundamentals of the theory of speech activity / A.N. Leontiev. - M., 2012 .-- 314 p.

8. Leontiev A.A. Psychology of communication / A.A. Leontiev. - M., 1999 .-- 256 p.

9. Lobanov A.A. Fundamentals of professional and pedagogical communication / A.A. Lobanov. - M .: Academy. - 2009 .-- 192 p.

10. Statsenko R. Methods of familiarizing children with the artistic word: // Preschool education... - 2012.- No. 7-p. 101.

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A long-term plan of work in the preparatory school group for familiarization with fiction

Conversation "Where the book came from"

Purpose: to acquaint with the variety of books (in the past and now), to give children an idea of ​​how a book is made. Continue to expand and clarify children's understanding of books, their preservation and respect for them.

Reading the story of Leo Tolstoy "Filipok"

Purpose: to convey to the consciousness of children the author's intention - the desire for learning is natural for a peasant child, to arouse in children respect for their peer, a person of "business"

Application "School"

Purpose: to teach how to make various architectural structures from geometric shapes.

Exhibition "What Are Books"

Purpose: to acquaint with the variety of books, their design.

GARDEN FLOWERS

Memorizing A.K. Tolstoy "Bells"

Purpose: Consolidation of ideas about spring. Distinguishing between early and late spring.

Enrichment of vocabulary with signs and actions of objects.

Development of dialogical speech.

Fixing the names of wildflowers.

Memorizing a poem by A.K. Tolstoy "Bells".

Reading poems by E. Serov "Lily of the Valley", "Carnation", "Forget-me-nots"

Purpose: to evoke in children a feeling of admiration, delight in front of the beauty of their native nature, to teach them to emotionally perceive the figurative content of artistic tests.

Drawing "Favorite flower"

Purpose: to convey an image of flowers according to the read works

Exhibition of children's drawings "My flower"

Purpose: to teach to admire the beauty of nature, to be happy for the result obtained

VEGETABLES AND FRUITS

Retelling by Leo Tolstoy "The Stone"

Purpose: to teach by the actions of the hero to determine the motives of his actions, to develop the ability to analyze actions and evaluate them. Learn to retell close to the text.

Reading N. Nosov "Cucumbers". Examination of illustrations, acquaintance with creativity

Purpose: to acquaint children with the work of N. Nosov with his biography. To teach by the actions of the hero to determine the motives of his actions, to educate the ability to analyze actions and evaluate them, arguing their judgments.

Modeling "Fruits and vegetables"

Purpose: to generate interest in the real image of vegetables and fruits.

Exhibition of creativity N. Nosov

Purpose: to acquaint with works of art and illustrations for his books.

BERRIES

MUSHROOMS

Acquaintance with small folklore forms

Purpose: to clarify the idea of ​​children about genre features, the purpose of riddles, tongue twisters, proverbs. Learn to understand the generalized meaning of proverbs and sayings.

An evening of riddles "In the mushroom kingdom, in the berry state"

Purpose: to consolidate, systematize the knowledge of children about small folklore forms-riddles, the ability to compose riddles themselves.

Drawing "Mushroom basket"

Purpose: to teach a riddle to depict mushrooms

Making an album "Riddles and Answers"

Purpose: to teach you to choose the appropriate answers

BREAD ALL THE HEAD

Memorizing proverbs and sayings about bread

Purpose: to maintain and develop interest in understanding the meaning of figurative expressions, to deepen the understanding of proverbs and sayings.

Reading by M.M. Prishvin "Lisichkin bread"

Purpose: to teach to perceive the figurative content of the work, the ability to hear and highlight expressive means in the text, to explain the meaning and origin of the names of herbs.

Drawing on the proverbs about bread

Purpose: to teach to convey the content of proverbs in the drawing.

Making the album "Bread for all"

AUTUMN

Memorizing a poem by A.S. Pushkin "The sky was breathing in autumn"

Purpose: to teach children to expressively recite a poem by heart, conveying the sadness of autumn nature in intonation.

Reading poems about autumn, listening to PI Tchaikovsky “Seasons. September"

Target:Expand children's ideas about the characteristics of autumn; learn to find them in nature; to educate a careful and aesthetic attitude to nature, sensitivity to the perception of the beauty of the autumn landscape; to enrich the impressions of children and to shape musical taste by listening to the works of PI Tchaikovsky (the cycle "Seasons").

Application "Miracle leaves" (drawing up a picture from dry leaves)

Purpose: to teach how to compose a composition based on a literary work

Exhibition of books and paintings "Golden Autumn"

Purpose: to form the ability to perceive poetic works in the unity of verbal and visual arts.

FLIGHT

NEW

BIRDS

Reading V. Bianchi "Forest Houses"

Purpose: to help to assimilate biological information: the adaptability of birds and animals to certain conditions, to pay attention to the artistic expressiveness, conciseness and accuracy of the description of "houses".

Theatricalization r.n. fairy tales "Geese-swans"

Purpose: to teach to reproduce the text of a familiar fairy tale in a theatrical game, to select the appropriate intonation to characterize the fairytale character; to form a keen interest in Russian folklore.

Collective application "Frog-traveler"

Purpose: to convey the episode of the fairy tale you like.

Production of the album "Favorite Heroes of Fairy Tales"

WILD ANIMALS OF THE SOUTH AND NORTH

Retelling by Leo Tolstoy "Elephant"

Purpose: to educate moral qualities: pity for animals, caring for your family; broaden the horizons of children.

Reading The Jungle Book by J.R.Kipling

Purpose: to acquaint with the work of D.R.Kipling

Drawing "Who lives in the jungle"

Purpose: to convey images of realistic animals.

Making mnemonic tables for composing fairy tales

CLOTHES

SHOES

HATS

Reading the fairy tale by A.S. Pushkin "The Tale of the Fisherman and the Fish"

Purpose: to deepen and expand knowledge about the work of A.S. Pushkin; to educate the ability to emotionally perceive the figurative content of a fairy tale.

Birthday of N. Nosov. Reading by N.Nosov "Live Hat", "Patch" (staged)

Target:Continue to acquaint children with the works of N.N. Nosov. To teach children to understand the humor of the situation, to clarify children's ideas about the features of the story, its composition, differences from other literary genres, to teach children to highlight parts of the work (beginning, middle, end).

Drawing on the fairy tales of Pushkin

Purpose: to develop creative imagination by conveying the image of fairytale heroes

1. "Knizhkina Hospital";

2. Exhibition "My Favorite Book"

Purpose: to instill a love of works of art.

WINTER

WINTER ENTERTAINMENT

NIJ

Telling of the rn fairy tale "Snow Maiden"

Target:To learn to understand the figurative content of a fairy tale, to evaluate the actions of the heroes and to motivate one's assessment; to develop the ability for a holistic perception of a fairy tale in the unity of its content and artistic form; to consolidate knowledge about the features (compositional, linguistic) of the fairytale genre; to foster love for Russian folk art.

Acquaintance with the biography of A.S. Pushkin. Reading by A.S. Pushkin “Winter! The peasant triumphant ... "

Target:continue to acquaint with the work of the great Russian poet; to expand the understanding of the landscape lyrics of A.S. Pushkin;

evoke a feeling of joy from the perception of poetry, a desire to hear other works of A.S. Pushkin.

Teamwork "Herringbone" (origami)

Purpose: to teach to convey the beauty of the winter forest.

Exhibition of works by A.S. Pushkin

Purpose: to acquaint with works of art and illustrations for his books.

WEEK OF PLAY AND TOY

Reading Dragoon's story "Childhood Friend"

Target:Teach children to emotionally perceive the figurative content of the work, to comprehend the idea;

to consolidate ideas about the genre features of literary works (fairy tale, poem, story)

Hearing in the audio recording of A. Barto "Toys"

Modeling "Santa Claus hurries to the Christmas tree"

Purpose: to sculpt toys that Santa Claus may have in a bag.

Exhibition "My Favorite Toy"

Purpose: to teach to take on the role of a guided tour when telling about your toy, to instill a respect for toys.

FURNITURE

Reading S. Marshak "Where did the table come from?"

Target:Learn to emotionally perceive the figurative content of the poem;

Learn to select rhymes for different words;

Role-playing game "Family" (playing around crafts)

Purpose: to teach children to reflect real life events in games; improve dialogical and develop monologue coherent speech.

Paper construction "Furniture"

Purpose: making attributes for a role-playing game.

Replenishment of furniture attributes for role-playing game

DISHES

Reading N. Nosov "Mishkina porridge"

Purpose: to foster a sense of humor - the ability to understand and appreciate humor, to enjoy it.

Drawing "Golden Khokhloma"

Purpose: to convey the characteristic features of the painting, to consolidate the specific variety of dishes

Exhibition of tableware by type of painting (khokhloma, gzhel, Gorodets)

Purpose: to expand the knowledge of children about the types of painting

Home

ANIMALS

Retelling of the story of Leo Tolstoy "Kitten"

Purpose: to teach children to retell the text, accurately, consistently, expressively,imbued with a feeling of sympathy for the boy, they see in his act a manifestation of courage.

Telling of the r.n. fairy tale "Khavroshechka"

Purpose: to help give a motivated assessment of the characters, to draw attention to the brightness and imagery of the story.

Application "Fluffy kitten"

Purpose: to convey the image of a kitten from the story of Leo Tolstoy "Kitten"

Making animal masks for theatricalization of fairy tales

WILD ANIMALS

Reading by E. Charushin "Volchishko"

Target: to awaken sympathy in children, empathy for the hero of the story;

using questions to teach children to put themselves in the place of the hero of the story;

foster an understanding of the emotional meaning of the work;

; help children in fostering a sense of fearlessness.

Theatricalization of the fairy tale "The Tale of brave hare»

Purpose: to encourage children to actively participate in the theatricalization of a fairy tale, to teach them to pronounce words clearly, combining movement and speech.

Drawing "Little gray bunny sits"

Purpose: to teach to convey in a drawing an episode from the life of an animal, through the compositional arrangement of the character.

Making the album "Learn and Tell a Story"

PROTECTION

NIKI OF THE FATHERLAND

Narrative of the r.n. fairy tale "Nikita Kozhemyaka"

Purpose: to draw attention to the characteristic features of the hero - the desire to come to the rescue, the readiness to defend the Motherland, to cause admiration for the hero in children, the desire to be like him.

Reading A. Mityaev "A bag of oatmeal"

Purpose: To generate interest in the plot of the story, to help understand why the soldier sought to take care of the dogs. To instill in children a feeling of love and great gratitude to everyone who defended our country.

Gift for dad

Purpose: to teach to show care and attention to loved ones

Personal exhibition of works "Little Artist"

Purpose: to cultivate a sense of joy for the success of your friends.

A FAMILY

Memorizing G. Vieru "Mother's Day"

Reading on roles S. Mikhalkov "What do you have?", A conversation about mom

Purpose: to teach to tell a poem in roles, to pronounce phrases in an expressive intonation.

Drawing of the Russian fairy tale "Sister Alyonushka and brother Ivanushka"

Purpose: to foster interest and desire to display in the drawing the fragment you like from the fairy tale.

Replenishment of the group photo album "Me and My Family"

SPRING

Reading by M. Prishvin "Golden Meadow"

Poetry evening "Admire: Spring is Coming"

Target:Arouse in children a feeling of admiration, delight in front of the beauty of their native nature, a desire to express their experiences and impressions in words;

teach to emotionally perceive the figurative content of literary texts; cultivate a love of nature.

Painting " Early spring»

Target:to teach how to create plot compositions on the themes of the surrounding life and poetic

works.

Exhibition of still life paintings "Flowers"

Purpose: to replenish children's knowledge of flowers, to foster a sense of beauty

First week of April

Birthday of the book. Quiz based on the works of N. Nosov

Purpose: to clarify the knowledge of children about the works of N. Nosov;

Foster a love of fiction.

Reading by N.Nosov "Fantasies". Fantasy night "Whose story is funnier"

Purpose: to help to penetrate into the idea of ​​the story - a cheerful kind fantasy brings joy, lies, trouble, grief, to help to understand the meaning of the word "dreamers", to teach them to come up with funny situations on their own.

Modeling "Fantastic fairytale hero"

Purpose: to teach how to create a fantastic image

Collage based on the works of N. Nosov

Purpose: to consolidate the knowledge of children about the work of the writer

ROOMS

NEW PLANTS

Reading the fairy tale by V. Kataev "Flower-seven-flower"

Purpose: to lead children to a moral understanding of the tale, to a motivated assessment of the actions and character of the main character, to consolidate knowledge about the genre features of the tale.

Reading by G.Kh. Andersen's "Thumbelina".

Purpose: to clarify knowledge about the work of G.H. Anderson, to teach to comprehend and evaluate the characters of the fairy tale characters and their actions.

Application "Flower"

Purpose: to teach how to make an unusual fantasy flower.

Production of the album "My Favorite Cartoon"

SEASONS

(SUMMARY)

Memorizing the poem by G. Novitskaya "The kidneys open up"

Purpose: to teach children to expressively recite a poem by heart, intonationally conveying the joy of the awakening of nature, to develop poetic ear.

Drawing up a descriptive story based on the landscape painting "May.Oblachko" by V. Podlyansky

Purpose: to teach to compose descriptive stories on a landscape painting, using different types of sentences; enrich the children's vocabulary with figurative words and expressions, activate verbs, synonyms and antonyms in their speech.

Drawing "Blooming spring" (finger technique)

Purpose: to teach to convey a poetic spring mood.

Decoration of the gallery of paintings about spring

Purpose: to teach to correlate a literary passage about spring with the corresponding landscape painting

NASECO

WE

Reading the fable by I.A. Krylova "Dragonfly and the Ant"

Target:To acquaint children with the fable, with its genre features;

bring to an understanding of the allegory of fables, ideas; cultivate sensitivity to the figurative structure of the language of the fable; understand the meaning of proverbs about labor ("A master of his craft", "In a big deal and a little help is expensive"), associate the meaning of a proverb with a certain situation.

Reading followed by retelling by V.A. Sukhomlinsky "Let there be a nightingale and a beetle"

Target:introduce V. Sukhomlinsky to the literary tale; develop the ability of children to emotionally respond to what they read;

foster respect for others, friendliness;

teach dialogical speech when retelling.

Drawing on the fable of I.A. Krylov "Dragonfly and the Ant"

Purpose: to teach to betray the images of heroes in the plot

Exhibition "Animals in Fairy Tales"

Purpose: to acquaint with the expressiveness of the images of animals by different artists

FISHES

SUPPLY

NYY

PEACE

The story of r.n. fairy tales "The Frog Princess"

Purpose: to continue to develop poetic ear: the ability to listen and highlight expressive means in the text.

Quiz "We love fairy tales"

Target:To consolidate, systematize the knowledge of children about literary works read during the year, about the features of different genres of works of art;

consolidate knowledge about small folklore forms.

Collage "Let's help grandparents remember fairy tales"

Target:

teach to create a composition from the characters of various fairy tales.

Exhibition of children's drawings "We draw fairy tales"

Purpose: to develop creativity, imagination.

Long-term plan
"Reading fiction"

September
1 week "Kindergarten"
1. Reading poems by A. Barto from the cycle "Toys":

Purpose: to make children want to tell familiar poems by A. Barto; to form a positive attitude towards poetry.

2. Reading the fairy tale "Winged, furry and oily"

3. Reading the story of L. Tolstoy "Nastya had a doll"

4 ... Reading the poem by G. Novitskaya "Silence".

Objectives: to continue to form the ability of children to emotionally perceive and understand the figurative content of poems; develop imagery of speech. Promote the development of voluntary memory. To cultivate a love for oral folk art.

2 week "My city, my country"

1. Reading the fairy tale "Cat and Fox"
Purpose: to educate the ability to listen carefully to a fairy tale.

2 . Reading and learning poems about the city.
Objectives: to develop memory, the ability to expressively read poetry.

3 ... Reading of the poem by S. Yesenin "Birch"
Purpose: To form the ability to see and feel the beauty of Russian nature in a work of art.
4 . B. Zhitkov "On the streets in Moscow".
Objectives: to continue to acquaint children with the works of famous children's writers; to form the ability to answer questions about the content; to cultivate love for the capital of our Motherland.

3 week _ "Family"

1 ... E. Permyak “How Misha Wanted to Outsmart Mom”.
Objectives: to help children understand the meaning of the work; maintain a negative attitude towards lying; cultivate honesty.

3 ... V. Dragunsky "What I Love".

Objectives: to form in children a holistic perception of a literary text in unity with the content and art form... To develop intonational expressiveness and auditory perception, to encourage children to convey their impressions, to evaluate the actions of the heroes of S. Prokofieva's story.

4 week “Autumn. Signs of Autumn ”.

1. Reading of A. Grishin's poem "Autumn"
Purpose: to develop memory, the ability to expressively tell.
2 ... Reading proverbs and sayings about autumn.
Purpose: to develop memory, thinking.
3 ... Reading the story "Hedgehog" by E. Charushin
Purpose: to form the ability of children to listen carefully to the work to the end; cultivate love for the animal kingdom.
4. Reading the poem by I. Belousov "Autumn"

Purpose: to develop memory, attention. Foster a love of poetry.

October
1 week “Autumn. Trees"

1. Reading the poem "Autumn Song" by A. Plescheev
Purpose: to form the ability of children to listen carefully to the work to the end; cultivate a love of nature.
2. "Birch" S. Yesenin (reading a poem).
Purpose: to form the ability of children to expressively read a poem, conveying admiration of winter nature in intonation, to feel and reproduce the figurative language of the poem. Develop memory, imagination, intonational expressiveness of speech. To cultivate love for nature, aesthetic feelings.
3. I. Bunin "Leaf Fall" (excerpt)
Purpose: to develop attention, memory, to form the ability to pronounce words clearly, to be able to maintain a conversation. To form the ability of children to emotionally perceive the figurative basis of poetic works, to develop creative imagination, expressiveness of children's speech.
4. I. Tokmakova "Eli"
Purpose: to form the ability of children to emotionally perceive the figurative basis of poetic works, to develop creative imagination, expressiveness of children's speech.

2 week “Autumn. Vegetables"
1 ... Guessing riddles about vegetables.

Purpose: to acquaint with the small folklore form - riddles; develop children's thinking, speech.
2. Reading the fairy tale "Puff"

Purpose: to foster interest in fairy tales.

3 . Reading of the poem "Vegetables" by Y. Tuwim.
Objectives: to continue to form the ability to perceive poetic texts, memorize excerpts; broaden the horizons of children; consolidate knowledge about vegetables.
4. N. Egorova "Radish, carrot, pumpkin ..."

Purpose: to foster a love of fiction.

3 week “Garden. Fruits"
1 "The Old Man and the Apple Trees" L. Tolstoy.

Objectives: to acquaint children with the fact that fruit trees are planted in spring

To foster a respect for nature.

2. Guessing riddles about fruits.

Purpose: to continue acquaintance with the small folklore form - riddles; develop children's thinking, speech.
3. Reading of V. Kataev's fairy tale "Flower - seven-flower".
Objectives: to lead to an understanding of the moral meaning of the tale, to a motivated assessment of the actions and character of the main character; to consolidate knowledge about the genre features of the tale.

4 . G. Yudin "How to cook compote"

Purpose: to form the ability to listen to a work, answer questions.

4 week Forest. Mushrooms and wild berries.
1. Reading "Autumn in the Forest" I. Sokolov-Mikitov.

Purpose: to form a desire to listen carefully and memorize the read poem. Develop memory.
2 .I AM. Thaits "For mushrooms" - reading the work

Objectives: to continue to develop the ability to listen carefully to the work,

to convey intonation the characters' characters, their attitude to the heroes;

3 ... Reading the Russian folk tale "Under the fungus".
Purpose: to form the ability to convey intonationally the dialogues of the characters;

Use the expressive means of the language when retelling.

4. Listening to V. Bianchi's fairy tale "Kolobok - a thorny side"

Purpose: to form interest in the work. To develop knowledge about the animal world.

November
1 week "Clothes"
1. S. Marshak "Gloves" - work on the content of the poem.

Objectives: to continue to form the ability of children to understand the content of poems;

Help to comprehend the meaning of figurative expressions in the text; control in the deliberate use of means of intonation expressiveness.

2 . N. Nosov "Patch".

