Abstract of the educational activity “Reading fiction” “The New Little Red Riding Hood. Reading fiction in kindergarten - introducing preschoolers to the wonderful world of books Reading fiction is an activity in preschool

Organization: Kindergarten No. 51 “Rosinka”

Locality: Smolensk region, Smolensk

Subject: Reading the Russian folk tale “Winged, hairy and buttery.”

Target: introduce children to fairy tales. Systematize and deepen children’s knowledge about Russian oral literature, compositional and national linguistic features of fairy tales. To teach to comprehend the idea of ​​a fairy tale, to evaluate the characters.

Look at the cover of the book with the children.

Reading a work.

Conversation about what you read:

Name the heroes of the fairy tale.

Which fairy-tale character ran away from the frying pan, and how did a sparrow and a mouse appear in the hut?

How did the friends live at the beginning of the fairy tale, what responsibilities did they have around the house?

Remember how friends praised each other for their work, whose words did you like the most, why? How would you like to praise your friend, and how would you like to be praised?

Why did friends quarrel?

What would you do in their place?

What could you offer to a mouse, a sparrow and a pancake so that they would not quarrel?

How would you make peace with your friend?

What moment in the fairy tale do you remember most?

Invite the children to sing the pancake song in a couple, three, etc., the rest of the children accompany the singing by playing music. instruments.

Jumping gallop,

Jumping gallop,

I am a buttery side.

Mixed with sour cream,

Fried in butter!

Jumping gallop,

Jumping gallop,

I am a buttery side!

Our fairy tale ended with the words: “This is how they live, chew gingerbread, drink honey, remember you and me,” and how would you like to end the fairy tale?

№ 2

Subject: Russian folklore.

Target: promote the development in children of artistic perception of small folklore forms (rhymes, songs, proverbs, sayings, riddles, chants), interest in understanding the meaning of figurative expressions; to form intonational expressiveness of speech in the process of performing and playing nursery rhymes and songs, to cultivate a love for oral folk art.

Preliminary work: learn the round dance “Vanya Walks”, remember, learn nursery rhymes, at home - select and learn proverbs and sayings that are understandable to children.

GCD takes place in an interior that imitates a Russian hut. The teacher tells the children about everyday life, about how ordinary people worked and rested. Many did not know how to read or write, but nevertheless came up with wonderful songs, fairy tales, nursery rhymes, proverbs, sayings and these works were not lost, but were carefully passed on from parents to children.

Listening to a recording of a lullaby “Oh, lyu-lyu, my child.”

Remember nursery rhymes with children: “Bunny in the Senechki”, “A squirrel is sitting on a cart”, “Water, water, wash my face”, “Kitten-cat”, “Torzhok”.

Round dance “Vanya is walking.”

Teacher's story about Russian folk proverbs , that they teach to work, to be afraid of laziness, to help their friends, not to be greedy and evil. Review proverbs with children:

The bird is red with its feather, and the man with his mind.

Finished the job, go for a walk safely.

A cowardly bunny doesn't need a stump - a wolf.

One bee does not produce much honey.

If you chase two hares, you won't catch either.

Ask the children to give examples from life that fit these proverbs. Help in case of difficulty. Listen to the proverbs that the children learned at home with their parents, clarify what they mean.

Didactic game "Top". Children, with the help of a wolf, determine what needs to be told to them - a proverb, a saying, a chant, a counting rhyme, a riddle, a nursery rhyme.

Subject: Reading the story “Top” by N.I. Sladkov.

Target: continue to introduce children to natural history literature; to form an aesthetic perception of pictures of nature, artistic texts; develop ideas about the genre features of literary works, in particular stories.

Promote the development of coherent speech in children.

Preliminary work: reading the stories of N.I. Sladkov “There is a time for everything”, “Behind the feather of a blue bird”, “Invisible aspen”. Organize an exhibition of drawings based on his works.

Recall with the children previously read stories by N.I. Sladkov, consider the exhibition of drawings based on his works.