Purpose: instill a love of fiction, teach competently, answer questions. Develop attention, speech.

3. Sh. Pen "Little Red Riding Hood".

Purpose: to educate emotionally - figurative perception of the work, to teach to comprehend the idea; to clarify the knowledge of children about the genre features of the tale; develop creative storytelling skills. To bring to the consciousness of children the idea of ​​\ u200b \ u200bthe fairy tale, to educate children with good feelings, the need to take care of loved ones.

4. S. Marshak "That's how absent-minded" (hearing)

Purpose: to form the ability to notice and understand figurative words and expressions in the text. Develop creative imagination.

2 week "Shoes"
1 ... Reading of Konovalov's story "Stubborn Boots".
Objectives: to continue to develop interest in fiction, to promote understanding and correct understanding of the content of the work; teach to evaluate the actions of the heroes of the work; to expand ideas about shoes; - to develop attention, thinking, visual perception, motor skills; -to cultivate respect for things.
2. Reading and solving riddles about shoes.

3. Reading the tale by S. Perrault "Puss in Boots".
Objectives: to form the ability to understand the meaning of the tale, the morality contained in it; develop the ability to understand character traits actors; form figurative speech.

4. Reading of the poem by E. Blaginina "I will teach to put on shoes and my brother."

Objectives: to form the ability of children to emotionally perceive a poetic work, to be aware of the topic, content. Arouse the desire to remember and expressively reproduce the quatrains. To develop auditory memory, emotional-volitional sphere, to improve the intonational expressiveness of speech. Foster a desire to help those who need help.

. 3 week "Toys"
1 . Repetition of A. Barto's poems from the cycle "Toys"
Purpose: to induce in children a desire to recite familiar poems in an intonationally expressive way; to form a positive attitude towards poetry.
2 . S. Marshak "The Ball".
Purpose: to help children remember and expressively read a poem, remember the works of S. Ya. Marshka.
3. Agnia Barto "Rubber Zina".
Purpose: to help children remember and expressively read a poem, remember the works of Agnia Barto.

4 week "Dishes"

1. K. Chukovsky "Fedorino grief".
Objectives: to continue to develop the ability of children to listen carefully to poetry; create conditions for children to express the perception of the text in external action.

2. Reading the poem by A. Kondratev "You can many, many times."
Objectives: to develop in children the ability to listen to a poem and understand its meaning; help memorize a poem; clarify and expand children's ideas about dishes; learn to use sentences in an affirmative and negative form in speech; develop hand-eye coordination, attention, memory; educate the careful handling of dishes.

3 . V. Karaseva "Glass"

Purpose: to form the ability to listen to literary works, evaluate the actions of heroes, talk about helping around the house.

4. Reading the story of N. Kalinina "Mom's Cup".
Objectives: to form the ability of children to convey the content of a small literary work; teach to ask questions to the text of the work and answer questions, logically correctly building the answer; develop auditory memory.
December
1 week “Winter. Wintering birds "
1 ... Reading S. Mikhalkov "About mimosa".
Objectives: to expand children's understanding of a healthy lifestyle, how to dress in winter, how to improve their health in winter; help children to correctly perceive the content of the work.
2 .Reading the story of G. Skrebitsky “What does the woodpecker feed on in winter? "

Objectives: to encourage children to emotionally perceive the figurative expressions of a literary work, to understand the semantic meaning of the content of the story; enrich the children's vocabulary with figurative words and expressions. Pay attention to the formation of grammatically correct speech, make sure that, when answering questions about the content, children use words in the correct grammatical form. To cultivate a caring attitude towards birds, love for them.

3 ... I. Surikov "Winter".
Objective: to continue to develop interest in fiction; instilling sensitivity to the poetic word.
4. Reading the fairy tale "Two frosts".
Purpose: to foster interest and love for fairy tales.

2 week “Pets. Domestic birds.

1. Telling the fairy tale "Rukavichka".
Purpose: to form the ability to emotionally perceive the content of a fairy tale.
2. N. Nosov "Living Hat".
Objectives: to continue to develop children's ability to perceive large texts; to bring to the consciousness of children the humor of the work; foster interest in fiction.
3 ... Telling of V. Suteev's fairy tale "Chicken and Duckling".
Objectives: to help children correctly comprehend the content of the fairy tale; teach to empathize with heroes and evaluate their actions; to expand children's understanding of poultry; enrich children's vocabulary with verbal vocabulary; develop auditory and visual perception, memory.

4. "Tar bull" (telling a Russian folk tale)

Purpose: to acquaint children with a new fairy tale, to teach them to understand its content. Teach children to answer content questions with common sentences or short stories. Develop attention, memory. To foster interest and love for Russian folk tales.
3 week "Wild animals"

1 . Reading of the fairy tale "Wintering of animals".
Objectives: to develop memory, attention; foster a love of fairy tales.
2. Reading the fairy tale "The Fox and the Rooster."
Objectives: To develop the ability to listen carefully. Memorize the work read.

3 ... Reading the fairy tale "Hare and Hedgehog".
Objectives: to develop memory, auditory attention; cultivate love for animals.
4. "The Big Journey of the Little Mouse" (storytelling)

Purpose: to acquaint children with a new fairy tale of the peoples of the North, to form the ability to answer questions about the content. Develop memory, thinking, attention, cognitive interests. To foster interest in fairy tales of different peoples.
5. " Lesnaya Gazeta "V. Bianki (reading stories).

Target : continue to form the ability of children to answer questions, using the simplest types of compound and complex sentences in speech.

Consolidate children's knowledge of the life of animals in winter as they prepare for winter.

Develop thinking, memory, imagination, cognitive interests.

4 week "New Year"

1 ... Reading and solving riddles about winter.
Objectives: to encourage children to answer questions, to consolidate the ability to solve riddles.

2 ... Reading fiction: "Poems about the New Year."

3 ... Reading the poem "Christmas tree" E. Moshkovskaya.

Objectives: to continue to introduce children to the national children's art. literature. To form the ability to answer the teacher's questions. To develop speech, memory, logical thinking of children. Foster a love of poetry.
4. Reading: "Santa Claus sent us a Christmas tree" V. Petrov.

Purpose: to develop a desire to listen. Form a joyful mood in anticipation of the holiday.

January
1 week "Vacation"
1 . Reading the fairy tale "Snow Maiden".
Purpose: to form the ability to listen carefully to a fairy tale. Answer questions about the text.

2. Reading G. Andersen "The Snow Queen".

Purpose: to note the characters of the heroes, their positive and negative sides, to reveal the educational value of the tale.

3 .Guessing riddles about winter games.
Objectives: to develop memory. auditory attention; develop an interest in guessing riddles.

4 ... Reading thin literature. N. Nosov "On the Hill".
Objectives: to continue to develop the ability of children to listen to stories; help children correctly perceive the content of the work, empathize with its heroes; help the formation personal relationship to the work.

2 week "Furniture"

1. Reading S. Marshak "Where did the table come from?"
Objectives: to enrich and expand children's ideas about furniture; to form an interest in fiction; learn to answer questions with a phrase; to intensify cognitive activity; develop speech, auditory and visual perception, thinking, motor skills; cultivate respect for the surrounding furniture.

2. Reading the fairy tale "Three Bears"

Purpose: to foster interest in fairy tales.
3 ... Riddles about furniture.
Purpose: to educate the ability to guess riddles, develop thinking.

3 week "Freight and passenger transport"

1. V. Klimenko "Who is the most important on the street."
Objectives: to expand children's knowledge about transport through meaningful listening to the work; help to understand the meaning of the story; foster a desire to follow the rules of behavior on the street.

2 ... Reading and solving transport riddles.
Objectives: to help understand how to correctly guess the riddle: you need to look for the hero of the riddle, who hid, according to his description (with whom or with what he is compared). Exercise in the selection of comparative turns to objects. Develop imagination, imagination.
3. Reading the Tale of N. Pavlova "By car".
Objectives: to encourage children to emotionally perceive the figurative expressions of a literary work, to understand the semantic meaning of the content of the story; to form the ability of children to describe various properties of objects. Form moral concepts: friendship, friends, mutual assistance.
4. "Train" J. Taits (reading the story).

Target: develop the ability to listen carefully to a new story. Develop attention, memory. Cultivate an interest in reading.

February

1 week "Professions"
4 Reading the poem by S. Marshak "Policeman"
Purpose: to form a desire to listen to and memorize the read poem; develop memory; cultivate a love of poetry.

2. "Uncle Styopa" S. Mikhalkov (reading the work).

Purpose: to acquaint children with a new work, to teach them to characterize the actions of the hero. Continue to teach how to answer questions about the content of the work.

Develop attention, thinking, memory, cognitive interests.

Foster respect for adults, interest in their professions.

3. Telling the Belarusian folk tale "Zhikharka".
Objectives: to form the ability of children to perceive and understand the figurative content of a fairy tale, to notice figurative words and expressions in the text; exercise in the selection of synonyms; to form the ability to understand the content of sayings, to come up with new episodes.
4. Memorizing the poem "Chauffeur" by B. Zakhoder.
Objectives: to clarify the ideas of children about the profession of people in transport. To form in children an emotional perception and understanding of the content of the plot of a poetic text. Continue to improve the artistic and speech performance skills of children when reading a poem (emotionality of performance, natural behavior, the ability to gesture, facial expressions, to convey their attitude to the content literary phrase) .

2 week "Houseplants"

1. "Precedent" Russian folk tale.
Objectives: to develop the ability to listen to the work to the end.

2. Poem by E. Blaginina "Balzamin".
Objectives: to continue acquaintance of children with the structure of the plant, the peculiarity and purpose of its parts. Develop practical skills in caring for indoor plants.

3. Andersen Hans Christian "Thumbelina".
Objectives: to foster interest in fairy tales.

4.G. Rakova "Violet", "Aspidistra", "Ficus", "Begonia".
Objectives: to contribute to the expansion of children's knowledge about indoor plants and their importance in human life.

3 week "Our Army"
1. "Border guards" S.Ya. Marshak (reading a poem).

Target: to acquaint children with a new poem - about border guards, soldiers guarding our Motherland. Learn to answer questions about the content of the work. Develop memory, attention, intonational expressiveness of speech.

To foster interest in the soldiers of the Russian army, respect for them.

3 ... N. Teploukhova "Drummer".
Objectives: to continue to develop the ability of children to listen carefully to stories, to answer questions about their content.

Develop thinking, memory, teach to actively participate in the conversation.

4. Reading poems for the Defender of the Fatherland Day.
Objectives: to develop expressiveness of speech, a sense of rhythm.
5 ... Reading of the poem by Z. Alexandrova "Dozor".
Objectives: to form the ability to understand the nature of the work; express your impressions in coherent statements.
4 week "Construction. Professions of builders"

1 .Reading Permyak "What are hands for?"
Objectives: to help children understand and correctly comprehend the content of the work; encourage them to answer questions with a phrase; enrich the dictionary with verbal vocabulary. Develop thinking, auditory and visual perception, motor skills; develop the ability to listen to the answers of other children.
2. Memorizing the poem "Builders" by B. Zakhoder.

Objectives: to acquaint children with various professions and their characteristics. To give knowledge about the qualities that must be possessed by a person who wants to get a particular profession. Foster a respectful attitude towards adult work. Encourage creativity in role-playing professions.

Foster pride and respect for parents.
3 . Dramatization of the fairy tale "Three Little Pigs"

Purpose: to consolidate the knowledge of fairy tales, arouse the desire to participate in staging, to develop acting skills.

4 ... Telling the tale "Zayushkina's hut".

Objectives: to form the ability of children to emotionally perceive a fairy tale, to understand and remember the plot, characters; to teach intonationally to accurately repeat songs from a fairy tale. Exercise in word formation. Foster a desire to listen to each other, not to interrupt.

March
Week 1 Spring. Mother's holiday. First flowers.

1. "Mother's Day" G. Vieru (reading a poem).
Purpose: to acquaint children with a new poem. To form the ability of children to answer questions about the content, to pronounce words and phrases clearly. Develop memory, attention, intonational expressiveness of speech. Raise love and respect for mom.
2. Memorizing the poem "Mama" by Ya. Akim.
Objectives: to induce a joyful emotional mood in children, to help them express their attitude, love for their mother through poetry, creative activity... Replenish vocabulary with emotional and evaluative vocabulary.
3 ... Reading the story by N. Kalinina "Mom's Cup".
Objectives: to form the ability of children to convey the content of a small literary work; to form the ability to ask questions to the text of the work and answer questions, logically building the answer correctly; develop auditory memory.
4 ... With Kaputikyan "My grandmother".
Objectives: to induce a joyful emotional mood in children, to help them express their attitude, love for their grandmother through poetry, creative activity.
2 week "Professions of mothers"
1. "Work" by D. Gabe (reading the story).

Purpose: to continue to form the ability of children to listen carefully to stories, to answer questions about their content. Develop thinking, memory, teach to actively participate in the conversation. To foster interest in the work of adults, a desire to help them.

2. Reading the work of Mikhalkov "What do you have?"
Purpose: to develop a desire to talk about their attitude to a specific act of a literary character, to help children understand the hidden motives of the heroes of the work, to introduce them to verbal art.
3 ... Reading the story of E. Permyak "Mom's work".
Objectives: to consolidate the knowledge of children about the features of different literary genres;

To form the ability of children to emotionally perceive figurative content

works, comprehend the idea; teach by answering questions correctly

build sentences.
4 ... Reading fiction: "Aybolit"
Objectives: to continue to introduce children to the national children's art. literature. To form the ability to answer the teacher's questions. To develop speech, memory, logical thinking of children.
3 week "Underwater world"

1 "The First Fish" E. Permyak.
Objectives: to develop the ability of children to listen to large-scale literary works; continue to acquaint children with the peculiarities of wildlife; foster respect for nature.

Continue to acquaint children with the works of children's writers; help to understand the meaning of the story; foster love and caring attitude towards loved ones.

2. Reading and memorizing the song "Grandfather wanted to cook some fish soup ..."?
Purpose: to help children remember p. n. etc., expressively recite it by heart, develop a sense of rhythm, consolidate knowledge about river fish, methods of fishing (with a fishing rod, nets).

3. Tale "By the Pike's Command."

Objectives: to develop the ability of children to listen to large-scale literary works; continue to acquaint children with the peculiarities of wildlife

4 . Learning poems, riddles about fish.
Purpose: to educate the ability to guess riddles.

4 week "Our city (country, street)"
1. Reading and learning poetry about the city.
Purpose: to develop memory, the ability to expressively tell.

2. "In the theater" A. Barto (reading a poem).

Purpose: to form the ability of children to emotionally perceive the figurative content of a poetic text, to understand the means of expression. Develop memory, imagination, ability to answer questions. Foster a love of fiction.
3. Reading poem by A. Kardashova "Our palace is open for everyone"
Purpose: to form the ability of children to listen carefully to the work to the end.
4. P. Voronko "There is no homeland better" - reading.

Objectives: to form the ability to participate in the collective learning of a poem during choral recitation; expressively read a poetic text; to perceive the meaning of proverbs, expressed figuratively ("Everybody likes their own side", "There is no land more beautiful than our Motherland"); to cultivate love for the native land.

April.
1 week "We read"
1. "On a visit to the book"(acquaintance with the work of illustrators)

Target: to acquaint children with the work of illustrators Y. Vasnetsov, V. Chizhikov, E. Charushin, with how important drawings are in a book, how many interesting things you can learn by carefully examining book illustrations.

Develop voluntary attention. To cultivate an aesthetic taste.

1 . Reading of the poem by Y. Akim "Inemeyka".
Objectives: to develop the ability to listen to literary works, to answer questions about the content with a phrase; develop auditory and visual perception, logical thinking, fine motor skills hands.

2 ... C. Perrault "Boy - with a finger" - telling a fairy tale.

Objectives: to continue to acquaint with the genre features of the tale;

Form the imagery of speech, understanding of figurative expressions;

develop creativity, the ability to act out fragments of a fairy tale.

4 . Reading the work "Moidodyr" K. Chukovsky.
Purpose: to develop children's interest in reading, to foster a love of cleanliness.
2 week "Cosmos"

1. V. Borozdin "Spacemen"
Purpose: to form the ability to listen to the work and answer questions.

2. Riddles about space.
Objectives: to develop the ability to solve riddles. Train memory and attention. To foster respect for the work of astronauts.
3 ... V. Borozdin's story "The First in Space".
Objectives: to expand children's ideas about space. To promote the correct perception of the content of the work, to form the ability to empathize with its hero.

3 week "The birds have arrived"

1. Reading by A. Pleshcheev "Children and the Bird".

Purpose: to develop memory, auditory attention. Cultivate an interest in listening.

2. Reading the poem by M. Klokova "Winter has passed (a sparrow jumped from a birch to the road)".

Objectives: to exercise in the selection of definitions for a given word. Foster a love of poetry.

3 ... Reading the story of V.Vorobyov "Clean"
Objectives: to continue to form the ability to listen carefully to the story, to develop coherent speech; expand knowledge of migratory birds; develop attention, memory,; foster a caring attitude towards birds.
perception, memory; to develop the ability to expressively recite poetry.

4. "The jackdaw wanted to drink ..." Leo Tolstoy (reading the work).

Purpose: to form the ability to form the plural form of nouns denoting baby animals. Develop thinking, memory. Foster cognitive interests in children.

4 week "Week of health"
1. Reading and discussion of the poem by M. Bezrukikh "Conversation about proper nutrition"
Purpose: to educate the ability in children to answer the questions posed according to what they read. Develop memory.

2 . Senchenko "Holy Bread".

3. M. Glinskaya "Bread" - reading.
Objectives: to expand the knowledge of children about bread, to acquaint with the works of different authors on bread; develop cognitive interest;

To cultivate respect for people who grow bread, respect for bread. S. Topelius

4. "Three ears of rye" - reading a Lithuanian fairy tale.

Objectives: to form the ability to comprehend the content of the read;

Coherently transmit the content read by means of the game;

To form an evaluative attitude towards the heroes of the fairy tale.

2 week "Victory Day"
1. "About the boy Tishka and the detachment of Germans" (reading the work).

Purpose: to acquaint children with the events that took place during the Great Patriotic War. Form the ability to maintain a conversation on a topic, answer questions and ask them. Develop the cognitive interests of children.

To cultivate love for the Motherland.

2. "Victory Day" A. Usachev.

Purpose: to acquaint children with a new poem, to learn it by heart. To form the ability of children to answer questions about the content, to pronounce words and phrases clearly. Develop memory, attention, intonational expressiveness of speech. To foster respect for the defenders of the Motherland.

3 ... Reading of the poem "Homeland" by V. Guseva.
Objectives: to form the ability to expressively read a poem;

Develop the ability to change the strength of the voice and intonation depending on the context of the work; exercise in the selection of epithets, comparisons. develop memory.
4 ... Reading the poem "Victory" by E. Trutneva.
Objectives: to form the ability to emotionally perceive a poem, to understand its content; stimulate the expression of their impressions in independent statements.
3 week "Rules and road safety"
1 . Learning the poem "If the light turns red" S. Mikhalkov.
Purpose: to develop memory, attention, to foster a love of poetry.

2 .Reading N Kalinin "How the guys crossed the street"
Purpose: to educate the ability to listen carefully, memorize the read work.

3. Reading V. Timofeev "For pedestrians".
Objectives: to develop memory, auditory attention; to educate vigilance on the road.

4 .Three wonderful colors "A. Severny," If only ... "O.Bedarev(reading poems)

Purpose: to continue to acquaint children with new works about the rules of the road, to form the ability to emotionally perceive and be aware of the figurative content of a poetic text, to answer questions. Develop thinking, cognitive interests in children. To foster a culture of behavior on the road.

4 week "Summer"
1 ... I. Krylov "Dragonfly and Ant".
Objectives: to acquaint children with a new literary genre - a fable; help to understand the idea of ​​the fable; foster a positive attitude towards work
2 ... Reading the Slovak folk tale "Visiting the sun".
Objectives: to continue to form the ability of children to emotionally perceive the figurative content of a fairy tale, using the modeling method; remember the characters and the sequence of events.
3. "Dandelion" by Z. Aleksandrov (reading a poem).

Purpose: to continue to form the ability of children to memorize short poems, to answer questions about the content with lines from the poem. Develop attention, memory, intonational expressiveness. To cultivate aesthetic feelings, love of poetry.
4. The story of "Ants" by E. L. Naboikina (fairy tale therapy).