Listen to fragments from the radio program “News from the Forest,” where Sladkov was the presenter.

Introduce children to the new story “Top”.

During the conversation with children, clarify:

Which animal did Top and his owner see in the forest?

How did the meeting between Top and the chipmunk take place?

Who was Top afraid of?

Did the dog do the right thing when he wanted to chase the chicks and is it possible to offend the weak?

How the owner taught Top a lesson so that he should not offend small animals and birds. What children would do if they were the dog owner.

Is it necessary to raise and train dogs, and why?

Top is a hunting or guard dog.

Show photographs of dogs of various breeds, ask to choose the one that best suits the image of Top, describe the dog, explain your choice (3-5 answers).

Listening to the song by E. Krylatov, to the words of Yu. Entin “Everyone knows this” (about devoted friend– dog).

Children's story about what they would name their dog, what they would play with it, how they would care for it.

In conclusion, the children retell the most memorable moments (how Top ate condensed milk, how the partridge saved its children, etc.).

Subject:"Autumn"

Target: to promote the development of prerequisites for value-semantic perception and understanding of works of art (verbal, musical, visual), the natural world; introduce children to K. Balmont’s new poem “Autumn”, develop children’s interest and love for natural history literature and the poetic word

Listening to an excerpt from a play P.I. Tchaikovsky “Seasons” - “October”.

Reading poems about autumn by the teacher and children: M. Voloshin “In Autumn”, A.S. Pushkin “The sky was already breathing in autumn...”, A. Fet “The cat is singing, eyes squinting...”, N. Nekrasov “Glorious Autumn”, I. Bunin “Birch leaves in the garden”. Conversation with children about the signs of autumn reflected by poets in these works.

Guessing riddles:

A lanky man walked

I got stuck in the cheese.

Sir was flying,

Fell into the water

Didn't muddy the waters

And he didn't drown.

Small, remote,

Passed through the earth -

I found Little Red Riding Hood.

Under tier

Worth a zipun

With red garus.

Introducing a new poem: K. Balmont “The lingonberry is ripening...”, analysis of incomprehensible words, discussion of the work heard.

Learn by heart (nickname):

Autumn, autumn,

We ask for a visit

With abundant bread,

With high sheaves,

With falling leaves and rain,

With a migrating crane.

Drawing with paints, theme: “Autumn landscape.”

Subject: Introduction to the stories of I. Sokolov-Mikitov from the “Winter” series

Target: introduce children to the works of S. Sokolov-Mikitov, the genre features of the story; teach preschoolers to notice visual means of expression a work of art; evoke a desire to express your impressions in figurative words, artistic and productive activities.

Reading the story "Winter".

What changes in nature tell us that winter has come? Children's answers.

Examination of G. Nikolsky’s illustrations to encourage children to use figurative words and expressions in their answers.

What animals did we meet in the forest while reading the story “Winter”? (Hare hare, ermine, fox, robber wolves, moose).

Look at photographs of animal and bird tracks.

Draw children's attention to the description of winter nature in the morning, the author's artistic and expressive means when describing the habits of the fox.

Didactic game “Selection of adjectives”.

What kind of fox is there in our history? (Cunning, red-haired, experienced, attentive, nosy, disheveled).

"Selection of verbs."

What does Lisovin do? (He makes his way, sneaks, sniffs, crunches, leaves footprints, paw by paw).

Discuss with the children that each story has a title that matches the content; this literary genre describes real events.

A story has a beginning, a middle, where the plot develops and a conclusion - the end of the story, its logical conclusion.

Find out what the children would call their story and how they would end it.

We know that writers talk about the world around them using words, but how do composers express their impressions? Yes, with the help of music. Invite children to listen to P.I. Tchaikovsky’s play “January” from the “Seasons” cycle.

Subject: Let's learn by heart: “The Snowman” by A. Usachev.

Target: create a festive mood in children, with the help of a literary work, a positive emotional mood; help me learn A. Usachev’s poem “The Snowman”; develop figurative speech, creative imagination, artistic and productive skills (in the process of sculpting).

Consideration of the plot painting “Winter Fun”.

What time of year is shown in the picture?

By what signs did you determine this?

What kind of winter day is it in this picture? (Sunny, frosty, mischievous, crystal, etc.).

What are the guys doing on the street? (They play).

How can I say this differently? (Frolic, play pranks, play mischief).

Which child would you like to be in?

What title can you come up with for this painting?

Reading of A. Usachev’s poem “Snowman”

New Year! New Year!

The snowman is coming home.

He brings everyone a gift:

To the snow woman - a snowmaker,

To cook jellied meats,

Lollipops for bullfinches,

And the Snow Maiden a new thing,

New carrot!

Is this poem happy or sad? How did you determine?

Who is the hero of this poem?

What events are happening to him?

Remember, how do you and your parents prepare for the New Year?

What would you give your family if you were the snowman?

Imagine what awaits the snowman’s family after the chimes, how will they celebrate the New Year?

The teacher reads the poem again.

Game “Say the Word.” The adult reads the beginning of the line, the children finish.

Invite children to create any character from the poem. Musical accompaniment during sculpting is familiar songs from “winter” cartoons.

Subject: Reading N. Nosov’s story “The Living Hat.”

Target: introduce children to N. Nosov’s story “The Living Hat”; develop the ability to understand the genre features of a story; consistently retell the plot, characterize the characters, using the author’s expressive means and your own judgments; cultivate creativity, curiosity, and interest in reading.

Demonstration of the hat, conversation about how this item appeared in the group for a reason. The guys will hear a story about him and not only about him today. Ask the children what the story will be about, in their opinion.

Reading a story.

Conversation about what you read.

What name would you come up with?

Who main character in the story "The Living Hat"?

Maybe there are several main characters in the story? And in our story, how many main characters are there, why?

Why did Vadik and Volodya decide that the hat was alive?

How did Vaska end up under the hat?

What happened to the boys at the beginning of the story? In the middle?

How do you figure out what a poker is and what is it used for?

Who else could be under the hat?

How did the story end?

Playing with the word "Kitten".

The kitten's head is show with circular movements

Like a soft hat, “ hat”,

One tail wagging our tail,

And two eyes look left and right,

And four paws two claps, two stamps.

Let's try to come up with our own short story? Who will be our main character? What will he look like, what will his name be? What to do? What will happen to our hero at the beginning, then? How can we finish our story?

Next, invite the children, like real artists, to illustrate the story, and then look at each other’s work and tell each other what they drew. Give children the right to choose which story to illustrate - “The Living Hat” or one compiled by them.

Subject: Literary quiz.

Target: consolidate children’s knowledge of previously read works, identify ideas about the genre features of fairy tales, short stories, poems, works of small folklore forms; arouse interest in reading fiction.

The teacher tells the children that today they will again meet the heroes of their favorite fairy tales, stories, and poems. That the guys will have the opportunity to demonstrate how smart, quick-witted, knowledgeable, and able to cope with any task.

1. The teacher shows the object, the children guess what fairy tale it is from (read earlier). Gusli (“Cat, Rooster and Fox”), apple and pie (“Sister Alyonushka and Brother Ivanushka”), rolling pin (“Fox with a rolling pin”), “gilded” spoon (“Zhikharka”), etc.
2. Cut-out pictures with scenes from read fairy tales.
3. “Find out a fairy tale from a fragment.” The teacher reads excerpts from fairy tales: “Pykh”, “Khavroshechka”, “Visiting the Sun”, “The Zhikharka”, “The Hare Boasts”, “Sister Fox and Gray wolf", "Tails", the children call the fairy tale.
4. “Seven-flowered flower” with questions (read by an adult).

What is the difference between a story and a fairy tale?

How is a poem different from a story?

Name fairy tales in which heroes were rewarded for their good deeds

actions.

What proverbs do you know?

Guess a riddle:

She speaks silently

But it’s understandable and not boring.