Objectives: awareness of the main idea of ​​a fairy tale, awakening interest in actions, motives of the characters' behavior, their inner world, their experiences; stimulating children's answers to the content of the tale. Modeling the behavior of characters, expressive depiction of individual emotional states (fear, anxiety, joy, pleasure); sequential reproduction of the events of the tale; development of speech; creating a positive emotional mood. Fostering a benevolent attitude towards others.

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

Education Department of the Administration of the Balashovsky Municipal District of the Saratov Region

Municipal autonomous preschool educational institution "Kindergarten combined type" Ivushka " the city of Balashov, Saratov region ".

Development of speech (Reading fiction)

Speech therapy group "Drop" .

Card Topic: "Flower - seven-flower" Program tasks:

1. Clarify and enrich children's knowledge about oral folk art, about

works of Russian writers.

2. Teach children to associate the content of works of art with a specific color.

3. Enrich children's vocabulary with expressions of verbal courtesy.

Equivalent:

1. Exercise in the ability to guess fairy tales, riddles, remember the order

the appearance of heroes in fairy tales.

2. Exercise in the selection of adjectives with the opposite meaning to the noun.

3. Develop speech, imagination, fantasy, thinking, the ability to act in concert.

Educational:

1. To foster interest in Russian culture and love for oral folk art.

Equipment:

Flannelegraph with a diagram for a fairy tale "Kolobok" , chest, balloon with letter, seven-flower (on the counter), petals of a seven-color flower, a fox's hat, a basket, illustrations for fairy tales, cards depicting fairy-tale characters, petals for evaluating activities by children, gifts for children.

Course of the lesson:

Children enter the hall. Sit on the chairs

Educator: Hello guys! Today our occupation is not ordinary, but fabulous.

The children were waiting for a fairy tale,

The children called the fairy tale to visit!

The fairy tale is already friends here

The fairy tale has come here again!

Guys, we got a letter. (is reading)... I'll read it to you now:

"Dear Guys! I am a brownie Kuzya! I live in your kindergarten, I guard it at night. And in the daytime I so like to listen to you sing good songs, listen to fairy tales! So I decided to make you a present.

My gift lies at the bottom

In my magic chest

Help to open the chest, children,

Magic seven-color flower.

As you collect the leaves, take my present at once!

Here, so the brownie Kuzya! Asked us a riddle! The chest is standing, the lock weighs on it. And the castle is really difficult - it's the middle of the flower. This means that if we find the petals of a seven-flowered flower, we can open the chest. Are you ready to travel? But where are we going? We have no car, no train, no ship. But we have a top-top-bus!

Speech play "Along the forest path"

Along the forest path (walking one after another)

We will go to a fairy tale.

Seven-flowered flower

We'll put it together quickly.

Birch twigs (shaking hands)

Rustle affectionately.

Forest of wonders and fairy tales,

Take guys! (bow)

Where are you, petal (look alternately from under the right and left hand) Let's find you, my friend!

Help to collect the flower,

Guess all the riddles! (clap their hands).

Educator: We came with you to a fairy tale. Look, a seven-flowered flower has blossomed here. He will tell us what color the petal needs to be found. Let's start with this petal. What colour is he?

Children: Yellow

Educator: Guys, what time of year does this color resemble?

Children: Autumn. Educator: Of course! The yellow color is reminiscent of the beauty of autumn. What do people do in the fall in the garden?

Children: In the fall, people in the garden harvest.

Educator: look at what an incomprehensible picture. What's on it? Maybe a fairy tale?

Children: Fairy Tale "Kolobok" .

Educator:

Educator: Which of the heroes is shown in the diagram?

Children: grandfather, grandmother, gingerbread man, hare, wolf, bear, fox

Educator: Well done, you coped with the task, and you get a yellow petal.

Educator: What color will we look for the next petal.

Children: Blue.

Educator: Blue is like the endless sea. In what fairy tales is the sea found?

Children: A.S. Pushkin "The Tale of the Fisherman and the Fish"

Educator: We will now turn into sea waves and play a game "The sea is worried once!"

The sea is worried - one!

The sea is worried - two!

The sea is worried - three!

Sea figure freeze!

Educator: Guys, here is the blue petal. Well done!

Educator: Tell me, what color will the next piece of paper be?

Children: Orange.

Educator: How else can you call the orange color?

Children: Redhead.

Educator: Who is the most famous red-haired hero in Russian folk tales?

Children: Fox.

Educator: Name the fairy tales in which we meet the chanterelle?

Children: Fairy Tales "Kolobok" , "Zayushkina hut" , "The Fox and the Pitcher" , "Teremok" , "Chanterelle with a rolling pin" , "Mitten"

Educator: Do you know the riddles about the fox?

1 child:

Sly cheat, red head

Fluffy tail - beauty

And her name is (Fox)

2 child:

Fluffy tail, golden fur

Lives in the forest, steals chickens in the village

3child:

Which of the animals

Is the tail fluffy and longer?

Children, a fox has come to us today (child) to play with us.

(children play with Lisa "Flying scarf" )

Educator: Chanterelle, what did you bring us in the basket?

Fox: Orange petal.

Educator: Thank you, fox. We now have an orange petal.

What color will the petal be next?

Children: Green.

Educator: Guess, guys, my new riddle: "And the arrow of Ivan Tsarevich hit the swamp itself ..." An excerpt from which fairy tale have you just heard?

Children: An excerpt from a Russian folk tale "Princess Frog" .

Educator: Can this fairy tale be called green? Why?

Children: main character frog, it lives in a green swamp.

Educator: Guys, do you want to turn into funny frogs?

Educator: Then let's play a game "Frogs and Heron"

(Children perform movements in accordance with the text).

Educator: I will give the frogs a green petal,

So that you collect your flower faster!

What color is the next petal?

Children: Purple.

Educator: Guys, look, purple arrows lead here (to the screen) So there is a purple petal hidden here. Let's play a game

"Pick a word" ... In this tale (show):

1. The serpent Gorynych is evil, and Mashenka (good).
2. The hare is cowardly, and the fox (sly).
3. The bull and the bear are cowardly, and the cock (brave).
4. Teremok is small, but the Bear (big).

You guessed it all

And the comparisons were named.

And for the correct answer

Purple is your color.

Guys, what color is the next petal?

Children: Black.

What a strange color - black. What do you think he represents -

Good or bad

Children: Evil

Educator: Let's play a game: I will ask riddles, if the answer to the riddle is a positive character, then you clap your hands, and if negative, you will stomp.

Knocked on our door

Unusual wonder beast -

He's in a brown shirt

Ears-saucers wide open. CHEBURASHKA

• His life lies in a casket

And that casket is in the palace,

And the palace is in a dense forest,

The forest grows on a black cloud. KOSCHEY IMMORTAL

• I flew on a broomstick yesterday

I fell from a large height.

Hey hut, chicken legs,

Rush to granny along the path. BABA YAGA

• In a red cap goes

He carries pies with him.

The wolf sits behind the bushes

And he is watching the girl. LITTLE RED RIDING HOOD

Well done, guys, you guessed all the riddles correctly. You get a black petal.

What color will the next petal be?

Children: Red.

Educator: Name the tale of Ch. Perrault in the clothes of a hero who

there is a red color.

Children: Puss in Boots

Educator: Now we will play a game "Pick up a pair" and help Puss in Boots and other heroes of fairy tales to find their match. While the music is playing, we will walk on the rug, the music will stop - we form a pair of pictures.

You guys played so much fun, get a red petal. You are great! We did a good job and collected all the petals of the flower - the seven-flower. Now the lock on the chest opens, and there are gifts for children in it. (Children receive gifts).

Educator: What did we do in class today? (Answers of children) Look, I have multi-colored petals. Come on (child's name) and choose a petal of the color that you like the most. Now the boys will go to evaluate the lesson, and then the girls. This was the end of our lesson.

Card

Topic: "Russian folk tale" Khavroshechka "

Purpose: the development of fantasy, figurative thinking, imagination through theatrical activities. Creating a positive atmosphere for relieving emotional and physical stress in children.

Tasks:

• Awaken the imagination and imaginative thinking of children through a journey through a fairy tale "Khavroshechka" .
• Exercise children in the ability to depict the state of a person with the help of sketches in different life situations, to understand the moral side of the actions of others.
• Teach children to be emotionally discharged, to release clamps, "Win back" hidden deep in the subconscious, fear, anxiety, anxiety. By participating in a fairy tale, balance the psyche of children, relieve emotional and physical stress. To form the ability to regulate the processes of excitation and inhibition: to develop the ability to quickly switch from active to passive activity and vice versa.
• Continue to revitalize and enrich children's vocabulary. Develop the ability to listen carefully to a fairy tale, answer questions from an adult, express your thoughts when answering questions.
• Develop coordination of movements, the ability to listen to music, independently change movements in accordance with the changing nature of the music and quickly respond to tempo changes.
• Develop imagination, memory, attention, the ability to concentrate as much as possible on what is happening.

Course of the lesson

Org moment: children with a teacher stand on the carpet, smiling at each other

Look how wonderful the weather is today, the sun is shining, everyone is in a great mood.

All the children gathered in a circle

I am your friend and you are my friend

Let's hold hands tightly and smile at each other.

Entering the fairy tale

- Guys today we will have an unusual meeting. Look, a cow has come to visit us (soft toy).

What do you know about a cow?

The cow is a pet. She is looked after by a person. She benefits: milk, meat. She hums and butts. The cow is a herbivore. A cow has a calf.

- Do you want to get acquainted with the fairy tale from which it came to us?

And to get into a fairy tale, you have to hold hands and clearly repeat the magic words after me:

“Ra-ra-ra - it's time for us to go into a fairy tale.

Gi-gi-gi - help us, ladybug. "

Children sit on chairs. Music sounds.

There are good people in the world, and there are those who are not ashamed of their brother. Kroshechka-Khavroshechka got to such and such. She was left an orphan, these people took her, brought her up and stuck with work: she spins, she tidies up, she is responsible for everything.

Exercise 1. "Pot cleaning"

- Guys, Kroshechka-Khavroshechka also had to clean the pots. Show how she was holding a large pot with one hand, and with the other tensely, with force, she cleaned the sides and bottom of the pot.

In the course of performing a game task, the teacher pays attention to the tension of the muscles of the hands of children during the exercise.

Children rest after "Cleansing" , shake hands, leaning slightly forward with the whole body. Change hands and do the exercise again.

Exercise 2. "Cleaning the floor"

- Imagine and depict as Khavroshechka "Moistened a rag in a bucket" and with force "Squeezed" her.

Children are doing the exercise.

- Guys, in which part of your arms you feel the greatest fatigue, the greatest tension? Let `s have some rest.

Children "Throw" a rag on the floor, shake it with brushes. (Finger gymnastics)

Give milk Burenushka

At least a drop on the bottom

Kittens are waiting for me

Little kids

Give them a spoonful of cream

A little cottage cheese

Oil, curdled milk,

Milk for porridge

Gives everyone health

The hostess had three daughters. The older one is One-eyed, the middle one is Two-eyed, and the smaller one is Triglazkoy. The daughters only knew to sit at the gates, to look out into the street, and Kroshechka-Khavroshechka worked for them: she sewed them, spun and weaved for them - and never heard a kind word. Tiny-Khavroshechka would come out in the field, hug his pockmarked cow, lie down on her neck and tell how hard it is for her to live.

Exercise 3. "Sadness of Tiny-Khavroshechka"

- Guys, was life hard for Khavroshechka? How did she feel? (sadness, grief, annoyance, resentment, etc.) Try to portray how Khavroshechka cried? (covered her face with her hands, wiped her tears, etc.)

- And how can you feel sorry for Khavroshechka? What can you say or do to her?

- Let us take pity on Khavroshechka and say kind words to her.

The little cow said to Khavroshechka:

- Red maiden, crawl into one of my ears, and crawl into the other - everything will work out.

And so it came true. Khavroshechka will fit the cow into one ear, crawl out of the other: both woven, and whitewashed, and rolled into pipes.

She will take the canvases to the hostess. She will look, grunt, hide in the chest, and Tiny-Khavroshechka will ask even more work.

The hostess was angry, called her daughter One-eyed and said to her:

- My good daughter, my daughter beautifying, go and see who is helping the orphan: weaves, and spins, and rolls into pipes.

Odnoglazka went with Khavroshechka into the forest, went with her into the field, and even forgot Mother's order and fell asleep.

Exercise 4. "Dance of Meadow Flowers"

- There were many different flowers in the clearing, it smelled of herbs. Let's perform a dance of flowers on the meadow. Our flowers move to the music smoothly, softly, beautifully. Now let's sit quietly on the rug and fall asleep.

One-eyed sleeps, and Khavroshechka says:

- Sleep, peephole, sleep, peephole!

One-eyed had a peephole and fell asleep. While One-Eye was asleep, the cow wove everything, and whitewashed it, and rolled it into pipes. So the hostess did not find out anything.

She sent her second daughter Two-Eyed. She went with Khavroshechka and forgot mother's orders. I got baked in the sun, lay down on the grass and fell asleep. The cow has woven it, whitewashed it, rolled it into pipes. And Two-Eyed was still asleep.

Exercise 5. "Treasured words"

Children repeat the words from which Two-Eyed fell asleep "Sleep a peephole, sleep another" (gymnastics for the eyes)

The old woman got angry and sent her third daughter, and asked the orphan even more work. The little jaw jumped, jumped, got worn out in the sun and fell on the grass.

Khavroshechka sings:

- Sleep, peephole, sleep, another! And I forgot about the third eye.

Two of Triglazka's eyes have fallen asleep, and the third eye looks and sees everything: how Khavroshechka climbed into one of the cow's ears, climbed into the other and picked up the finished canvases.

Triglazka returned home and told her mother everything.

The old woman was delighted, the next day she came to her husband:

- Slash the speckled cow!

Nothing to do. The old man began to sharpen his knife. Khavroshechka recognized this, ran into the field, hugged a speckled cow and said:

- Mother cow! They want to cut you. And the cow answers her:

“But you, red maiden, don’t eat my meat, but gather my bones, tie them in a handkerchief, bury them in the garden, and never forget me. Khavroshechka did everything that the cow bequeathed.

And the apple tree has grown, but what! Apples hang on it in bulk, the leaves rustle golden, the twigs bend silver. Whoever drives by - stops, whoever passes close - peeps. How much time has passed, you never know - One-eyed, Two-eyed and Trig-eyed once walked around the garden.

Exercise 6. "Dance in the Garden"

“Imagine the sisters having fun in the garden. And picture them dancing. For this, you can take handkerchiefs.

At that time, a strong man was driving by - rich, curly, young. I saw pouring apples in the garden, began to ask the girls:

- Maidens-beauty, which one of you brings me an apple, she will marry me.

Three sisters and rushed one before the other to the apple tree. The sisters wanted to knock them down - the leaves fell asleep in their eyes, they wanted to rip them off - the twigs of the braids were unraveling. No matter how they fought or rushed, their hands were torn, but they could not get it.

Exercise 7. "Show discontent"

- What feelings did the sisters experience when they failed to pick the apples? (evil, envy, discontent, grief, etc.)

- Guys, what do you think, when a person is jealous, what kind of face does he have? (angry, rude, tense, ugly)... That's right, because when a person is angry, envious, dissatisfied, impatient, then this state is reflected in the movements and on the face. Let's portray their displeasure.

- And now we omit the remnants of anger, rudeness, tension. We breathe calmly, softly. We become beautiful, kind and listen to the tale further.

Khavroshechka came up - the branches bent to her, and the apples sank to her. She treated that strong man and he married her. And she began to live in goodness. It's dashing not to know.

Conclusion

So our journey through the fairy tale ended.

What fairy tale did you meet today?

Name the main characters of the tale

Who helped Khavroshechka?

How does the hostess feel about Khavroshechka; and to your daughters?

Why did the hostess order to slaughter the cow?

Who did you like from the heroes of the fairy tale and why?

What was Khavroshechka like?

What is the name of a person who loves to work?

How did the fairy tale end?

What did this tale teach you?

It's time for the children to return to kindergarten. Let's get up and repeat the magic words

"Ra-ra-ra - it's time for us to return"

And in memory of today's trip, Khavroshechka sent you treats - apples from her magic apple tree.

Card

Topic: “Visiting the writer S. Ya. Marshak”.

Aims and objectives: To generalize the knowledge of children about the writer, his works. Continue teaching children to memorize poems. To develop intonational expressiveness of speech, artistic abilities of preschoolers.

To foster interest in literature, the desire to get acquainted with the work of Marshak.

Equipment: S. Ya. Marshak's books, illustrations for his works, a portrait of the writer, attributes of costumes for reading and dramatizing poetry, schematic drawings for memorizing, origami crafts, colored pencils.

Preliminary work:

Reading to children and listening to the works of S.Ya. Marshak. Word games and exercises for the development of tempo, timbre, speech melody and logical stress. Learning by heart excerpts from the poems "Usaty - striped", "That's how scattered", "Baggage", "Courtesy lesson" and their dramatization. Making origami crafts "cat" with children

Course of the lesson

Today we are going to visit the writer and poet S. Ya. Marshak. Take a look at his portrait. He lived a long life - 77 years. You, your mothers, fathers and even grandparents know his books.

Now the children of our group will perform in front of you. And you look, listen and remember the titles of these works.

1) The girl began to teach the kitten to speak:

- Kitty, say: ball.

And he says: meow!

- Say: horse.

And he says: meow!

- Say e-lek-three-th-th-th.

And he says: meow meow!

All “meow” and “meow”!

What a silly kitten!

2) He sat down on the bed in the morning,

He began to put on a shirt.

I put my hands in my sleeves-

It turned out to be pants.

He went to the buffet

Buy yourself a ticket.

And then he rushed to the cashier

Buy a bottle of kvass.

3) Issued to the lady at the station

Four green receipts

That the baggage has been received:

Sofa, suitcase, bag,

Painting, basket, cardboard

And a little dog.

4) A bear of five or six years

Taught how to behave:

- Away, bear

You can't roar

You can't be rude and swagger.

You need to bow to your friends

Hats off to them

Do not step on the paw.

Now take a look at these illustrations. Do you know which fairy tales or poems they are drawn to?

Fizminutka: "Poodle"

Once upon a time old lady (Walking in place)

I went to the forest.

Comes back, (Turns left-right with

And the poodle was gone. lifting the shoulders)

The old woman was looking for (Shaking her head,

Fourteen days, wrapping my arms around her)

And the poodle around the room (Jumping in place,

I ran after her. arms bent in front of the chest)

Guys, you know, it turns out that Marshak studied in England at the University of London and traveled a lot around the country. During these trips, he learned various English poems, nursery rhymes and translated them for us into Russian.

Today we will memorize a small poem called "Conversation"

Aunt Trot and the cat

We sat down at the window

We sat down next to you in the evening

Chat a little.

Trot asked: Kis-kis-kis,

Can you catch rats?

- Murr, - said the cat,

After a little silence.

Parsing the text. Sample questions for children.

1. Name the main characters of the poem.
2. What do you think Aunt Trot is a mistress for her cat? Describe her character.
3. How does Aunt Trot talk to a cat?
4. What is the intonation in her voice?
5. What kind of cat do you see? Tell us about her.
6. What do you think the cat wanted to say with her “murr”?

Consider the schematic drawings that will help you learn this poem.

Children recite a poem at will according to the scheme with the help of a teacher, and then on their own.

At the end of our lesson, I propose to paint the origami “cats” that we made with you in advance. Let your cat have its own special color and character.

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Topic: “In the fairytale yard”.

Aims and objectives: To recall with children the meaning of the word "fairy tale". To generalize the knowledge of children about familiar fairy tales. Teach children creative storytelling; connect selected objects into a single storyline, form the ability to compose a fabulous text. To teach children, on the basis of a familiar storyline of a fairy tale, to invent a new fairy tale, to tell it meaningfully and emotionally, using expressive means, traditions of the beginning and end of a fairy tale. To develop speech creativity of preschoolers. To cultivate an interest in literature, love for books, a benevolent and correct attitude towards each other.

Equipment: a set of plane figurines of fairy tale characters, multimedia equipment (projector, screen).