Talk to her more often

You will become four times smarter.

Riddle your favorite riddle.

Tell me your favorite nursery rhyme.

1. The teacher gives the children cards with episodes of familiar fairy tales and stories; the children must line up in order, according to the plot.
2. "Guess the fairy tale by the melody." A melody sounds, a song from a cartoon fairy tale, the children name the hero, the fairy tale.
3. Reading children's favorite poems of their choice.

Subject:“Victory Day is a holiday with tears in our eyes.”

Target: to form in preschoolers a holistic understanding of the Great Patriotic War. To cultivate a sense of patriotism, love and respect for one’s Motherland. Introduce children to literary works dedicated to the Second World War.

Preliminary work: learn the song “Katyusha”, music. M. Blanter, lyrics. M. Isakovsky, couples dance waltz.

The holiday begins with the reading of the poems “In the forest near the front” by M. Isakovsky and “ Last Stand» M. Nozhkina (in audio recording).

A brief story from the teacher about the Second World War, about how hard it was for the soldiers to fight the enemies who suddenly attacked our Motherland, what destruction and pain the Nazis caused, how peaceful people lived for four whole years in the most difficult conditions of hunger, cold, and pain. Accompany your story with illustrations and video materials (not damaging to the children’s psyche).

Listening to the song “Ogonyok”, music. unknown composer, lyrics. M. Isakovsky.

Performance of the song “Katyusha” by music. M. Blanter, lyrics. M. Isakovsky.

Reading fragments of A. Tvardovsky’s poem “Vasily Terkin”.

Performing the dance "May Waltz" music. I. Luchenka.

Viewing a fragment of the chronicle - “Victory Parade 1945.”

At the end of the holiday, the song “Victory Day” sounds. D. Tukhmanova, lyrics. V. Kharitonov.

Bibliography

Gerbova V.V. I'm learning to speak. M.: Education, 2002.

Gerbova V.V. Reader. Book to read in kindergarten and at home. 5-7 years. M.: Education, 2010.

Grizik T.I. Speech development in children 5-6 years old. M.: Education, 2004.

Classes on speech development in kindergarten / O.S. Ushakova, M.: Education, 1993.

Integrated GCD "Reading Fiction".

Description: This lesson was held to exchange experience in educational work with older children in a team of kindergarten teachers.
In it we tried to combine different types of children's activities, especially since a lot of preliminary work was carried out.
Purpose: The summary may be useful for educators working with older children preschool age.

Abstract open class. ECD "Reading fiction" in the senior group of kindergarten.

Vocabulary work: illustrations, artist – illustrator, initial letter.

The children are busy playing and have already been warned that the games must end.
- Dili-don, bom – bom,
We'll collect all the toys,
Who will not collect -
He won't come read with us!
Children gather at the teacher's table.
Educator: Guys, you know a lot of riddles. Now I will wish you another one.
Not a bush, but with leaves.
Not a shirt, but a sewn one.
Not a person, but a storyteller!
Children: Book!
Educator: Make yourself comfortable, today we will read the book by V. Bianchi “Whose nose is better?” (Shows the children a portrait of the writer).
Reading a book, looking at the illustrations as the text progresses.
(As part of this lesson, the reading of the book was carried out until the words: “Miracles!” said the flycatcher, “How many noses have I seen!”)
Educator: Children, did you like the fairy tale? Let's look at the illustrations again.
Child: Birds talk to each other.
Educator: Yes, they communicate. Their character and features of the beak (nose) are clearly expressed. What do you think is the character of Mukholov, the thin-nosed guy?
Child: Curious, asks everything.
Educator: Indeed, he is curious!

Children, the drawings for this book were drawn by an artist you know, E. Rachev (Portrait of an Artist).
Previously, we looked at his illustrations for Russian folk tales.
Remember, he reveals the characters’ characters through clothing (draws attention to a book of Russian folk tales).
Educator: Let's continue looking at our book.

Educator: Today I will introduce you to another interesting phenomenon.