Course of the lesson

- Guys, today we will talk about fairy tales. What is a fairy tale? What do you think?

(Answers of children)

Who comes up with fairy tales?

If a fairy tale knocks on the door

You quickly let her in

Because a fairy tale is a bird

If you scare it a little, you won't find it.

I suggest you play with fairy tales.

Let's put together a bouquet of fairy tales you know and love. Name fairy tales and look closely at the screen.

Interactive game "Bouquet of fairy tales"

- And now I will check how well you know fairy tales.

Listen carefully and guess what kind of fairy tale it is:

Interactive game "Guess the fairy tale"

He left his grandfather,

He left his grandmother.

Round myself, ruddy side,

And it's called ... (Gingerbread man)

Only behind the goat the door closed

There is already a hungry animal ...

Each of the guys knows the tale:

It … (Seven kids)

Emelya lay on the stove,

I suffered for a long time with idleness.

And then luck came,

Everything … (By the pike's command)

He is not low, not high

And not locked up,

All from logs, from boards

Standing in the field ... (Teremok)

Where and when did this happen ?!

The mouse broke the golden egg.

The grandfather was grieving. And the woman was sad ...

She just clucked ... (Chicken Ryaba)

They are pulling grandfather, grandmother, granddaughter,

Pulls a little bug

The cat and mouse are pulling tight ...

Guess it? It … (Turnip)

Fabulous physical minute "Buratino"

Pinocchio stretched

Bent down once, bent down twice,

He spread his arms to the sides,

Apparently the key was not found.

To get us the key

We need to stand on our toes.

Do you guys like writing fairy tales? Try it yourself now. I think you can do it.

I suggest that you divide into three groups according to the color of your badges. Each group goes to their table. Heroes from which fairy tales have come to visit you? (Chicken Ryaba, Kolobok, Three Bears)... But pay attention, there are new characters among the fairy-tale heroes you are familiar with. Try now to compose a fairy tale in a new way, while keeping the plot, but changing the end. What would happen in your fairy tale if there were new characters in it?

Your story should be short and complete. Remember, in a fairy tale, good always triumphs over evil.

(Small group work with fairy tales)

Now let's listen to your fairy tales. (Listening to fairy tales)

Guys, what a great job you are! You have got interesting, unusual, not similar fairy tales. A little later, in your free time, you can draw pictures for your new fairy tales.

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Topic: "A journey through the tales of K. I. Chukovsky."

Aims and objectives: To generalize the knowledge of children about the writer, his works. To form the ability to determine the content of literary works based on excerpts from books and illustrations. Develop imagination, speech-making abilities in children. Foster interest in literature, love of books and reading.

Equipment: Books by K. I. Chukovsky, a portrait of the writer, illustrations for his works, attributes of costumes for reading - dramatization of poetry, drawings based on the fairy tales of K. I. Chukovsky.

Preliminary work: Reading to children and listening to audio recordings of Chukovsky's works. Excursion to the city library. Exhibition of drawings by children and parents “My friends from Chukovsky's books.

Course of the lesson

Educator. Today we will go on a journey with you. And where - guess for yourself. What poem are these lines from, and who is the author?

Like ours at the gate

The miracle tree grows

Miracle miracle miracle miracle

Wonderful.

Not a leaf on it

Not a flower on it.

And stockings and shoes,

Like apples!

Masha will walk through the garden

Masha will pick from the tree

Shoes, boots,

New overshoes.

And for Murochka such

Tiny blue

Knitted shoes,

And with pompons

Here is a tree!

Children: “The Miracle Tree” by K.I. Chukovsky.

Educator: Right. (The phone rings, the teacher picks up the phone.) My phone rang. Who is speaking?

Children: Elephant.

Educator. Where?

Children. From a camel.

Educator. What do you need?

Children. Chocolate.

Educator. How do you know all this?

Children. From the book of K.I. Chukovsky "Telephone"

Educator. That's right, these poems were written by K.I. Chukovsky.

Look at his portrait. Kornei Ivanovich Chukovsky lived a long time ago, when your grandparents were as little as you are now. He had four children: two daughters and two sons. He loved them very much, often played hide and seek with them, tagged them, swam with them, rode them on a boat, read books to them. But one day a misfortune happened. His little son fell seriously ill. The boy had a high temperature, he could not sleep, he was crying. Chukovsky was very sorry for his little son, he wanted to calm him down, and he began to invent and tell him a fairy tale as he walked. The boy liked the tale, he stopped crying, listened attentively and finally fell asleep, and after a few days he completely recovered. After this incident, Chukovsky began to compose fairy tales. And I came up with a lot of them.

- Do you like fairy tales?

Our children have prepared a surprise for you. They will tell you excerpts from the works of Korney Chukovsky, and you try to guess the title.

1 child:

Jump, yes jump

Yes chick-chirp,

Chiki-riki-chick-chirp!

He took and pecked the Cockroach,

There is no Giant.

The giant got it right,

And the mustache did not remain from him. ("Cockroach")

2 child:

Oh you, my poor orphans,

The irons and pans are mine!

You go home unwashed

I will wash you with water,

I will brush you with sand

I will pump you with boiling water,

And you will be again,

The sun shines. ("Fedorino grief")

4 child:

I killed the villain!

I set you free!

And now, soul-maiden,

I want to marry you! ("Fly Tsokotukha")

5 child:

I tell you villain

Spit out the sun soon!

Otherwise, look - I'll catch

I'll break it in half.

You ignoramus will know

Steal our sun! ("Stolen Sun")

- What characters do these fabulous names belong to?

Aibolit - (doctor)

Barmaley - (robber)

Fedor - (Granny)

Karakula - (shark)

Moidodyr - (wash basin)

Totoshka, Kokoschka - (crocodiles)

Tsokotukha - (fly)

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Reading a story by N. Nosov "Dreamers"

Software content:

1. Educational objectives:

• Continue to acquaint preschoolers with the work of the children's writer N. Nosov;
• To form the ability to give short and detailed answers to questions about the text;
• Improve reasoning skills, compose small fantastic stories;

2. Educational tasks:

• Cultivate interest in works of fiction;

3. Developmental tasks:

• Develop a sense of humor, creative image.

Methodological techniques: game motivation (arrival of Dunno); di "Learn a story by subject" ; reading the story of N. Nosov "Dreamers" ; the educator's questions; physical education "Fantastic" ; analysis of the lesson; homework "My fantasies" .

Preliminary work: Reading N. Nosov's stories at the teacher's choice, examining and drawing illustrations for stories; reading a poem by B. Zakhoder "My imaginations" , reasoning on the topic "Fantasy" .

Materials and equipment:

1. Doll Dunno;
2. Collection of stories by N. Nosov;
3. Illustrations for the story;
4. Demonstration board;
5. Wonderful pouch;
6. Items for N. Nosov's stories: hat, cucumber, pistol, typewriter, candy, telephone, saucepan.

Individually differentiated approach:

1. To teach children with a high level of development to give detailed answers to the questions of the educator, justifying their answers with logical conclusions;
2. To teach children with an average level of development to give complete answers to the teacher's questions, retelling certain passages of the text;
3. Children with a low level of development are encouraged to answer the proposed questions, lead them to the correct conclusions.

Course of the lesson

Educator: Guys, do you like to fantasize?

Children: Yes, we do.

Educator: Why do you think people fantasize?

Children: To amuse the other person. To please him.

A knock on the door.

Educator: Guys, listen, someone is knocking. A fairytale hero has come to visit us, he loves to fantasize, invent, compose. And who is he, I think, you will answer in chorus, in rhyme:

Mischievous, funny boy

He is an artist and a poet.

He's a funny little man

Hello to you all from him!

Get to know him now!

A hero has come to us ... (Dunno)

Who invented Dunno and all his friends? (N.N. Nosov)

Educator: Guys, Dunno knows a lot of Nosov's stories and loves them very much. He collected different items from his favorite stories, but accidentally confused which item, from which story. Can we help him figure it out?

Children: Let's help

D / Game "Learn the story of N. Nosov on the subject" :

Telephone - "Telephone" , hat - "Living Hat" , a saucepan and a ladle - "Mishkina porridge" , rowan brush - "Knock-Knock" , cucumber - "Cucumbers" , sand - "On the hill" , shovel - "Gardeners" , pants with a patch - "Patch" .

Educator: Well done, guys, helped Dunno figure it out. You see, Dunno, our children also know a lot of Nosov's stories and love them, have you read the story "Dreamers" ?

Dunno: Yes, I myself am a good Dreamer! But I have not read such a story, I would like to know what kind of dreamers are there.

Educator: Well, then listen with the guys to another story by Nikolai Nosov "Dreamers"

Reading a story by N. Nosov "Dreamers"

Questions about the text:

1. Did you like this story by N. Nosov?
2. ... What is it called?
3. Why do you think the story is called "Dreamers" ?
4. Which of the heroes can be safely called dreamers, why?
5. Did all the boys tell fictional stories?
6. And how did Igor's story differ from the stories of Mishutka and Stasik?
7. What story did he tell them?
8. Why did the guys not want to be friends with Igor?
9. How can you tell a lie from a fantasy?

Physical education. We will rest now. Let's have a fantastic physical time.

One, two, three, four, five

We start to play!

They all closed their eyes (cover their eyes with their hands)

And the heads were lowered (squat)

And when we open our eyes (get up)

Let's get into stories, fairy tales, (hands up)

The fairy tale will give us rest.

Let’s rest - and again on the road!

Malvina advises us:

There will be a waist aspen

If we bend over

Left - right 10 times, (tilts left - right)

Here are Thumbelina's words:

• So that your back is straight

Get up on your toes

As if you are reaching for flowers. (Stand on their toes, raise their hands up)

One, two, three, four, five

Repeat again:

One, two, three, four, five, (repeat)

Little Red Riding Hood's tip:

If you jump, run,

You will live for many years.

One, two, three, four, five, (jumping in place)

Repeat again:

One, two, three, four, five, (repeat)

A fairy tale gave us a rest!

Have a rest? On the road again!

Close our eyes quickly (cover their eyes with their hands, squat)

We get to the kindergarten again! (Get up, put their handles up)

Educator: Well, Dunno, did you like our trip?

Dunno: I liked it very much, and you guys?

Educator: What did you like and remember the most?

Children: Game, fantastic physical education.

Dunno: And I, guys, really liked the stories of Mishutka and Stasik! I'll be back, today to the Sunny City to my friends, and together we compose such stories! It’s a pity that the time has come to say goodbye to you. Goodbye, guys!

Children: Goodbye, Dunno!

Educator: Guys, today you and I learned what kind of dreamers are the heroes of our story. And I suggest that tonight you too fantasize with moms and dads, come up with voi stories, and tomorrow tell them to each other in kindergarten.

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Theme: "Silver Hoof" ... Summary of a lesson on reading fiction

Software content:

To foster a love of art, interest in folklore. Cultivate sensitivity.

Learning to distinguish tales from epics. To teach to see and understand the beauty of literary works.

To acquaint with the writer P.P. Bazhov, his tales.

Develop a sense of empathy and support, communication skills.

Equipment:

P. P. Bazhov "Ural Tales" , with. 233

Course of the lesson

Educator:

Remember and tell me what is folklore?

What language did this word come from?

What works are related to folklore?

What are the epics? The main characters?

“Today I would like to introduce you to a writer who was very fond of oral folk art and called his literary works tales.

"Tale" - a word very similar to a word "fairy tale" ... Indeed, a skaz is an oral tradition in which a fairy tale is intricately intertwined with real life. In these tales, the characters are ordinary earthly people. And next to them - fabulous.

These are the tales that the writer Pavel Petrovich Bazhov wrote. This man became a writer at a very mature age. When his first work was published, he was 57 years old. Pavel Petrovich Bazhov was born in 1879 (150 years ago, in the family of a foreman who worked at a mining plant near Yekaterinburg (a city in the Urals)... The boy was lucky with the teacher of the Russian language and literature. The teacher loved Russian literature and passed on his love to his students. At the age of nine, Bazhov knew entire collections of poems by Russian poets by heart. Pavel Bazhov could become a priest - he graduated from the Perm Theological Seminary. But he became a teacher of the Russian language, taught first in Yekaterinburg, then in Kamyshlov. During the war (civil) fought in the Red Army, was in captivity, and after his escape - in a detachment of red partisans. After the war he took up journalism. From his youth, Bazhov was interested in folklore, studied folk wisdom... In his tales, Bazhov talks about hard work in mining plants, about the joy of creativity, about a careful attitude towards nature. The writer said: "Russian people do not live without a rainbow" ... Bazhov collected all his tales and published a book "Malachite Box" ... Today we will get acquainted with the tale from this book. And it is called "Silver Hoof" .

Reading a tale "Silver Hoof"

Educator:

What is the title of the tale.

Who is the main character of this piece?

What was the girl's name?

Why did she end up with Kokovani?

How do you imagine Darenka? Kokovanu?

What tale did the old man tell the girl?

Is there a fabulous moment in the tale? Which?

What are the ordinary heroes and fairy-tale ones?

Why did Silver Hoof endow the girl with precious stones?

Did you like the tale? Why?

Emotional Exercise

"Sorry, let's do good"

Physical education "Fir-trees"

Educator:

What writer did we meet in class?

What did he himself call his literary works?

What "Skaz" ?

What are the characters in the stories?

What tale did you meet in class?

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Theme: "Acquaintance with the Russian folk tale" The Frog Princess "

Purpose: to generate interest and need for reading books (fairy tales)

Tasks: To form in children the concept of the genre "fairy tale" ,; to consolidate the ability to use sentences of different types in speech (independently and with the help of an adult); cultivate cognitive interest; develop speech, attention, memory, foster a sense of camaraderie, the ability to yield to each other.

Integration of educational areas: "Reading fiction," Communication " , "Cognition" , "Artistic creation"

Activity progress

1. -Look who came to visit us today? Yes, this is the familiar storyteller of fairy tales. So where are we going today? Right.

Today we will continue our journey through the Land of Fairy Tales. Want to?

Let's remember what a fairy tale is?

What kind of fairy tales are there?

Well done! Today we will also go to a fairy tale. Which one, you will find out by guessing the riddle.

An arrow flew and hit the swamp,

And in this swamp, someone raised it.

Who, having said goodbye to green skin,

Became in an instant beautiful, handsome?

That's right, this is a fairy tale The Frog Princess.

2. Do you want to know what happened in this fairy tale? (Yes)

Then take the pose of a listener. (reading a fairy tale)

3. Conversation after reading:

Did you like the fairy tale? How?

What features of a folk tale can you name?

Name the main characters. Which one did you like the most?

What is Ivan Tsarevich in a fairy tale? And Vasilisa the Wise?

Why is Vasilisa called the Wise?

What magic have you noticed in the fairy tale?

What are miracles in fairy tales for?

What kind of fairy tales does it belong to?

Why is the tale called "Princess Frog" ?

Physical education "Two frogs" .

We see them jumping along the edge

(Turns to the sides.)

Two green frogs.

(Half squats left and right.)

Jump-jump, jump-jump,

(Shifting from toe to heel.)

Jump from heel to toe.

There are two girlfriends in the swamp

Two green frogs

(Hands on the belt, half-squats left and right.)

Early in the morning we washed ourselves,

They rubbed themselves with a towel.

(Perform movements in accordance with the text.)

They stomped with their feet

They clapped their hands.

Leaned to the right,

They leaned to the left.

This is the secret of health,

(Walking in place.)

Hello to all friends!

4. The Sorceress from the Land of Fairy Tales has sent questions for you and wants to check if you listened carefully to the tale.

View presentation.

• -Well done boys. What does this tale teach?

5. -You answered all the questions, and the storyteller invites you to find out which fairy tale we will go to next time. You will find out if you put the puzzles correctly. (Children put the puzzle together)

What fairy tale awaits us next time? (Fox and crane)

Outcome of activity

What fairy tale did you meet today? What kind of fairy tale is this? What does she teach?

What did you like the most today?

In the evening, you can draw illustrations for this fairy tale.

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Theme:. Memorizing a poem by E. Blaginina "Let's sit in silence"

Goals:

1. Teach children to memorize a poem, read loudly enough, with expression. Develop memory, expand the cognitive interests of children. Cultivate interest in fiction of different genres
2. Involve children in conversation while looking at pictures, objects. Repetition of interesting passages
3. Develop free communication with an adult. Listen and answer the questions asked. Expand the vocabulary of children
4. Keeping children healthy
5. Learn to listen to music
6. To bring joy to children.
7. Consolidate memorization of poems
8. Form the ability to expressively read a poem, express emotions intonationally

Equipment:

A board on which printed pictures are placed corresponding to the lines of the poem. mirror.

Occupation:

Preliminary work: I will read to children a poem by G. Vieru "Mother's day"

Introductory part: Children sit in a semicircle on chairs. I take a mirror and put the sunbeam on one child, then on the other, and so on. (Children watch the sunbeam)

Then I show the children the pictures on the board. Children remember that in the morning they read a poem by G. Vieru "Mother's day" (Children look at pictures)

I invite the children to listen to the poem by E. Blaginina. Let's sit in silence "

Main part

I read a poem

(Children are sitting on

chairs in a semicircle)

Mom is sleeping, she is tired ...

Well, I didn't play either!

I don’t start a top,

And I sat down and sit.

My toys don't make noise

Quiet, the room is empty.

And on my mother's pillow

The ray sneaks golden.

And I said to the beam:

- I want to move too!

I would like a lot:

I would sing a song

I could laugh

Yes, I don't really want what I want!

But my mother is asleep, and I am silent.

The beam rushed along the wall

And then he slid over to me.

- Nothing, - he whispered as if, -

Let's sit in silence.

I ask questions to children: -Do you like the poem (liked)-Why did the girl not play (mom is sleeping, she is tired)

Who the girl doesn't turn on (top)

Who does not make noise in the room (toys)

Who sneaks up on mom's pillow (Ray)

What the girl said to the ray (I want to move too)

What would the girl do if her mother was not asleep (I would like a lot, read, roll the ball, sing, laugh)

(Several children are looking at the picture and reading a poem)

I read it again then I appeal to the children:

I have a mirror, who wants to post a sunbeam as if it were a ray? Go Leila (I give the girl a mirror in her hands and help to direct the beam at the children. Leila looks at the kortinki and reads a poem, during times of difficulty I help and prompt her.

Outdoor play "Catch a bunny"

I turn on the music while it sounds on the slate, the sun bunny flashes, the music ends, the music the bunny disappears, the next who lets the sun bunny wake up the most active child (the game continues 5-6 times)

I tell the children that we can play this game on a walk

(Children get up and catch a sunbeam on the wall)

Final part

I clarify the name of the poem (Let's sit in silence, who wrote (E. Blaginina, what we played today (caught a sunbeam (remember answering questions)

Follow-up work

Walk

Play a game with the children. Remember a poem and recite it.

(All the kids are frolicking on the veranda)

Individual work with Sasha, to pronounce with her a few lines that are hard to reach for her

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Conversation on the Nanai fairy tale Ayoga

Purpose: to continue acquainting children with the creativity of the small peoples of the North; foster a respectful attitude towards the culture of other peoples; continue to introduce emotionally evaluative vocabulary into speech; improve artistic and speech performance skills; develop the ability to experience compassion, empathy; to form qualities: responsiveness, kindness, sympathy.

Equipment: drawings depicting Nanai girls, masks, music recording. excerpts

Course of the lesson

Guys, stand in a circle, holding hands with your friends. Smile at each other. Hear how your heart beats.

How can you say about the heart? (kind, indifferent)

Speaking about the heart, we are talking about the person himself, about his character.

Now we will read a Nanai fairy tale and meet two girls

(showing pictures)

One is kind, affectionate, the other is indifferent, cold.

The tale is called Ayoga

Reading a fairy tale

Conversation:

Which drawing depicts Ayoga, right or left?

How did you guess?

What was Ayoga like? (proud, angry)

Who is shown in the other picture? (neighbor girl)

Tell us about her.

They say: "A person is beautiful not in face, but in actions" .

How do you understand this?

This proverb fits a fairy tale Ayoga ?

What actions of Ayoga did you dislike?

What happened to Ayoga?

Fizminutka

Try to imagine yourself as Ayoga.

Transform into geese. (flew)

-Remember how Ayoga waving her arms, stretched her neck:

"I don't need anything."