Old Man Lesovichok enters the group and greets the children.
Old Lesovichok:I came to you from afar. Guess where I live?
The house is open on all sides,
It is covered with a carved roof,
Come to the green house
You will see miracles in it. (Forest)

Guys, have any of you ever been to the forest?
Did you enjoy being there? Let's go to the forest now! What is the air like in the forest?
What sounds do you hear? (Birdsong)
Yes, not only birds live in the forest, but also animals. Do you know which ones? Here the little hare has galloped, but the wolf is following in his wake. The bear lay down to rest. But our beauty of the forest went hunting.

Lesovichok: You know, in my forest, all sorts of miracles happen. Yesterday Lisa left such a wonderful book. I brought it for you. Let's look at it. What do you see on the cover? Who is depicted on it? Pay attention to the title! What letters do you see? Let's read the title of the book together. That's right guys, our book is called “Fox Bread”. This is a story written by the writer M. Prishvin.

Today we will get acquainted with the work of M. Prishvin. Over the years of his life he was a hunter, an agronomist, and a teacher. M. Prishvin wrote many books for children and adults. He talked a lot about animals and nature. In M. Prishvin’s books he reveals something important, close to every person. Why do you think he paid so much attention to nature? (portrait of M. Prishvin in the presentation).
And today we will get acquainted with the work of M. Prishvin, and the story is called “Fox Bread”.
Shows a picture of an illustration from the book.
-In the story you will encounter unfamiliar and incomprehensible words. Let's get to know them, find out what they mean so that you can understand the story.

Old Man Lesovichok introduces children to the interpretation of these words.
Khokholok is a diminutive word for crest, denoting a protruding tuft of hair or feathers (in the frontal part of the head).
Kopulya is an affectionate word for a cop, a person who fiddles around and takes a long time to get ready.
Prey is a victim that is caught either by a hunter or a predator animal.
She was stunned - surprised, gasped, puzzled.

I wonder why M. Prishvin called his story that? Then listen.

Old Lesovichok: Did you like the story? What bird is the author talking about? What mushrooms and berries did he bring to Zinochka?
What does the author say about pine resin? What names of herbs do you remember? What did Zinochka see under the hare cabbage? What did the hunter call this bread? Why does “fox bread” seem tastier to Zinochka than usual? Why did the writer name his story this way? Why do you think the writer told us this story?Is it good to eat bread? Is there any benefit to it? Do you know proverbs about bread?
Lesovichok: Well done, you are so good! Now let's guys play a game. And I’ll check how you remember this story!

Game "True - false" (Children guess where the truth is and where the lies are in the statements).

Did the narrator walk in the forest all day and return home in the evening with rich booty?
-Did he catch a bear in the forest?
-Did the hunter tell Zinochka about the black grouse?
- He told me about the titmouse and showed her that she was gray with a tuft.
-He also brought with him a fragrant lump of pine resin, gave it to the girl to smell and said that trees are treated with this resin.
-Under the hare cabbage was a piece of loaf?
- And Zinochka, when she saw a loaf of bread under the hare cabbage, burst into tears.
-Did the fox give away her bread?
-Zinochka ate this bread? Did she believe that the bread was chanterelle?
Let's warm up now. Let's go for a walk in the forest.
Physical education minute

We took a walk through the forest and rested a little. Let's stand up and take a deep breath. Hands to the sides, forward, we have miracles in the world: Children have become dwarfsand then everyone stood up together, we became giants,
Let's clap and stamp our feet! We had a good walk
and not at all tired!
Lesovichok: Guys, do you like theater? And I love passion. Come on, you and I will turn into actors and try to act out the plot from the story. Let's take the story in which Zinochka found chanterelle bread. Who wants to try the first prank?
Okay, I liked the way you played, as if I was in the theater.