(to speak)

Yes, Ayoga felt offended, her mother did not give her a cake.

Gave it to the girl next door.

Why did she do this?

For a long time, the mother asked Ayogu to go to fetch water. Let's remember how it was, Tanya, Liza, Anya will help us.

Staging an excerpt from a fairy tale

Who would you like to be like?

How did you like the girl?

What kind of good deeds are you doing? (sweeping the floor, washing the dishes)

Now you will hear two muses. excerpt.

Determine which melody reflects the character of Ayogi, and which suits the girl next door?

(listening to the melody)

Which girl did you introduce?

What is the nature of the music? (gentle, affectionate)

Draw the movements of the girls' character.

Musical improvisation

Guys, today we met a fairy tale Ayoga .

What's her mood like? (sad)

What should Ayoga be to become a girl again? (kind)

Do you believe Ayoga will change?

Do you want the fairy tale to end differently?

Tomorrow we will come up with a continuation of the fairy tale with a happy ending.

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Theme: "The telling of the Russian folk tale" Sivka-burka "

Software content:

Educational purposes

To teach children to understand the meaning of the tale, the morality contained in it.

To consolidate knowledge about the genre features of the tale;

Developmental goals

To develop sensitivity to the figurative structure of the language of a fairy tale, the ability to reproduce and be aware of figurative expressions;

Educational

To educate children in emotional sensitivity to the figurative content of a fairy tale, the ability to empathize with characters;

Preliminary work.

Visiting the exhibition in "City of masters" examining layouts of various fairy tales.

Examination of illustrations depicting various heroes of Russian folk tales.

A conversation about which children know fairy tales, where different animals help the main characters.

Organization of a group exhibition of books brought by children "My Favorite Tales"

Equipment and materials.

Fairy books "By magic" , "Ivan Tsarevich and the Grey Wolf" , "Sivka-burka" , "The Little Humpbacked Horse" P. Ershova, illustrations for fairy tales.

The course of the lesson.

1. Introductory part

Visiting a book exhibition organized in a group, conversation:

Guys, I invite you to the opening of our exhibition "My Favorite Tales" ... Let's take a look at the books you brought.

(2, 3 children talk about their books)

Remember what these tales are called. (Russian national)... Why are they called that? (they do not have an author, fairy tales have long been composed by the people and passed from mouth to mouth)

Guys, name a few of the main characters in these tales? (Emelya, Ivan Tsarevich, etc.)

In all these tales, the main characters were helped by different animals: in the tale about Emelya. (pike, in the tale about Ivan Tsarevich. (gray wolf).

And in every fairy tale, the heroes knew the cherished word to call their friend in difficult times. Remember what words Emelya said?

("By the pike's command, at my will" )

2. Reading a fairy tale

-Now you will hear a Russian folk tale "Sivka-burka" , in which the main character is also helped by an animal, but which one, you should find out for yourself by listening to this poem:

Gallant steed

Well, gallop!

Fly, horse, soon, soon,

Through the rivers, through the mountains!

Still at a gallop - gop-gop!

Rot, rot!

At a trot, dear friend!

After all, it will be strength to hold back.

At a trot, at a trot, my dear horse!

Rot-rot-rot!

Don't stumble my friend!

That's right guys. In a fairy tale "Sivka-burka" , the main character will be helped by a horse, listen carefully and remember what cherished word Ivanushka will call the horse and how the horse will help him.

(The teacher reads a fairy tale)

3. Conversation on the content of the tale

Who are the main characters of the tale "Sivka-burka" ? Which of the heroes would you call positive and who would be negative?

Why did you decide so.

Tell us how the friendship between Ivanushka and the horse began? What proverb could you use to tell about this? (There would be no happiness, but misfortune helped.) Why this particular proverb?

How the fairy tale describes Sivka-Burka, is it different from ordinary horses (description using exact phrases from a fairy tale)

What is the cherished word that Ivanushka called Sivka-burka? As the tale says, how did he call the horse?

("Will go out into the open field, hang down, garkne ..." )

In Russian fairy tales, all important events usually happen three times, they are repeated three times. What happened three times in a fairy tale "Sivka-burka" ?

("Three nights, three brothers, three times went to the city, three times called a horse" )

4. Telling a fairy tale

Guys, now we will try to tell a fairy tale ourselves "Sivka-Burka" .

We tell expressively so that we understand how the heroes feel, so that the fairy tale comes to life. Who would like to start?

(All the children tell, in a small passage, the teacher makes sure that the text is as close to the original as possible, the same phrases, figurative expressions are used)

5. The final part

Consideration of illustrations with access to productive activities

Guys, did you like how you told the story?

Please look at the board, what do you see? These are illustrations for a fairy tale "Sivka-burka" and other Russian folk tales.

How do you feel when you look at these illustrations? You can feel the character and mood of the hero.

You each have your own favorite fairy tale, I suggest you draw your favorite fairytale hero, and we will decorate our group with your drawings, we will make an exhibition "Favorite fairy-tale heroes" .

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Theme: "Reading the literary work" Gray Star "to children B. Zakhoder ".

Purpose: familiarizing children with fiction.

Type: reading to children.

Topic: reading a fairy tale by Boris Zakhoder "Gray Star" .

Software content:

1. Educational and cognitive tasks: to convey the ideological content of the work to children: ugly does not mean bad and useless. To expand the knowledge of children about the peculiarities of the life of toads. Motivated to relate to the actions of the heroes, to characterize the heroes.
2. Speech task: to continue teaching children to speak coherently, clearly, consistently.
3. Vocabulary task:

• Enrich: Slug, Caterpillar.
• Refine, fix: trees, bushes, flowers.
• Activate: asterisk, butterfly, toad, starling, thorns.

4. Educational task: to foster interest in the work of Boris Zakhoder.

5. Developing task: to develop memory, attention, perception, thinking.

6. Correctional tasks: develop an active vocabulary; learn to correctly change words in gender, number, case; learn to connect words in a sentence; learn to use the correct tempo, speech breathing.

Preparing children: acquaintance with other works of B. Zakhoder (fairy tale "Rusachok" , poem "The letter" I " ) .

Teacher training: picked up a work, clarity; prepared a synopsis.

Equipment: magnetic board, artwork, magnets.

The logic of directly educational activities:

Part I. Introductory.

Guys, today we have a very interesting lesson with you, but before I tell you which one, I’ll ask you riddles. They are very simple, so you will quickly guess them. Ready?

1. Under the pines, under the trees

There is a bag of needles. (Hedgehog.)

How did you guess?

2. Not a beast, not a bird,

Afraid of everyone

Will catch flies -

And splash into the water! (Toad.)

How did you guess?

3. On the pole is the palace,

There is a singer in the palace

And his name is ... (Starling.)

How did you guess?

Part II. The main one.

1. What good fellows you are! Guys, now I will read you a work, about a toad, about a Scientist starling, about hedgehogs and a lot more about that. And it is called "Gray star" and Boris Zakhoder wrote this work.

• Guys, what do you know about hedgehogs? What are they?
• And the toad? How do you imagine a toad? I start reading the work and at the same time I put pictures on the plot on a magnetic board.
• And what are pansies, daisies, roses, bells, Ivan - yes - Marya, asters? What do all these colors have?

Well done, you know a lot. Well, now sit back, I'm starting to read. Listen carefully, after reading I will ask questions and understand how well you remember and how carefully you listened. (Reading the work.)

2. Conversation on the content of the read. I ask the children questions:

• Guys, what is this piece about? (About the Gray Star (the toad that everyone loved and who benefited from flowers.)
• What do you remember the most? (That the flowers loved her the way she is.)
• Who wrote this piece? (The work was written by Boris Zakhoder.)
• Why did everyone love the Gray Star? (For the fact that she protected flowers and bushes from enemies - slugs and caterpillars.)
• Why did the Stupid Boy throw stones at the Gray Star? (Because he thought she was poisonous.)
• Did the Foolish Boy do the right thing? (No.)
• And Gray Star, in your opinion, did a good job? (Yes, she protected plants from enemies.)
• Did you like this piece? (Yes.)
• And what does it teach? (The fact that you cannot look only at external signs, you need to see the essence.)

Guys, we all sat too long, let's get up for a physical minute.

(We walk in place.)

(Clap our hands.)

We know how to relax too.

(Jumping in place.)

Put our hands behind your back

(Hands behind your back.)

Raise your head higher

(Raised their head higher.)

And we will breathe easily, easily.

(Deep breath in, exhale.)

Pull up on your toes -

So many times

Exactly as many as fingers

(They showed how many fingers there were.)

On your hand.

(Rise on tiptoes 10 times.)

3. Repeated reading of excerpts of the work.

4. Conclusions. I ask the children questions:

• So what did the author want to tell us? (That toads are not really bad, even though they are ugly. They are useful.)

Part III. Final.

Now let's play a game. It is called "Name the first sound" ... I will say the word and take turns tossing the ball to you. You will have to name the first sound in the word and throw the ball to me. You cannot prompt, be patient, all of you will take part in the game.

Purpose of the game: to consolidate the ability to name the first sound in a word.

I give a general analysis of the lesson: guys, you actively answered questions, were attentive, especially Tanya, Katya, Misha, because when I read, they were not distracted and listened to me very attentively.

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Topic: V. Bianchi's story "Forest houses" .

Software content:

Communication. Reading fiction.

1. To acquaint children with the work of Vitaly Bianchi.
2. Expand the understanding that each bird builds a special nest for itself and why.
3. To acquaint children with proverbs reflecting a person's love for their home.

Enrichment of the dictionary: plover, crested grebe.

Activation: swallow, falcon, plover, pigeon, oriole, warbler.

Dramatic material: Illustrations, postcards and other images of birds: swallow, falcon, plover, pigeon, oriole, warbler, crested grebe.

1. Acquaintance with the work of Vitaly Bianchi.

Educator: Guys, today I want to acquaint you with the stories and tales of the wonderful writer Vitaly Bianchi.

(Examining the portrait of the writer)

We have already read a lot of V. Bianchi's stories, for example: stories about the forest, animals. V. Bianchi set off on his first forest trip when he was five years old. Since then, the forest has become a magical land for him. Bianchi considered his main forest teacher to be his father. It was he who taught his son to write down his observations. Over the years, they have transformed into fascinating stories and fairy tales. Bianchi himself called his works "Non-fairy tales" ... They do not "Magic wand" , or something that does not happen, but reading them, we seem to live with birds and animals, listen to their conversations, participate in their adventures.

2. Reading a story "Forest houses"

Educator: today I invite you to listen to a story called: "Forest houses"

3. Conversation on the content of the story.

Educator: And now, I propose to answer the questions.

Who was the protagonist of this story (children's answer)- swallow - coastal.

How did it happen that Beregovushka lost her home? (fragment of the retelling of events by one of the children who wish)

Whom did Beregovushka meet first? (a small yellow bird with a black tie around his neck named Zuek.)

Tell us what kind of conversation they had. (fragment of retelling)

What house did Zuyk have and could Beregovushka spend the night in it?

Did Beregovushka like the pigeon's house? What was he like?

What birds did the swallow visit? Tell us about their houses.

(The Oriole has a house of retinues of stalks, hairs, strands, and a birch rind: it hangs on a branch and sways. Penochka has a hut of dry grass twisted right on the ground. Chemga has a floating island of dry reeds.

Why was Penochka uncomfortable in these nests?

And what are the houses of the swallows? (like holes on the steep bank of a river, like minks.)

What interesting things have we learned from this story? (Each bird has its own house, not like the others.)

4. Examination of pictures depicting different bird nests.

(viewing pictures)

Why do you think the coastal swallow liked its own house the most? (Because her mother was there, there was her warm bed of grass and feathers.)

5. Acquaintance with proverbs about the house.

Educator: Every person loves his home, the place where he was born, where he lives more than anything else.

I suggest you listen to proverbs about your home, for example: "It's good to be away, but it's better at home" , "Where someone was born, there it came in handy" ... The teacher invites the children to explain the meaning of the proverbs.

Grade:

Why do you think birds have such different houses, what does it depend on? (Each bird builds its nest where it lives: in the grass, on the branches of trees, on the water, etc. Moreover, it tries to make it invisible to prying eyes)

The teacher gives an objective assessment of the activities of the children in the classroom, as an option asks to evaluate the comrades, himself.

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Retelling of the Ukrainian folk tale "Spikelet"

Topic: Retelling of the Ukrainian folk tale "Spikelet".

Objectives: 1. To teach children to retell a fairy tale on their own, to convey intonation the characters of the heroes, their attitude to the characters; teach to tell in faces (changing voice, intonation); learn to understand the figurative content and meaning of proverbs.

2. to develop the ability to come up with various versions of new episodes of a fairy tale; develop imagination, fantasy; coherent speech of children; continue to develop attention.

3. to cultivate friendly relationships, interest in the lesson.

Material: book with illustrations; attributes for staging.

Course of the lesson:

You are well aware of the proverb "He who does not work, he does not eat."

What does it mean?

(children's answers)

Now I will read you the Ukrainian folk tale "Kolosok".

Reading a fairy tale.

How is the meaning of the proverb "He who does not work does not eat" is revealed in a fairy tale?

Guys, think, what kind of mice? What words can you say about them? How did you get it?

What cockerel? What words can you say about him?

Tell us how the cockerel worked. What did he do with the spikelet?

What were the little mice doing at this time? How did the cock teach us a lesson? What did he tell them?

Listen to this tale again. After that you will retell it.

Retelling of a fairy tale by children (individually, collective re-tale)

Guys, the fairy tale says: "And the little mice only knew that they were jumping and dancing." Think of how the little mice had fun, and when you retell the story, tell about it.

Analysis of children's stories. Praise encouragement.

Staging a fairy tale using paraphernalia.

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Topic: Retelling of the story of L. N. Tolstoy "Bone"

PROGRAM TASKS: To develop a monologue speech, the ability to retell a literary text meaningfully and expressively, constructing sentences grammatically correctly. Activate the dictionary on the lexical topic. Develop auditory perception; exercise in distinguishing non-speech sounds, voice timbre. Enrich the dictionary with figurative language expressions. Develop literary speech; to familiarize with verbal art, including the development of artistic perception and aesthetic taste. Develop memory, logical thinking, voluntary attention. To cultivate sensitivity, justice, the ability to admit a mistake.

DICTIONARY: upper room, blushed like a cancer, felt, turned pale.

METHODS AND TECHNIQUES: reading a story, conversation, questions, encouragement.

EQUIPMENT: fruit bowl; portrait of L. N. Tolstoy; object pictures depicting boiled crayfish, a room; tape recorder, recording of the noises of autumn.

I Introductory part

Children are included in the group to the music by A. Vivaldi "Autumn" .

Did you guys like this piece of music?

What mood did it make you feel?

What time of year does this music fit better?

Yes, indeed, autumn is so different and only in autumn is there such a riot of colors. All this was shown by the famous Italian composer Antonio Vivaldi, in his musical work "Autumn" , an excerpt of which we have just listened to.

Composers compose music about all seasons, artists paint pictures, poets dedicate poetry. Let's remember an excerpt from a poem by A.S. Pushkin "Autumn" .

Reading a poem by a child.

A large harvest ripens in autumn. What?

Vegetables, fruits, cereals (rye, wheat)

Look, and what is the harvest on my table?

Fruit harvest.

What kind of fruit? (peaches, apricots, plums)

Where does the fruit grow?

In the garden on fruit trees.

I know that you are all very fond of fruits. And why? What's inside each fruit?

Each fruit has a seed inside.

How should you eat fruit properly?

They must be washed so that there are no germs. And throw the bone in the bin.

Well done boys.

INTRODUCTION TO THE TOPIC, PURPOSE.

Today I will introduce you to the story-reality of Leo Nikolaevich Tolstoy "Bone" (showing a portrait)

II MAIN PART

1. Reading a story
2. Conversation on content

Educator: What did mom buy?

Children: Mom bought plums.

Educator: How did Vanya behave?

Children: Vanya walked around the plums and smelled all of them.

Educator: Why were they interested in Vanya?

Children: He liked them very much, he never ate plums.

Educator: How did Vanya behave when he was left alone in the room?

Children: Vanya could not resist, grabbed one plum and ate it.

Educator: Who noticed that one plum was gone?

Children: Mom counted the plums and noticed that one was missing.

Educator: Did Vanya admit his act?

Children: The children answered that they didn’t eat plums and Vanya said that he didn’t eat plums.

Educator: Why was dad worried?

Children: He said that if any of the children ate a plum, it is not good; but the trouble is that there are bones in the plums, and if someone swallows a bone, he will die in a day.

Educator: What did Vanya answer?

Children: Vanya said that he threw the bone out the window. Educator: Why did Vanya cry?

Children: Vanya cried because he felt ashamed of his act.

Educator: What would you do if you were Vanya?

Children: I would wait for my mother to drain herself. If I ate a plum without asking, I would admit it myself.

Educator: There is such a proverb "The secret always becomes apparent" ... How do you understand it?

Children: You need to immediately admit that you have done a bad deed, because they will find out about it anyway.

3. Vocabulary work

The story has this expression: "Blushed like cancer" what does it mean?

Children: From shame, it turned red, like boiled crayfish.

Educator: And what is a room?

Children: Bright, beautiful room.

Educator: How do you understand the word "Considered" ?

Children: I counted.

Educator: Turned pale?

Children: Has become white, pale with fright.

You guys said that fruits grow in a garden on a fruit tree. Let's try to get them.

4. Speech with movement "On a branch"

Here is an apricot on a branch, Stretch your hands up,

He has grown so much in the sun! Spread your arms to the sides

You reach for him, reach for him, climb on your toes, reach with your hands up,

But be careful not to stumble! Sit down quickly

5. Repeated reading of the story with an attitude to retelling

Educator: Now I will read the story to you again, and you listen carefully and you will retell it. (Rereading the story)

6. Retelling of the story by children

Educator: Tell a story about the boy Vanya. (dramatization of the story by children)

And now we will complicate the task and try to retell this story in person. Then a retelling on behalf of mom and on behalf of dad, on behalf of the bone.

Sh. The final part

Result, assessment:

What is the name of the story you retelling? Who is his author in his piece of music? Whose story did you like best and why?

What is the name of the piece of music that we listened to? Who is the composer?

I liked all your stories, you tried to retell close to the text. Well done!

Do not forget to tell the story about the boy Vanya to your parents, sisters and brothers at home.

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Theme: "Reading the Nenets folk tale" Cuckoo "

Purpose: understanding the moral of the tale

Tasks: to teach to understand the morality of a fairy tale, to expand children's ideas about fairy tales of different peoples, about the traditions and customs of the peoples of the north. Develop attention, thinking, memory, attention. To foster the ability to sympathy, responsiveness, respect for the mother.

Dictionary: chum, malitsa, pima, tundra.

Equipment: illustrations: plague, malitsa, pimov, casket, golden key, thimble, colored stripes (blue, red, yellow) each child, a book, a baby fairy tale "Cuckoo", a rebus.

Course of the lesson

1. Game moment. "Key, golden key!

Discover a new fairy tale! "

Who can read the title of the tale? Who do you think this tale is about? Who is a cuckoo? What do you know about her? The prepared child answers. (The cuckoo is a migratory bird. She does not build a nest, lays her eggs in other people's nests. Never take care of her offspring.)

What kind of fairy tales are there? (about animals, magic, household) What peoples' tales do you know? (Russian, Kazakh, Ukrainian, etc.)

"Cuckoo" is a Nenets folk tale. Who are the Nenets? The prepared child answers. (The Nenets are inhabitants of the north. They are engaged in reindeer herding. In the north there is a very long and cold winter, so people wear warm clothes made of fur and reindeer skins.)

2. "Workshop of words"

There is something in the box. (illustrations) What is chum? Prepared child: Chum is a dwelling of the northern peoples, covered with deer skins, similar in shape to a hut. What is malitsa? Prepared child: Malitsa is a garment made of reindeer skins with a hood with fur inside. What are pimas? Prepared child: pimas are fur boots among northern peoples.

3. Telling a fairy tale by the teacher.

4. Physical minutes. (the teacher reads, the children show the actions)

There was a poor woman on earth. Children will wet clothes, and women will dry them. They will drag the snow, and take away the mother. And she caught fish in the river. The mother fell ill from a difficult life. She lies in the tent, asks to bring her water. Mother stood in the middle of the plague, puts on a malitsa. The mother takes the board, she turns into a tail. Wings grew instead of hands. The mother turned into a bird, flew out of the plague.

5. Individual task. (5 children guess the puzzle by the first letters of the object pictures. Each has one word.)

6. A conversation about a fairy tale: Why did the mother turn into a bird and leave her home? How do you feel about your mothers? How do you help your loved ones? What words do you say to your mothers when they get tired?

7. Proverbs and sayings. What proverbs and sayings do you know about the mother? ("It's warm in the sun, good in the mother's presence", "There is no such friend as dear mother", "Mother's affection knows no end") What do they mean?

The guys have guessed the puzzle. Name your words. ("A mother's heart warms better than the sun") Who can repeat the adage? How to understand?

8. The bottom line. Reflection. What is the name of the tale? Who is its author? What kind of fairy tale is this? Did you like the end of the tale? What ending would you suggest to the tale? Choose two of the three colored stripes: the first is your mood at the beginning of the fairy tale, and the second is your mood at the end of the fairy tale. Which stripes did you choose? Why? I chose three stripes: at the beginning of the tale I was in a calm mood, so the yellow stripe, blue - in the middle, because the mother fell ill and the children did not give her water, the red stripe at the end of the tale because the mother flew away and the children were left alone.

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Theme: "The telling of the Russian folk tale" Hare is a bouncer " .

Purpose: To recall with the children the names of Russian folk tales and introduce them to a new work: a fairy tale "Hare is a bouncer" ... To form the ability to retell a fairy tale using a diagram close to the text. Expansion of vocabulary at the expense of words: threshing floor, sheaf, boast.

The course of the lesson.

Children sit in a semicircle in front of the teacher. The teacher has a hare from the BI-BA-BO theater on his arm.

Educator: Guys, let's remember what kind of hare happens in fairy tales?

Children: cowardly, oblique, with a mustache and long ears.

Educator: Today I will tell you a fairy tale called "Hare is a braggart, listen carefully, then we will retell it.

The teacher reads a fairy tale. After reading the tale, the teacher asks questions.

Educator: Why was the hare called a boast?

Children: Because the hare was bragging.

Educator: How did the hare boast?

Children: I don't have a mustache, but a mustache. Not paws, but paws. Not teeth, but teeth.

Educator: Where did the hare live, and how did he live? (Answers).

Where did the hare go in winter? (Answers. The teacher explains the meaning of the words: threshing floor, sheaf).

What did the hares tell their aunt - the raven? (Answers).

How did the crow punish the hare? (Answers).

What happened to the crow? (answers).

Who helped her? (Answers).

What did the crow say to the hare?

Children: You are great! Not a boast, but a brave man!

Educator: Let's remember and depict how the hare boasted to other hares.

A game is being played - a dramatization of this passage. The teacher puts on a mask for a hare. Evaluates the intonational expressiveness of the performance.

Educator: And now we will retell this tale. In order to retell it easier for you, we will now draw a diagram.

The teacher draws a diagram of the fairy tale on a sheet of paper, telling it anew, and asking the children the questions “What happened next? What did the hare say? How are we going to draw a mustache? And so on. When the diagram is ready, the teacher asks the children: Who wants to tell a story?

The wishing child tells a fairy tale according to the scheme.

Educator: Well done! Guys, what if you and I didn't know how to draw? What could help us in retelling a fairy tale? (Answers)... There is such a game "Magic circles" . (The teacher takes out a box with the game)... White circle - hare, black - crow, light brown - dogs. Anyone would like to try telling a fairy tale using circles?

The willing child tells a fairy tale. The teacher helps if the child has difficulties. Then the teacher asks another 1 - 2 children.

Educator: We told a fairy tale, and now let's play. The game is called "Homeless hare" .

Educator: The main character today was a hare. Now we will make a hare for a table theater, with which you will play later.

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Theme: (based on the work of N.N. Nosov "Living Hat" )

Purpose: Formation of a holistic picture of the world through the introduction of children to the work of N. Nosov.

Tasks:

To develop the ability to naturally expressively retell excerpts from the story of N. Nosov "Living Hat" .

To promote the development of sensitivity to the expressive means of artistic speech, the ability to reproduce these means in their stories.

Strengthen the ability to decorate finished items using various materials for decorating hats, developing aesthetic taste, accuracy and attention.

Form an idea of ​​the composition.

Foster interest and love for fiction.

Types of children's activities: communicative, labor, cognitive and research.

Integration of educational areas: communication, artistic creation, labor, safety, socialization, music, reading fiction.

Planned results and development of integrative qualities: the child shows curiosity, interest in the information that he receives in the process of communication, knows how to maintain a conversation, expresses his point of view, agreement or disagreement with the answer of a friend, is able to reason. The child has formed the skills and abilities necessary for work. Takes a lively, interested participation in the educational process. Fluent in monologue speech and constructive ways of interacting with children and adults.

Materials for the lesson: portrait of N.N. Nosov, diagrams based on the story of N.Nosov "Living Hat" , pictograms, carpet, hat for the game, hats for decoration, blanks of jewelry, glue, stapler, scotch tape, audio recording of musical accompaniment.

Children in the group play independently. I appeal to children:

Do you guys want to play with me? Then I invite you on a journey to the city of Masters.

Children stand in a circle, I read a poem:

I see in a wide circle

All my friends stood up.

We'll go right now

Now let's go left

Let's gather in the center of the circle

And we will all return to the place.

Let's smile, wink

Let's start traveling.

Guys, what can you travel on? (children's answers)... And on what we will go on a journey, you will understand, having solved the riddle.

“This vehicle is rectangular,

flies through the air, it happens only in fairy tales " (Magic carpet).

And here is the carpet - the plane. (I spread it, the children stand on the carpet close to each other.) Get closer to each other, cuddle so that everyone fits on it. Remember the saying about crowdedness?

Children say "In crowded but not mad"

Space music sounds.

You carpet, fly carpet

Roll us across the sky

Higher, climb higher

Hush, hush, don't rock.

Don't scare my guys

They are well worth it.

Here we are in the city of Masters. See how many different hats there are.

What material did the craftsmen use to make these hats? (fabric, cardboard, artificial fiber)... What are they? Who wears hats today? (men, women, children)

Music sounds, I offer children a game "Hat" ... The hat is transmitted to the music in a circle, when the music stops, the child who has a hat at the moment calls any type of headdress.

What you have just listed in the game, call it in one word. (hats) Interviewing multiple children

Tell me, are there live hats? (Children reason) Why do you think so? Who wrote the story about the living hat? (N. Nosov) What is it called? ("Living Hat" ) .

Guys, let's remember the story of the living hat together. And geometric shapes will help us.

- Who are the main characters in the story? (boys - Vovka and Vadik and kitten Vaska)... What geometric figure can be replaced by the main characters

Vadik and Vovka? (oval) Cat Vaska? (circle)

Remember what objects were encountered in the story? (chest of drawers, hat, table, poker, potatoes).

What geometric shape can be replaced by a chest of drawers? (table, potatoes, poker, hat).

Who would like to tell you according to the first scheme?

Outlines of excerpts from the story are exhibited alternately in accordance with the sequence of actions of the characters. (1- how the hat fell, 2- how the hat came to life and the boys got scared, 3- fighting the hat with a poker, 4- the secret was revealed)... I use diagrams to tell the children a story sequence plan. I present the first diagram and invite the children to tell based on it. And so on all schemes.

Guys, do you think everything is covered in this passage, or something could be added. (Praise for excerpts well and thoroughly recounted)

N. Nosov wonderful children's writer, he understood children so well, and so accurately and colorfully described their feelings in different life situations, that you and I could easily imagine them in our imaginations. These feelings that Vadik and Vovka experienced throughout the story are called emotions that we have displayed on the pictograms.

What did Vova and Vadik feel when the hat crept? (fear)

Show how scared they are? (children pretend to be frightened).

I propose to show the desired pictogram. Children show and one child places their pictogram under the outline of the corresponding episode.

What did the guys feel when they found a cat under their hat? (astonishment).

What feeling replaced surprise? (joy).

Depict how the guys expressed their joy. (work with pictograms and diagrams.)

Guys, today we are in the city of masters and we played and remembered the story of N. Nosov "Living Hat" but where are the masters?

I take the children to the hat workshop.

Where do you think we have come to? (children's answers).

This is a workshop for making fashionable hats. Who works here? (Craftswomen)... Let's turn to the masters, let them tell you what they can do?

Craftswoman: “We, in this workshop, make hats and caps for ladies and gentlemen. So that everyone is beautiful and fashionable. Do you want to learn how to decorate hats? Can you help us? "

Children and craftswomen decorate hats together, using materials, ornaments prepared on the tables. The work is performed while standing. Children put on their hats and walk in circles to the music, showing off their smart hats. Children say goodbye to the craftswomen, get up on the carpet, space music sounds,

You carpet, fly carpet

Roll us across the sky

Higher, climb higher

Hush, hush, don't rock.

Don't scare my guys

They are well worth it.

So we returned to our group.

I propose to continue the games started earlier, the hats remain in use by the children at their will.

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Theme: "Reading N. Teleshov's fairy tale" Krupenichka "

Purpose: To acquaint children with a new fairy tale, with the author - ND Teleshov.

Tasks:

Educational: To foster interest in fairy tales, in Russian traditions.

Developing: To develop an active vocabulary of children, coherent speech, attention, memory, thinking, imagination.

Educational: To continue teaching children to tune in to listening to a fairy tale, to be able to express their emotions: surprise, joy, experience.

Expected result: Expresses positive emotions (surprise, admiration) when listening to the tale of N. Teleshova "Krupenichka" ; knows how to conduct a conversation on the content of the work, actively and benevolently interacts with the teacher and peers.

Methods and techniques: reading, questions, conversation,

Visual teaching aids: book by N. Teleshov "Krupenichka" , buckwheat, a portrait of a woman - Yaga (several options, porridge, a book "Tales of Baba Yaga" .

Preliminary work: Reading Russian folk tales, examining illustrations, talking about economic cultures, d / i "Cereals"

GCD structure

I. Org. moment (viewing the exhibition on the topic "Russian folk tales" ) .

II. Main part.

1. Examination of the portraits of Baba Yaga and a conversation about her.
2. Reading a fairy tale, conversation on the content.

I. Children come to the exhibition and look at the books.

II. 1) Do you like fairy tales?

2) Why do you love them?

3) Guys, we know a lot of fairy tales.

4) What fairytale hero is most often found in fairy tales?

Well, of course - Baba Yaga?

B. Yaga is different in different tales. Now we will see our exhibition with you. Here B. Yagi (grandma-yoshki) staged a whole competition. Take a closer look at them and tell me, are they all the same or different?

Yes, all B. Yagis are different, there are good ones, there are both evil and feisty.

Let's remember the fairy tales where B. Yaga lives and what she is like. (Answers of children)

1. Geese - Swans - Evil?
2. Is the frog princess kind?
3. Sister Alyonushka and brother Ivanushka - evil?
4. Masha and B. Yaga - kind?
5. Tsar - damsel - B. Yagi?

Well, today, guys, I will introduce you to a new fairy tale, ND Teleshov wrote it. A fairy tale is called "Krupenichka" , and why it is called that, you will now understand.

The teacher reads a fairy tale, after reading asks questions.

1. Who is Krupenichka?
2. What happened to her?
3. Who helped Krupenichka out of trouble?

Guys, do you want to know why the princess has such a name?

They gave it to her by accident, that was their name simple woman who met her father. You know what happened to Krupenichka next. And where she again turned from a simple grain into a girl. pink small flowers grow, grains appear from them. In honor of the girl - princess, these grains were called cereals, Krupenichka. Very tasty porridge is prepared from them, (show grains).

And then they treat each other with porridge, sing songs so that the beautiful princess would hear and help grow a good harvest of buckwheat.

And after eating this porridge, people said: "Buckwheat porridge is our nurse!"

III. - What fairy tale have we met today?

What other fairy tales are there?

How did you like it?

And now I invite you to the table to try real porridge - "Krupenichku" .

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Topic: Memorizing an excerpt from a poem by I. Surikov "Childhood" .

Tasks: Activate the dictionary with words "Multi-storey" , "One-story" , "Fun" ; to strengthen the child's experience in education of the exaggerated meaning of adjectives; learn to select signs for these nouns; develop the child's ability to form single-root words without naming a term. Foster a love of fiction.

Course of the lesson

Illustrations of houses are displayed in front of the children.

Educator: What do you see in these illustrations?

Children at home

Educator: What kind of houses are they? Compare!

Children: High and low.

Educator: Where are high houses built? Where are the low ones?

Children: Tall houses are built in the city, low ones in the countryside.

Educator: There are many floors in a high building. It is called multi-storey. A low house is called one-story.

Educator: Who lives in the houses?

Children: People.

3. Educator: Now let's play a game "Kind, kind" ... We will find out what kind of people live in houses. For example: I say the word kind, and you add at the beginning of the word - pre. - Pre means very much.

Kind - kind

Evil - prezloy

Merry - merry

Sly - sly

Handsome - lovely

Sloppy - sloppy

Brave is brave

4. Children still live in the houses. All children love one season, and which one will help you to guess the riddle.

I have a lot to do -

I'm a white blanket

I cover the whole earth

I take it to the ice of the river

I whitewash the fields, at home.

My name is…

Children: Winter.

Educator: What do children like to do in winter?

Children: Run, jump, ride on ice, make a snowman.

Educator: How can you call all this in one word? (Fun).

What is fun? (These are jokes, funny games, entertainment, interesting activities)

5. About one of these fun, I will now read you an excerpt from a poem by I. Surikov "Childhood" .

The teacher reads:

Here is my village

Here is my home

Here I am rolling in a sled

Steep on the mountain.

Here the sleigh is rolled up

And I'm on my side - bang!

I'm rolling head over heels

Downhill into a snowdrift.

And friends are boys

Standing over me

Have fun laughing

Over my misfortune.

Whole face and hands

Made me snow

I am in a snowdrift grief,

And the guys laugh.

Educator: Now, listen to the excerpt again. Listen carefully, we will memorize it.

To easily memorize a poem, symbols will help us.

(The teacher reads a poem, discussing the designations with the children).

(Then 2-3 children read)

Physical education "Fun"

It's easy fun

Turns left - right

We all have known for a long time

There is a wall, and there is a window.

We squat quickly, dexterously

Skill is needed here

To develop muscles

Need to squat a lot

Now walking is in place

This is interesting too!

6. Word games

The game "Who is what"

Educator: I name the word, and you name the sign (which).

Educator: Sledge

Children: Fast

Educator: Boys, slide, house, snowdrift, face, hands, laughter.

(Children name adjectives for these words)

The game "Who's doing what"

Educator: I name the subject, and you name the action (what is he doing)

Educator: Sledge

Children: Ride

Educator:

Boys

Sun

Snowflake

The game "Guess by Action"

Educator: I call the action, and you name the one who can perform this action.

Educator: Jumping

Children: Child, ball, grasshopper

Educator:

Smiling

Screamed

Wash their face

Looked out

The game "Professions"

Educator: Boys and girls have dads and moms who work. I will name the profession, and you - what they do at work.

Educator - educates

Chauffeur - chauffeur

Salesman

Builder

Educator: And now I will read the passage again. Did you enjoy today's lesson? Today in the lesson there was one interesting task. Which? And then there was one easy, easy task. Which?

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Topic: retelling of the story of Leo Tolstoy "The Lion and the Dog"

Program content: teach children to retell the text, improve the intonation expressiveness of speech, achieve consistency in the presentation of the content, enrich the vocabulary with definitions, adverbs, verbs, anonyms.

Course of the lesson

Guys, listen to one of the works of L. Tolstoy "The Lion and the Dog" (the teacher reads the story).

Guys, what do you think is this work by genre? Fairy tale, poem, story?

Why? (there is no fairy tale plot, no rhyme).

It was a reality, since it was based on real events that actually happened.

What events happened: sad or funny?

What other words can you call this work, these events? (sad, sad, dreary).

Where are the events taking place? (in the menagerie).

Who is the main character? (lion and dog).

What about the lion? What is he? (majestic, big, mighty, shaggy, king of beasts, beautiful, graceful).

What kind of dog? (small, cowardly, plaintive, kind, playful, cheerful, friendly).

What happened in the beginning? (the dog was thrown into the cage to be devoured by a lion).

How did the lion behave when the dog was thrown to him? (the lion sniffed the dog, touched it with his paw, looked at the dog, turning his head from side to side, and did not touch the dog).

How did the dog behave? What did she do? (at first she tucked her tail and pressed herself into the corner of the cage, then lay on her back, raising her paws, and began to wave her tail, stood on her hind legs in front of the lion).

How did the lion and the dog live in the same cage? (They became friends. When the lion was given a piece of meat, he tore off a piece and left it to the dog. The dog slept with its head on the lion's paw. They ate together, slept together, and sometimes played.)

What happened once? (the master came to the menagerie and, recognizing his dog, wanted to take it back.)

How did the lion behave when they tried to take the dog out of the cage? (The lion bristled and growled).

How long did the lion and the dog live in the same cage? (A whole year.)

What happened next? (the dog got sick and died).

How did the lion behave after the death of the dog? (He stopped eating, sniffed, licked the dog, touched it with his paw. He yearned, grieved, rebelled, growled).

When another live dog was thrown into the lion's cage, what did the lion do?

(immediately tore it to pieces. He hugged his dog with his paws and lay like that for five days)

What happened to the lion? (He died.).

Why do you guys think the lion died? (He died of grief, longing, pain, sorrow.).

How could you call this true story? ("Sad story" , "Case in the Menagerie" , "How the lion fell in love with the dog" , "The dog and the lion" .) .

Guys, would you like the end of this story to be different?

How do you think this story could end?

Now I will read you the story of Leo Tolstoy "The Lion and the Dog" again; listen carefully and remember.

I read the text.

Guys, retelling, do not forget that you need to speak clearly, clearly, clearly, loudly, consistently and expressively.

Retelling the story.

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Theme: "Memorizing the poem by I. Belousov" The Spring Guest "

Program content: foster love for native nature, foster interest in poetry. Learn to listen carefully, remember, answer questions, read a poem expressively. Develop memory, perception, creativity.

Material: illustrations depicting spring, migratory birds, sketchbooks, colored pencils.

1. Introductory conversation:

- What time of year is it?

What birds have flown to us?

Displaying a picture of a swallow

Who is this?

2. Message of the topic.

Expressive reading of a poem by I. Belousov "Spring Guest" an educator without a memorization mindset.

3. Perception test.

What did you imagine in your mind, as if you saw during my reading?

What mood are you in? Why?

4. Conversation on the content of the poem and how it should be read.

5. Repeated reading of the poem by the teacher with a mindset for memorization.

6. Reading a poem by children.

7. Final reading by the educator.

Physical education

Offer to draw a picture for a poem

Lesson summary

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Theme: "Memorizing the poem by E. Trutneva" Autumn "

Program tasks:

Correctional educational:

1. To intensify the use of verbs;
2. To consolidate the skill of sound, syllabic analysis of words.
3. Activate and expand the vocabulary by topic "Autumn" ,
4. continue to develop the poetic ear of children: the ability to feel, understand and reproduce the figurative language of the poem;
5. exercise in the selection of epithets, comparisons, metaphors for describing autumn landscapes;
6. continue to develop children's poetic ear;
7. Teach children to expressively recite a poem "Autumn" - conveying intonational calm, sadness, autumn nature.

Correctional and developmental:

1. Develop fine finger movements and coordination of movements.
2. Develop attention, memory, logical thinking and creative imagination.
3. To develop and encourage in children cognitive activity, interest in learning new things.
4. Develop logical thinking, the ability to make inferences.
5. Develop the ability to build statements such as reasoning.

Correctional educational:

1. To form the skills of cooperation, mutual understanding, benevolence, independence, initiative, responsibility.
2. Develop the ability to defend your opinion, prove your case.
3. To form knowledge about the relationship of all living things in nature.

Equipment: Children's drawings on the topic: "Birch tree in golden autumn decoration" , leaves of poplar, birch, linden, oak, maple.

Activities: play, communicative, motor, productive.