Guys, do you understand what M. Prishvin wants to tell us in this story? (About the fact that grandfather cheated and taught Zinochka to eat bread)
Did you like this story? What new have you learned? Would you like to get acquainted with the works of M.M. Prishvina? Okay, next time I'll come to you with a new story. And now the time has come for me to say goodbye to you. Did you enjoy our meeting? What new piece have you learned? What did we remember today?
I have prepared a surprise for you - a basket of cones! Joke! Because you are so savvy and quick-witted, here are gifts from me, Old Lesovichka.

Goodbye, see you again!

Svetlana Merenkova
Notes on reading fiction

Notes on reading fiction in the school preparatory group topic: K. Ushinsky "Blind Horse".

Target: Leading children to understand the moral meaning of the work.

Tasks:

Develop children’s ability to listen to a work, consistently convey literary text , the ability to express one’s attitude to the events of a fairy tale. Stimulate the development of initiative and independence of the child in verbal communication with adults and peers; consolidate the ability to form possessive adjectives; develop auditory attention; enrich and activate children's vocabulary.

Strengthen children's ability to do crafts using "breaks", maintaining the desired shape of the object; develop fine motor skills and hand coordination.

Develop positive attitudes in children quality: kindness, honesty, responsiveness; understanding of norms and rules of behavior; cultivate love for "to our smaller brothers", create a desire to come to their aid; broaden children's horizons.

Vocabulary work.

Rogatina, bridle, three measures, ill, frail, prince, eagles, unanimously.

Preliminary work.

Reading works by K. Ushinsky, preparing a story with children about

K. D. Ushinsky, selection of proverbs about kindness, friendship, honesty, exhibition of books by K. Ushinsky.

Equipment.

Portrait and exhibition of books by K. D. Ushinsky, blank outlines of horses, colored paper, glue, threads, colored paper hearts with a proverb “Look for a friend, and if you find one, take care”, collage "Horse Farm".

Visual, verbal, practical.

Display, riddles, verbal communication, encouragement, question, messages about the author.

OD move.

1. Organizational moment.

Guys, look what we have in our group. What is this?

(This is a magic box)

What do you think is in it? (Children's answers)

Listen to the riddle.

They have white sheets,

Lots of black letters.

They are important to people

The guys should know them.

If you know the letters,

And hear at the same hour,

fascinating story.

You will find out how old

The sun gives us its light.

Why are there flowers in spring?

And in winter the fields are empty.

You will recognize your native land.

Peaceful, strong and big.

This is a good friend to us,

Read it and find out for yourself!

So what is it? (Books)

(I take the book out of the box.)

2. Insertion of books by K. Ushinsky.

Here in our insert, which we compiled ourselves, let’s go to it, there are many different books and works. What do all these books have in common?

Guys, did you find out who this is?

(Looking at the portrait of K. D. Ushinsky)

3. The story about K. D. Ushinsky

Today our boys have prepared a story about Ushinsky. Let's listen to them carefully.

Many years ago in the city of Tula. which is not far from Moscow, was born Konstantin Dmitrievich Ushinsky. His father was an officer, his mother was a housewife, raising children. Since childhood, Kostya was a very inquisitive and diligent boy. He studied well and excellently.

After school, he entered Moscow University and became a teacher. Konstantin Dmitrievich worked as a teacher in Yaroslavl, St. Petersburg, and even abroad. He had dream: teach young children to read and write in a way that is easy and interesting for them. Konstantin Dmitrievich began to compose interesting stories for children, fairy tales, and riddles.

Guys, what works of K. D. Ushinsky do you know? Who are these works about?

Well done. How big and interesting exhibition, how much interesting books. And I want to add one more book to our exhibition. Who will it be about? guess:

Whose tail is there and whose mane is there,

Like they're flying in the wind?

Playfully under the hooves

Sparks shine bright...

He galloped and immediately disappeared!

How he fell through the ground!

Who is this? Here's a mystery...

This is frisky (Horse).

Children, what kind of animal is a horse? (Homemade).

Didactic game "Whose is this?"