Preliminary work:

1. Examination of trees, leaves in illustrations;
2. Reading "Children's encyclopedia of animals" ,
3. Listening to audio recording "The noise of the forest" ; photo quiz "Learn by leaflet" .

Form of GCD: group.

Total duration of educational activity: 30 minutes

The course of educational activities directly

Main part:

Poem by E. Trutneva "Autumn"

It suddenly became twice as light,

The yard is like a sunbeam,

This dress is golden

By the birch on the shoulders

In the morning we go to the yard

Leaves are raining down

Rustle underfoot

And they fly ... they fly. fly

Cobwebs fly by

With spiders in the middle.

And high from the ground

The cranes flew by.

Everything flies! It must be

Our summer is flying away.

Educator: Guys, what period of autumn is this poem about? (Golden autumn)

Educator: How did you understand this? Why did it become twice as light in the yard? (The trees turned golden.)

Educator: Remember how it is said about the autumn decoration of a birch tree. ("This dress is golden on the shoulders of a birch tree" ) .

Educator: And indeed, a birch, like a girl in a gold dress, is a fashionista, in the summer she wore a green dress, and in the fall - a gold one. Or maybe it's better to say "In a golden fur coat" ? Why not better?

Educator: The wind picks off the leaves, and what are they doing? (They fly, pour, rustle.)

Educator: The poem says: the leaves fall like rain. " Think why the poetess said so? (Leaf fall).

The teacher re-reads the poem.

Educator: From the end of summer to the very fall of leaves, the spiders weave a cobweb, as if they want to keep the leaves on the trees, but the wind carries away the spiders along with the leaves. Remember how the poem says about it.

Exercise minute with leaves.

Educator: I will read the poem again. Try to remember it. Notice in what voice I will read. And now you yourself will read the poem.

Children read a poem from memory, if there is a difficulty the teacher helps.

After reading the poem, the teacher approaches the drawings.

Educator: Look at your drawings. Find in them what the poem says.

Educator: the poem speaks of a golden outfit, but autumn has other colors as well. What trees are in the fall? Colorful, multi-colored. ...

Educator: What are they like autumn leaves? Find comparisons to leaves. Leaves fly like ... (birds, parachutes, as if dancing)... The maple leaf looks like (an asterisk, on a horse, an acacia leaf on (a coin, a birch leaf on a (golden heart)... What do the leaves do? They fly, fly around, break down, rustle, fly, carry away.

Educator: And if we want to say that this has already happened to the leaves, then how do we say ?: (Turned yellow, flew around).

Educator: Well done, everyone did a good job with the task

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Topic: Reading the tale of V. Kataev "Flower - seven-flower" .

Let's smile at each other. I am glad to see your faces, smiles. Let's play a game "I will start and you will continue ..." .

(children stand in a semicircle on the carpet).

On the magnetic board: portrait - V. Kataev; drawing - a girl Zhenya; drawing - "Flower - seven-flower" .

Didactic game "I will start and you will continue ..." , which creates motivation for the lesson.

The rule of the game: I will start, and the one I point to will continue ...

You are familiar with these words:

Fly, fly, petal,

Through west to east

Through the north, through the south

Come back in a circle

As soon as you touch the ground -

Be in my opinion led!

Who spoke these magic words? (girl Zhenya)

What fairy tale? ("Flower - seven-flower" )

Who wrote this tale? (V. Kataev, showing a portrait of the writer)

(children move to the second zone)

Motor exercise "We are walking" .

We walk the paths

We walk along the paths.

We walked along the path

And they found the flower.

(children sit on chairs)

Working with a model of a magic flower.

On the easel "Flower-seven-flower" with missing petals.

1. petal -
2. petal -
3. petal -
4. petal -
5. petal - orange,
6. petal - purple,
7. the petal is blue.

What happened to the magic flower? (children's answers)

What petals are missing? (yellow, red, blue, green)

Where did the petals disappear? (children's answers: fulfilled Zhenya's wishes)

(there are pictures from a fairy tale on the table "Flower-seven-flower" )

Assignment: remember the color of the petal and the girl's desire.

Yellow - Tell me to be at home with bagels!

Red - Tell your mother's favorite vase to be whole!

Blue - Tell me to be at the North Pole right now!

Green - Tell me to be back in our yard right now!

Difficulty in a game situation.

"Fairy maze games" (TRIZ)

Guys, do you want the Seven-Flower Flower to fulfill your wish? (children's answers)

Well, he will fulfill your wish on the condition that you get to a desert island and be alone there.

Will you take advantage of the desire?

How do you get off a desert island if you get tired of being alone? (children's answers)

Motor exercise "We ran" .

Run, run

Only the legs flashed.

A path leads through the forest -

Here is a birch, here is a mountain ash.

They ran to the clearing

And there they rode merrily.

(stop on signal "Beat of a tambourine" )

(children sit on high chairs)

Discovery of new knowledge or skill.

Guys, do you want to know what wishes the magic flower fulfilled for Zhenya "Flower - seven-flower" ? (children's answers)

A fairy tale invites us into a magical world, so that miracles of children

surprise and amuse, and teach something.

Reading new text with stops.

(the main techniques for reading this text are joint pronunciation and agreement)

She tore off the orange petal, threw it away and said: (Fly, fly ...)

Zhenya is on the stairs - (toys behind her)

Zhenya on the balcony - (toys behind her)

Zhenya in the attic - (toys behind her)

She tore off a purple petal and said: (Fly, fly ...)

She tore off the last petal - blue ……… (and sang in a thin voice trembling with happiness: Fly, fly ...)

Read conversation

Which of the girl's wishes was the best?

(healing a sick boy)

Why didn't the fulfillment of the rest of your desires bring Zhenya great joy? (children's answers)

Reproduction of the new in a typical situation.

On the easel there is a picture: the girl Zhenya surrounded by toys.

Let's try "Revive" heroes of the tale.

(there are masks and toys on the table)

Music sounds.

"Revitalization" Pictures.

Repetition and developmental tasks.

(children take places at the tables)

On the easel: a picture - a girl in a Russian folk sundress; picture - a girl in a children's dress.

At first glance, the girls are different, but I'll tell you a secret that they are somewhat similar to each other. Want to know ... Help!

The game "Confusion" .

(pictures from fairy tales are on the tables)

Assignment: which of the girls do these things belong to?

Comparison of fairy tales "They look like ..."

The girls are capricious: one - I don't want, the other - I want!

Travel: Geese - swans, dog.

Assistant: hedgehog, magic flower.

Action: saving the brother, healing the boy Viti.

Predicting the topic of future reading.

On a magnetic board: drawing of a girl from a fairy tale Ayoga .

Next time we read a fairy tale Ayoga and learn a lot of interesting and instructive things.

The result of the lesson.

Why is it important to do good?

What good deeds can you do yourself without relying on magic? (be kind, honest, considerate of others)

I wish you to be always kind and sympathetic, attentive and honest, so that the Seven-Blossom Flower does not have to correct your mistakes.

After all, magic happens only in fairy tales!

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Theme: "Reading the fairy tale" Moroz Ivanovich " (V. Odoevsky)»

Program tasks:

1. To acquaint children with a new fairy tale, teach them to express their opinion about the actions of the heroes.
2. Strengthen the ability to fully answer questions about the content of the text.
3. Vocabulary: needlewoman, sloth, affectionate, rude, fair.
4. To foster interest and love for Russian folk tales.
5. Development of theatrical and artistic skills.

Preliminary work:

Reading fairy tales, examining illustrations, talking about the heroes of fairy tales.

Materials and equipment:

Prepare paper and markers for drawing. An envelope with a letter, costumes of Frost Ivanovich, Leninist and Needlewoman. Backing track of the song "Father Frost"

The course of the lesson.

1 part. Introductory:

Organizing time:

I put the children on high chairs.

Creation of interest:

Educator. Guys, look at some kind of envelope on the table. The teacher opens the envelope and takes out a note. Is reading. “Children, do you want to receive a present from me? Then you have to make envelopes, write the address, and enclose the picture of the gift you want to teach in the envelope.

Your Santa Claus ".

Children, what a kind Santa Claus! He wants to do a good deed for everyone. Does he do good deeds to everyone? Listen to the fairy tale about Santa Claus, and from it you will learn about it.

Part 2. Main:

The teacher reads a fairy tale.

Educator. What is the name of the tale? - this is a Russian folk tale.

What were the girls called in the fairy tale? - Needlewoman and Sloth.

Why was one girl called a needlewoman? - She knew how to do everything: sweep, cook, embroider.

Educator. Why was the other Sloth? - She was lazy and did not want to do anything and did not know how to do anything.

Which girl was good? - A needlewoman, because she was also kind, affectionate and patient. Whatever Santa Claus asked her, she did everything.

And the other one? - The sloth was bad: lazy, rude.

Whom and how did Santa Claus reward with gifts, tell us. Children talk.

Why is it not just Santa Claus in this fairy tale, but Moroz Ivanovich? - He is kind, fair.

Such people are respected and respectfully called by name and patronymic. The teacher reads excerpts at the request of children.

Physical education:

Educator. Let's sing a song about him. Children get up in a round dance, sing and make movements (Father Frost)

And now we will see a scene in the forest, when Moroz Ivanovich talks to the Needlewoman, and then to the Sloth.

The teacher assigns roles and the children play.

Final part:

Well, our lesson is over. What new and interesting things have you learned from the fairy tale? What did you like the most? Now all the guys will help their parents and educators, in our group there will be only Needlewomen, not Sloths. And at home, you and your parents will glue the envelope and write a letter to Santa Claus, this will be your homework.

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Theme: "Memorizing the poem by S. Yesenin" Birch "

Tasks: to continue to improve the artistic and speech performance skills of children when reading a poem, conveying intonation tenderness, admiring the picture of winter nature. Continue to develop children's interest in fiction. Use expressive means (figurative words and expressions, comparisons)... Help to feel the beauty and expressiveness of the language of the work. Develop productive activities for children. To cultivate love for native nature by means of fine arts. Help children explain the main differences between literary genres: fairy tale, story, poem.

Representative work: observing a birch walk, viewing illustrations, a trip to the library, drawing a birch, modeling a tree.

Dictionary activation: border, brushes, silver, fringe, feeling, artist, poet, composer.

Individual work: to improve artistic and speech performance skills while reading a poem.

Demonstration material: reproductions of paintings about the nature of Russian artists, portrait of S. Yesenin, CD - recording of PI Tchaikovsky "The Seasons", border, fringe.

Handouts: colored cardboard, gouache, brushes, plasticine, napkins, nail polish.

Children we are in a mini-art gallery, where reproductions of paintings are exhibited.

Who paints the pictures?

The artist Isaac Ilyich Levitan painted the painting "Spring. Big water."

Igor Grabar depicted a birch in February, and the famous artist I. Shishkin "Birch Grove".

Did you like these pictures? What did you like?

What mood do these pictures evoke in you? What unites them all?

It was no coincidence that the artists depicted Russian birch in their paintings. Birch is a symbol of Russian nature.

Now I will read the work of Sergei Yesenin "Birch".

In this work, there are the words border, fringe, as the author compares brushes, decoration of birch. (The teacher examines the border and fringe with the children)... Reading.

Questions for children:

What literary genre belongs to the work of S. Yesenin "Birch"?

And what is the difference between a poem and a story? And from a fairy tale?

What is this poem about?

Did you like it?

Reading the poem again.

White birch

Under my window

What covered the white birch?

Covered with snow

Like silver.

What does the poet compare snow to?

On which branches did the brushes bloom?

On fluffy branches

With a snowy border

Brushes blossomed

White fringe.

In what silence does a birch stand?

And there is a birch

In the sleepy silence

And the snowflakes are burning

In a golden fire.

And the dawn is lazy

Walking around.

Sprinkles branches

New silver.

What would you compare snowflakes to?

Insert your words into the poem. Is it a rhyme?

Sergei Yesenin picked up the words of the rhyme

And the snowflakes are burning

In a golden fire.

Reading a poem by children (whole, pair, chain)

Nature has always been a source of inspiration for poets, writers, artists, composers. And now you will be the little creators when you create New Year's cards.

The teacher offers the choice of children colored cardboard, gouache, plasticine, brushes for productive activities.

During the work, the music of PI Tchaikovsky "The Four Seasons" is played.

What is your birch?

What words from a poem by Sergei Yesenin can be said about your birch?

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Theme: "Fairy tale" Morozko "

Tasks:

To form the ability to distinguish fairy tales from other genres.

Develop the ability to talk about your perception of a specific act of a literary character.

Encourage to determine their attitude to the situation of the dispute, to explain their point of view.

Form the ability to model a fairy tale using geometric shapes, retell it using an algorithm.

Develop the ability to understand a fairy tale, the ability to retell it using models.

Materials: homemade baby books, geometric shapes made of adhesive paper, multi-colored mugs for self-assessment, Su-Jok balls for finger gymnastics.

1. Organizational moment

Where can you see miracles?

Everywhere! Enter the forest, look at the heavens.

Nature gives us its secrets.

Just look around carefully.

And where do animals, like people, say?

AND good wizards do miracles work there?

You will answer without prompting.

Well, of course it is ... (Fairy tales)

2. Guessing riddles.

As you may have guessed, today we will talk about a fairy tale, and as it is called, you will be helped to understand the riddles.

He draws without hands

Bites without teeth (freezing)

Not fire, but burning (freezing)

So that autumn does not get wet

Not sour from water,

He turned puddles into glass,

Made the gardens snowy (freezing)

Who builds bridges without logs? (freezing)

- You guessed right that the answer to all these riddles is the same - Frost. And our tale is called "Morozko" .

We got up together

Stretched out.

We are birches

We woke up.

Our branches swayed

The sun gained strength,

Now it's time for us to sit down.

For you, friends, there are questions.

3. Conversation on a fairy tale

Guys, just recently we met with Morozko's fairy tale.

Did you like the fairy tale? (Yes)

Why does this work belong to the genre of a fairy tale? (Because there are fairy-tale characters Morozko, Baba Yaga, old Lesovichok, a talking dog, a magic road).

- Let's compare a stepdaughter and a daughter from a fairy tale. Their attitude to other people, to work, their intelligence and modesty.

- What are the qualities inherent in a stepdaughter? (Kind, hardworking, humble, respects elders).

- And the woman's own daughter? (Lazy, angry, disrespectful to elders).

- Who do you want to be like? (To Nastenka)

- Let's clarify the heroes of the fairy tale "Morozko"

- Which of the heroes did you like the most and why?

- How was the old man's daughter? (Badly)

- Why did the old man take his daughter to the forest? (Stepmother ordered)

- Why did Morozko feel sorry for Nastenka? (Because she is kind, humble and treated him with respect).

- Why did the old woman send her daughter to the forest? (Out of greed, she wanted Frost to give her daughter a chest of silver too).

- What does the fairy tale teach us? (The fairy tale teaches us kindness, resourcefulness, respect for elders, hard work. It makes fun of bad character traits. It teaches us not to judge a person by their appearance, to look deeper, to evaluate people by their spiritual merits and their deeds.)

Guys, now I suggest you play a little, do you agree?

4. An outdoor game.

Along the path, along the path

We ride on the right leg,

And along this path,

We ride on our left leg.

Let's run along the path

We'll reach the lawn.

On the lawn, on the lawn

We will jump like bunnies.

Stop. Let's get some rest

Let's go on with the tale. (Perform movements over the text).

5. Problem situation

You can not believe in a fairy tale

You can check the tale

A fairy tale may be true

The fairy tale must not be forgotten.

And so that we do not forget it, I made small picture books so that we could look at and remember the plot of the fairy tale. But that all the pictures from my fairy tale disappeared, it is probably Baba Yaga who stole all the pictures. How to be now, what to do? (Can be drawn).

You can, but it will take a long time.

What can replace pictures? (They can be replaced with models from geometric shapes).

6. A conspiracy to model a fairy tale.

To model a fairy tale, we will use geometric shapes made of adhesive paper: a circle, a triangle, a square.

Guys, in our tale there are both positive and negative characters. Let's denote this too. Who knows how this can be done?

Let's remember and name positive characters. (Nastenka, Morozko, old Lesovichok).

Negative characters. (Stepmother, Marfusha, Baba Yaga, old man).

We will designate negative heroes from a fairy tale geometric shapes black, and goodies in red or blue.

7. Failure situation.

8. Finger gymnastics

Guys, before starting the assignment, I propose to stretch our fingers and play with our hedgehog. Do you agree?

There lived a thorny hedgehog in the forest,

Was a ball and without legs.

Thorny hedgehog, but not evil!

Hedgehog, prickly hedgehog

Hide your needles.

Once, and there are no needles!

Start making books.

9. Simulation of a fairy tale (Independent work of children).

10. Retelling of a fairy tale based on an algorithm.

Guys, did you succeed, what did you intend?

Was it difficult to compose the plot of a fairy tale with the help of models?

We will now check it out. With the help of your book, you will retell a fairy tale. You will tell one page at a time from the book, passing it on to each other. (Retelling of a fairy tale by children based on an algorithm).

11. Reflection

You tried, did it, it was hard not to get tired! We worked hard from the bottom of our hearts, all the works are good!

Why did we make these books? (In order not to forget the tale).

Why shouldn't we forget this tale?

What does she teach us? (Kindness, resourcefulness, respect for elders, hard work, do not judge a person by their appearance, look deeper, evaluate people by their spiritual merits, their deeds).

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Theme: Russian folk tale "Khavroshechka"

Purpose: Formation of an emotional attitude to a literary work

Tasks:

Develop children's interest in fiction.

To draw the attention of children to the design of books, to illustrations

To form the skills to listen to fairy tales attentively and with interest.

Form an emotional attitude to literary works.

Develop the ability to maintain a conversation.

Improve the dialogical form of speech.

Develop speech as a means of communication.

Improve the ability to convey images of characters in fairy tales.

Equipment: Book and illustrations; mystery; a toy cow with a bell around its neck; the fairy tale "Khavroshechka"; colour pencils; album sheet A4.

Prior work. In the morning I put the book "Khavroshechka" in the book corner, if possible - separately the artists' drawings on this work. Children, looking at the illustrations, try to determine what kind of book it is, what it is about. At the beginning of the GCD, I ask the children about their assumptions.

The course of the lesson.

Introductory part.

I ask the children a riddle:

There are hooves and horns

In summer he walks to the meadows.

To keep everyone healthy

They give milk. (cows)

That's right guys. Look, a cow has come to visit us. -Do you want to get acquainted with the fairy tale from which it came to us? Children: Yes. -To do this, you need to touch her, ring the bell that is on her neck, and then we will be transported with you into a fairy tale. Ready? Children: Yes. -Close your eyes and wait for my touch. Whoever I touched will immediately find himself in a fairy tale called "Khavroshechka".

Main part. I read a fairy tale, periodically showing illustrations. Incomprehensible words and expressions (bored, bored, greet, give a whim, hard, tomorrow morning, look around, got scolded, did not get it, conjoined, fell, bequeathed, foliage, curly, touched, dashing not to know) I replace it with synonyms without interrupting reading.

Guys, did you like the fairy tale? Children: Yes. - What is it called? Children: Khavroshechka. - To what people did Kroshechka-Khavroshechka get? : They were lazy. - And what did Khavroshechka do? Oleg: She worked for them. - Who helped Khavroshechka? Nastya: She was helped by a cow. - What did she help her to do? Varya: The cow helped to do all the work. - What did she say at the same time Borya: Crawl into one ear, crawl out into the other and everything will be ready. "How did the hostess know who was helping Khavroshechka? Alina: The hostess sent her daughters to find out everything." And which of the daughters told her stepmother everything? I told my mother everything. - What happened next? Rita: The stepmother ordered to slaughter the cow. - And what did Khavroshechka do? Dasha: She collected all the bones and planted them. - What grew in the place where Khavroshechka planted the bones? Oleg: In that place an apple tree with apples grew. - Who drove by the garden, and what what happened next? Vika: A gentleman drove past the garden and asked to be treated to an apple. - And why the stepmother's daughters could not treat the master? Masha: Because the apple tree began to beat them and whip them with twigs. - And who treated the master? Maxim: Tiny - Khavroshechka. - How did the fairy tale end? Grisha: Barin married her. - Well done, children.