(Formation of possessive adjectives)

And this is the head (whose)- horse head

muzzle (whose)- horse face

ears (whose)- horse ears

eyes (whose)– horse eyes

torso (whose)- horse body

tail (whose)– horse tail

legs (whose)– horse legs

4. Reading fairy tale K. Ushinsky "Blind Horse".

And now I suggest you listen to the fairy tale by K. D. Ushinsky "Blind Horse".

(Reading a fairy tale) .

5. Vocabulary work.

Guys, did you come across any unfamiliar words in this work?

To be sick is to be sick.

The prince is the ruler of the city.

Unanimously – complete agreement in opinions and actions.

A rod is a large stick with a fork at the end.

The bridle is part of the harness - straps with bits and reins, put on the head of the harnessed animal.

Three measures - a measure is an ancient Russian unit of capacity for bulk solids.

Eaves - the lower, hanging edge of the roof of a wooden house, hut, usually thatched.

Now do you understand all the words?

(Children's answers).

6. physical education minute.

The horse is waiting for me on the road.

He hits the gate at the gate,

Mane plays in the wind

Lush, fabulously beautiful.

I’ll quickly jump onto the saddle -

I won't go, I'll fly!

There beyond the distant river

I'll wave to you.

7. Repeat reading a fairy tale K. Ushinsky "Blind Horse".

That's how many new words we learned.

And now I suggest you listen again to the tale of K. Ushinsky "Blind Horse".

Make yourself comfortable.

8. Conversation based on content.

Who is this tale about?

Who was Dogoni – the Wind for Usedom?

What happened to the merchant one day?

Who saved Usedoma?

What did the owner promise to his horse?

Did Usedom keep his word?

How did it happen that Catch-the-Wind remained blind?

How did Dogoni-Veter feel? (loneliness)

How do you understand the word "loneliness"?

(This is when there is no one around, when you feel bad and there is no one to help.)

How did the fairy tale end?

This is how we ended up retelling K. D. Ushinsky "Blind Horse".

What did this fairy tale teach you?

9. Proverbs about friendship, kindness.

Guys, who will read what is written on the board? (The word on the board is FRIENDSHIP)

What proverbs about kindness, friendship, honesty do you know?

"Friendship is more valuable than money".

“Whoever lied yesterday will not be believed tomorrow”.

“Die yourself, but save your comrade”.

"Friend is known in trouble".

10. Independent activities of children.

Guys, each of you has horses on the table. Let's turn them into fabulously beautiful ones with a lush mane. We will work with colored paper and threads. Then, when your horses are ready, we will place them in a large horse pen, which we have prepared in advance and will always have decent food for all the horses.

Making a collage "Horse Farm".

11. Reflection.

What is the name of the fairy tale?

What does this fairy tale teach us?

Guys, while you were working, I also remembered a very good proverb: “Look for a friend, and if you find one, take care!”

I want to give

Publications on the topic:

Summary of a lesson on reading fiction “Puss in Boots” Eresekter tobynda yimdastyrylan ou is-reketinі tehnologiya kartasy Bilim.

Abstract of an integrated educational activity for reading fiction “A Journey through the Work of S. V. Mikhalkov” Goal: Enrich and systematize children’s knowledge about creativity children's writer S. V. Mikhalkova. Correctional educational tasks. Development.

GCD summary for reading fiction. Poem by Y. Akim “Mom” NOTE ON SPEECH DEVELOPMENT “Reading fiction.” Poem by I Akim “MOM” Objectives: - evoke a joyful emotional feeling.

GCD summary for reading fiction. Russian folk tale “Khavroshechka” (preparatory group) Goal: Formation of an emotional attitude towards a literary work. Instill love and respect for parents and other family members.

Summary of GCD on reading fiction in middle group“A Journey through Fairy Tales” Purpose: To systematize children’s knowledge about fairy tales through a game - a journey. Program content Educational objectives: -continue to introduce.

Summary of the educational situation for reading fiction “Let's Help Cockerel” Summary of the educational situation for reading fiction “Let's Help Cockerel” Goal: to identify problematic OS in children through the creation.