- Guys, let's get some rest. Become a circle. Let's spend a physical education:

One, two, three, four, five We begin to play! They all closed their eyes (cover their eyes with their hands) And the heads were lowered (squat) And when we open our eyes (get up) Let's get into stories, fairy tales (hands up) The fairy tale will give us rest. Let's rest - and again on the road.

Final part.

Guys, who did you like in this tale and why? Rita: I liked Khavroshechka, she was very kind and hardworking. - And what were the stepmother and her daughters like? Masha: They were angry and envious. - What does this tale teach us? Children (in turn): A fairy tale teaches us to be kind, hardworking, to help each other, to love each other.

(I pick up the bell and ring)

The fairy tale ended, the bell rang and fairy tale brought us back to our group. - Look around, you see, in memory of today's lesson, Khavroshechka sent you treats - apples from her magic apple tree. - Guys, our lesson is over, all great fellows, listened attentively and actively answered questions.

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Abstract of the integrated GCD for OO "Speech development" (fiction)

Topic: Your defenders. Reading and retelling the story of L. Kassil "Air"

Purpose: To continue to acquaint children with the defenders of the Russian army. Develop an interest in fiction through the story of Lev Kassil "Air" from book "Your defenders"

Tasks:

Educational:

• To acquaint children with the story of Lev Kassil "Air" from book "Your defenders"
• Learn to understand the content of the work.

Developing:

• Develop the ability to answer questions using complex and complex sentences.
• Develop the ability to retell a story based on diagrams (shared retelling), listen to your comrades, do not interrupt, do not repeat yourself.

Educating:

• To foster patriotic feelings, an emotionally positive attitude towards warriors-defenders.
• To reinforce the idea of ​​children about the defenders of the Russian army.
• "Speech development" (speech development)
• To develop coherent speech, memory, thinking in children.

Preliminary work:

• Conversations about the Russian army, about the Motherland, soldiers;
• memorizing poems about the military;
• learning songs for the holiday on February 23;
• examination of albums, illustrations, which depict the type of troops, military equipment;
• viewing the picture - V. Vasnetsova "Three heroes" ;
• reading the epic "Ilya Muromets and the Nightingale the Robber" ,

stories by L. Kassil from the book about the military "Your defenders" ,

stories by S. Baruzdin "A soldier walked along the street"

Educator: Guys, I'm now standing in front of you in military uniform, guess who we are going to talk about today? (About the military, about the defenders of our Motherland)

In ancient - ancient times, in Ancient Russia, very strong people stood guard over our Motherland - heroes. The people composed songs, fairy tales, epics about them. In our time, the Russian Army is the defender of the country. As before, our Motherland is protected by strong, courageous men. Our warriors are distinguished by resourcefulness and endurance.

Guys, what holiday will our country celebrate on February 23? (Defenders of the Fatherland Day)

What do you think, who are the defenders of the Fatherland? (These are those who guard, protect, defend the Motherland. These are the warriors who warn of danger. These are soldiers, officers, military sailors, tankers, paratroopers ...)

What qualities should defenders have? (They must be brave, brave, courageous, strong, patient, dexterous, courageous. They must be honest, courageous, hardened, enduring, disciplined. They must be able to endure difficulties, know a lot, be able to do sports, shoot well, run fast.)

1. Guess riddles and name the profession of a defender.

Di: "Guess the profession"

1. The fortress is rushing all in armor.

Drags the cannon on him

(Tank, profession - tanker)

4. What a brave bird,

Rashed across the sky?

Only the track is white

Left of her.

(Airplane, profession - pilot)

2. There is such a huge house,

He does not stand still.

Do not go into it in any way,

After all, he runs along the waves.

(Ship, profession - sailor)

5. Rockets are launched into the air,

And the cannons are firing them loudly,

They are always ready in battle

Launch a projectile at the enemy!

(Gunners)

3. Under water an iron whale,

Day and night, the whale does not sleep.

That whale has no time for dreams,

Day and night on duty

(Submarine - submariner)

6. He guards the border,

He knows and knows everything.

In all matters, the soldier is an excellent student

Is it called? (Border guard)

Guys, about whom there were riddles. (About the military guarding our Motherland)

2. And what poems do you know about the military. How many of you want to read.

Children recite poems about the military

Border guards

Birds fell asleep on the branches

There are no stars in the sky.

A detachment lurked at the border of the border guards.

Border guards do not sleep at their native border:

Our sea, our land, our sky are guarded. S. Marshak

Our tricolor flag is on the mast,

A sailor is standing on the deck.

And he knows that the seas of the country

The boundaries of the oceans

Both day and night should be -

Under vigilant protection.

N. Ivanova

It's like an all-terrain vehicle everywhere,

On tracks, the tank will pass

A gun barrel in front

Dangerous, enemy, don't come near!

Strong tank protected by armor

And he will be able to meet the battle! N. Ivanova

Paratrooper

Paratroopers in minutes

Descend from heaven.

Untangling the parachutes

They are combing the dark forest

Ravines, mountains and meadows.

They will find a dangerous enemy. N. Ivanova

3. Today I would like to introduce you to the story of Lev Kassil "Air" from his book about the military "Your defenders"

Lev Kassil "AIR!" (step-by-step reading using diagrams)

1. It used to be like this. Night. People are sleeping. Quiet all around. But the enemy is awake.

Fascist planes are flying high in the black sky. They want to throw bombs on our homes. But around the city, in the forest and in the field, our defenders lurked.

Day and night they are on guard. The bird flies by - and that will be heard. The star will fall - and it will be noticed.

Guys, what does the text say? (children's answers)

(The enemy does not sleep, but our defenders stand guard over the Motherland)

2. The defenders of the city clung to the auditory tubes. They hear - motors rumbling high above. Not our motors. Fascist. And immediately a call was made to the head of the city's air defense:

The enemy is flying! Be ready!

Guys, what kind of planes are flying and want to attack our Motherland? (answers)

What have our defenders done?

(The defenders heard the rumbling of fascist planes and warned the head of the city's air defense about the danger)

3. Now, on all the streets of the city and in all houses, the radio began to speak loudly:

"Citizens, air raid alert!"

At the same moment, the command is distributed:

Guys, what the radio has informed the residents of the city!

(That's right, about the danger, about the air raid)

4. And fighter pilots start the engines of their planes.

And the far-sighted searchlights come on. The enemy wanted to sneak in unnoticed.

It didn't work out. They are already waiting for him. Local defenders of the city.

Give me a beam!

And the beams of searchlights swept across the sky.

Fire on fascist planes!

And hundreds of yellow stars jumped in the sky. This was hit by anti-aircraft artillery. Anti-aircraft guns beat high up.

"There is the enemy, hit him!" - say the projectors. And direct light rays are chasing fascist planes. Here the rays converged - the fascist plane got entangled in them, like a fly in a spider's web.

How did the city's defenders start to defend the city?

(The searchlights aimed yellow beams at the enemy planes, and the anti-aircraft gunners fired at the Nazi planes)

5. Now everyone can see him. Anti-aircraft gunners took aim.

Fire! Fire! Fire again!

The anti-aircraft gunners have a good eye, a faithful hand, accurate guns. The spotlights have a strong beam. The fascist cannot escape.

Fire! Fire! Fire again! - And the anti-aircraft gun hit the enemy in the engine itself.

Poured black smoke from the plane. And the fascist plane crashed to the ground.

Maria Mochalova
List of works of fiction for reading to children by lexical topics... Older preschool age(part 1)

Topic: Flowers bloom (in the park, in the forest, in the steppe)

1. A. K. Tolstoy "Bells".

2. V. Kataev "Seven-color flower".

3. E. Blaginina "Dandelion", "Bird cherry".

4. E. Serova "Lily of the Valley", "Carnation", "Forget-me-nots".

5. N. Sladkov "Flower lover".

6. Yu. Moritz "Flower".

7. M. Poznananskaya "Dandelion"

8. E. Trutneva "Bell".

Theme: Autumn (periods of fall, fall months, trees in fall)

1. And Tokmakova "Trees", "Oak", "Conversation of an old willow with the rain"

2. K. Ushinsky "The Argue of Trees", "Four Desires", "Stories and Fairy Tales Autumn"

3. A. Pleshcheev "Spruce", "Autumn has come".

4. A. Fet "Autumn".

5. G. Skrebitsky "Autumn".

6. A. Pushkin "Autumn", "The sky was breathing in autumn."

7. A. Tolstoy "Autumn".

8. A. N. Maikov "Autumn".

9. S. Yesenin "The fields are compressed ...".

10. E. Trutneva "Autumn"

11. V. Bianchi "Sinichkin Calendar"

12. F. Tyutchev “There is in the autumn of the original ...

13. M. Isakovsky "Cherry".

14. L. N. Tolstoy "Oak and hazel".

15. Tove Janson "At the end of November" - about the adventures of Mimi-Troll and his friends

16. IS Sokolov-Mikitov "Autumn", "Listopadnichek", "Forest in autumn", "Autumn in the forest", "Hot summer flew by", "Autumn in Chuna".

17. KG Paustovsky "Yellow Light", "A Story about Autumn", "Gift", "Badger Nose", "Farewell to Summer", "Dictionary of Native Nature".

18. K. V. Lukashevich "Autumn"

19. I. S. Turgenev "Autumn day in a birch grove"

20. I. A. Bunin "Antonov apples"

21. "Autumn Tales" - a collection of fairy tales of the peoples of the world

22. M. M. Prishvin "Poetic miniatures about autumn", "Pantry of the sun"

23. S. Topelius " Sunray In November"

24. Yuri Koval "Listoboy"

25. M. Demidenko "How Natasha was looking for her daddy"

26. G. Snegirev "How Birds and Animals Prepare for Winter", "Blueberry Jam"

27. D. N. Mamin-Sibiryak "Gray Neck"

28. V. A. Sukhomlinsky Whom the mountain ash was waiting for "," Swans are flying away "," Autumn outfit ", How autumn begins", "Autumn rains", "Like an ant climbed over a stream", "Autumn maple", "Willow - like a girl golden-haired "," Autumn brought golden ribbons "," Corncrake and the mole "," Swallows say goodbye to their home side "," Red squirrels "," Ashamed in front of the nightingale "," The sun and the ladybug "," Bee music "

29. E. Permyak "To school"

30. Fairy tale "Cat - grumbling, Kotofeevich"

31. V. Sladkov "Autumn on the threshold"

32. K. Tvardovsky "Forest in the fall"

33. V. Strokov "Insects in the fall"

34. R. n. with. "Puff"

35. B. Zakhoder "Winnie the Pooh and all-all-all"

36. P. Ershov "The Little Humpbacked Horse"

37. A. Barto "We did not notice the beetle"

38. Krylov "Dragonfly and Ant"

Theme: Bread

1. M. Prishvin "Lisichkin bread"

2. Yu. Krutorogov "rain from seeds".

3. L. Kon from "The Book of Plants" ("Wheat", "Rye").

4. I Dagute "Hands of a Man" (from the book "Rye Sings".

5. M. Glinskaya "Bread"

6. Ukr. n. with. "Spikelet".

7. J. Taits "Everything is here."

8. V. A. Shomlinsky "Kk a spike grew from a grain", "Bread is labor", "Gingerbread and a spikelet"

9. "Light bread" Belarusian fairy tale

10. A. Mityaev "A bag of oatmeal"

11. V. V. Konovalenko "Where did the bread come from?"

Theme: Vegetables, fruits

1. L. N. Tolstoy "The Old Man and the Apple Trees", "The Stone"

2. A. Pushkin "... It is full of ripe juice ..."

3. M. Isakovsky "Cherry"

4. Yu Tuvim "Vegetables"

5. Folk tale in the processing of K. Ushinsky "Tops and roots".

6. N. Nosov "Cucumbers", "About the turnip", "Gardeners".

7. B. Zhitkov "What have I seen".

8. M. Sokolov-Mikitov "Listopadnichek,

9. V. Sukhomlinsky "Smells like apples"

10. "Lame duck" (Ukrainian fairy tale, "A man and a bear" - b. N. With.

11. "Come to the garden" (Scottish song E. Ostrovskaya "Potato"

Theme: Mushrooms, berries

1. E. Trutneva "Mushrooms"

2. V. Kataev "Mushrooms"

3. A. Prokofiev "Borovik"

4. Ya. Taits "About berries", "About mushrooms"

5. V. G. Suteev "Under the mushroom"

Topic: Migratory and Waterfowl

1.R. N. with. "Swan geese"

2. V. Bianki "Small houses", "Rooks", "Farewell song"

4. D. N. Mamin-Sibiryak "Gray Neck"

5. L. N. Tolstoy "Swans"

6. G. H. Andersen "The Ugly Duckling".

7. A. N. Tolstoy "Zheltukhin".

8. KD Ushinsky "Swallow".

9. G. Snegirev "Swallow", "Starling".

10. V. Sukhomlinsky "Let there be a nightingale and a beetle", "It's a shame in front of a nightingale", "Swans fly away", "A girl and a titmouse", "Corncrake and a mole"

11. M. Prishvin "Guys and ducklings".

12. Ukr. n. with. "Lame duck".

13. L. N. Tolstoy "Bird".

14. I. Sokolov-Mikitov "The cranes are flying away."

15. P. Voronko "Cranes".

16. I. Sokolov-Mikitov; "The cranes are flying away" "The swallows say goodbye to their homeland"

17. I. Tokmakova "The Bird Flies"

Topic: Our city. My street.

1. Z. Alexandrova "Homeland"

2. S. Mikhalkov "My street".

3. Song of Y. Antonov "There are central streets ..."

4. S. Baruzdin "The Country Where We Live".

Theme: Autumn Clothes, Shoes, Headwear

1. K. Ushinsky "How the shirt grew in the field."

2. Z. Alexandrova "Sarafanchik".

3. S. Mikhalkov "What do you have?"

4. Br. Grimm "The Brave Tailor".

5. S. Marshak "That's how absent-minded."

6. N. Nosov "Live Hat", "Patch".

7. VD Berestov "Pictures in puddles".

8. "How Brother Rabbit outwitted Brother Fox", processed. M. Gershenzon.

9. V. Orlov "Fedya is getting dressed"

10. "Slut"

Topic: Pets and their cubs.

1. E. Charushin "What kind of beast?"

2. G. Oster "Kitten named Woof".

3. L. N. Tolstoy "The Lion and the Dog", "Kitten".

4. Br. Grimm "The Bremen Town Musicians".

5.R. N. with. "The wolf and the seven Young goats".

6. S. Ya. Marshak "Poodle".

Topic: Wild animals and their babies.

1. A. K. Tolstoy "The Squirrel and the Wolf".

2.R. n. with. "Zayushkina hut"

3. G. Snegirev "Deer Trail"

4. p. n. with. "Hare-boast"

5. I. Sokolov - Mikitov "Bear family", "Squirrels", "White", "Hedgehog", "Fox hole", "Lynx", "Bears".

6.R. n. with. "Winter".

7. V. Oseeva "Ezhinka"

8. G. Skrebitsky "in a forest clearing".

9. V. Bianchi "Bathing Bears", "Preparing for Winter", "Hiding"

10. E. Charushin "Little Wolf" (Volchishko, "Walrus".

11. N. Sladkov "How the Bear Scared Himself", "Desperate Hare".

12.R. N. with. "Tails"

13.V. A. Sukhomlinsky. How the Hedgehog Prepared for Winter "," How the Hamster Prepared for Winter "

14. Prishvin. "Once upon a time there was a bear"

15. A. Barkov "The Blue Animal"

16. V. I. Miryasov "Bunny"

17.R. N. with. "Two Bears"

18. Yu. Kushak "Postal history"

19. A. Barkov "Squirrel"

Topic: Late Autumn. Pre-winter

1. A. Pushkin “The sky was breathing in autumn”, “Winter. The peasant triumphant ... "

2. D. M. Sibiryak "Gray neck"

3. V. M. Garshin "The Frog the Traveler."

4. S. A. Yesenin "Birch", "Winter sings - aukaet".

5. I. Nikitin "Meeting Winter"

6. V. V. Konovalenko "How animals and birds prepare for winter"

7. Fairy tale "Grandma Snowstorm" translation by G. Eremenko

8. A tale about the beginning of winter.

9. V. Arkhangelsky Fairy tale "Snowflake - fluff"

10. G. Skrebitsky "First Snow"

11. A. Block "Snow and snow"

12. S. Kozlov "Winter's Tale"

13.R. N. with. "Frost, Sun and Wind"

14. Fairy tale "Hot pancakes for Winter Winter"

15. E. L. Maliovanova. "How animals and birds prepared for winter"

16. IZ Surikov "Winter"

17. I. Bunin "First Snow"

Theme: Winter. Wintering birds

1. N. Nosov "On the Hill"

2. KD Ushchinsky "Leprosy of the old woman of winter"

3. G. H. Andersen "The Snow Queen"

4. V. Bianchi "Sinichkin Calendar".

5. V. Dahl "The old man is a year old."

6. M. Gorky "Sparrow"

7. L. N. Tolstoy "Bird"

8. Nenets folk tale "Cuckoo"

9. S. Mikhalkov "Finch".

10. I. S. Turgenev "Sparrow".

11. I. Sokolov - Mikitov "Glukhari", "Tetereva".

12. A. A. Blok "Snow and snow all around".

13. IZ Surikov "Winter"

14. N. A. Nekrasov "frost - voivode".

15. V. V. Bianchi "Owl"

16. G. Skrebitsky "What do birds eat in winter?"

17. V. A. Sukhomlinsky "Bird's Pantry", "Curious Woodpecker", "Girl and Titmouse", "Herringbone for Sparrows"

18. R. Snegirev "Overnight in winter"

19. O. Chusovitina "It is difficult for birds to winter".

20. S. Marshak "Where did you dine, sparrow?"

21. V. Berestov "Tale of the day off"

22. V. Zhukovsky "Bird"

23. N. Petrova "Bird tree"

24. G. Sapgir "Woodpecker"

25. M. Prishvin "Woodpecker"

Topic: Library. Books.

1. S. Marshak "How was the book printed?"

3. "What is good and what is bad"

Topic: Transport. Traffic Laws.

1. S. Ya. Marshak "Baggage".

2. Leila Berg "Stories about a small car".

3. S. Sakharnov "The best steamer".

4. N. Sakonskaya "song about the metro"

5. M. Ilyin, E. Segal "Cars on our street"

6. N. Kalinina "How the guys crossed the street."

7. A. Matutis Korablik "," Sailor "

8. V. Stepanov, "Airplane", "Rocket and I", "Snowflake and Trolleybus"

9. E. Moshkovskaya "Indecisive tram", "The bus that did not study well", "Buses are running to us"

10. I. Tokmakova "Where they carry snow in cars"

11. The Brothers Grimm "Twelve Brothers"

12. V. Volina "Motor ship"

Topic: New Year. Winter fun.

1. S. Marshak "Twelve months".

2. All year round (December)

3.R. n. with. "Snow Maiden"

4. E. Trutneva "Happy New Year!"

5. L. Voronkova "Tanya chooses a tree".

6. N. Nosov "Dreamers", "On the Hill".

7. F. Gubin "Hill".

8. IZ Surikov "Childhood".

9. A. A. Block "Shabby hut".

10. S. D. Drozhzhin "Grandfather Frost".

11. S. Cherny “I rush like the wind on skates”, “On skates”, “Winter fun”.

12.R. N. with. "Two Frosts".

13.R. N. with. “Visiting Santa Claus”.

14.R. N. with. "Morozko".

15. L. Kvitko "On the skating rink"

16. V. Livshits "Snowman"

17. T. Egner "Adventure in the forest of a Christmas tree - on a hill"

18. N. Kalinina "About the snow bun"

19. T. Zolotukhina "Snowstorm".

20. I. Sladkov "Songs under the Ice".

21. E. Blaginina "Walk"

22. N. Pavlov "First Snow"

23. N. A. Nekrasov "Frost - Voyevoda"

24. N. Aseev "Moroz"

25. A. Barto "Christmas tree in Moscow" "In defense of Santa Claus"

26. Z. Alexandrova "Santa Claus"

27. R. Sef. “The Tale of Tubby and Long Men”.

28. V. Dahl "Snow Maiden Girl"

29. M. Klokova "Santa Claus"

30. V. Odoevsky "Moroz Ivanovich"

31. V. Chaplin "Snowstorm"

32. E. L. Maliovanova "New Year"

33.S.Drozhzhin Grandfather Frost