Summary of a lesson on reading fiction in younger group“The fairy tale “The Mitten” Summary of a lesson on reading fiction in the younger group of the fairy tale “The Mitten.” Goal: Formation of interest and need for perception.

Summary of a lesson on reading fiction in the middle group “Fairytale Journey”. Municipal autonomous preschool educational institution“Kindergarten of a combined type No. 26 Ship” Lesson notes on.

Summary of educational activities for reading fiction and speech development. Theatricalization of the fairy tale “Mitten” Synopsis directly educational activities on reading fiction and speech development (with children 3 - 4 years old) Topic:.

Summary of a lesson on reading fiction " Magic world poetry" Abstract of educational activities for the public organization "Artistic and Aesthetic Development" (Reading fiction) on the topic: "The Magic World of Poetry" Purpose: Getting to know each other.

Image library:

Target:

Introduce children to the work of S. Mikhalkov “What do you have?”;

Introduce you to professions in the army.

Tasks:

1. To develop children's ability to analyze literary work, express your opinion about what you read.
2. Continue to create interest in the book.
3. Strengthen the ability to answer questions in complete sentences.
4. Develop a positive attitude towards poetry.
5. Encourage children to actively participate in the conversation.
6. Enrich and activate your vocabulary.
7. To cultivate love for one’s Motherland and a sense of pride in the Russian Army.
8. Develop children's cognitive activity.
9. Develop the ability to work together.

Methods and techniques:

• Practical: game, physical education.
• Visual: display, demonstration.
• Verbal: conversation, explanation, artistic expression.

Materials and equipment: postal parcel, S. Mikhalkov’s book “What do you have?”, illustrations depicting representatives of different professions.

Preliminary work: Conversation about professions. Looking at illustrations. Didactic games.

1. Motivational-goal orientation

Dear Guys! Today on my way to work I met the postman. He gave me this postal parcel. And he said that this is for children of the middle group, that is, for you.

What do you think is in it? (Children's answers.)

Do you want to open it? (Children's answers.)

We open the parcel, it contains the book by S. Mikhalkov “What do you have?”

Let's read the poem by the famous Russian poet S. Mikhalkov “What do you have?” (Show portrait.)

2. Reading the work of S. Mikhalkov “What do you have?”

Conversation with children about the work they read.

Did you like the poem?

What professions is mentioned in the work?

What profession is the most important, in your opinion?

What do your family members do?

What is your dream profession? Why?

What qualities do you think will help you master this profession? (Children's answers.)

You are right, guys, in order to master any profession, a person must be healthy, strong, smart, dexterous, hardy, and he must prepare for his future profession with early childhood, so I suggest you

a little exercise for a minute.

Physical education minute

Come on, don't be lazy!

Hands up and hands down.

Come on, don't be lazy!

Make your swings clearer, sharper,

Train your shoulders better. (Both straight arms are raised up, jerk your arms down and put them behind your back, then jerk them up and back.)

Body to the right, body to the left -

We need to stretch our backs.

We will make turns.

And help with your hands. (Rotate the body to the sides.)

I stand on one leg

And I’ll fit the other one.

And now alternately.

I'll raise my knees. (Take turns raising your legs bent at the knees as high as possible.)

Rested and refreshed.

And they sat down again. (Children sit down.)

3. Conversation about military professions

And now I suggest you visit the exhibition.

Who do you think is in this picture? (Sailor.)

How did you guess that it was a sailor? (Visor cap with ribbon, striped vest, sailor collar.)

I show an illustration of a pilot. I draw your attention to green color clothes and helmet. Next we consider the border guard. Looking at the paintings also comes with conversation questions.

These pictures depict soldiers who are defending their people, their Motherland, the Fatherland from enemies. This is our army. Every nation, every country has an army. Military personnel are also called Defenders of the Fatherland

What is the name of our country? (Children's answers.) That's right, Russia.

Russia also has an army. And she more than once defended her people from invaders.

Guys, maybe you know some other military professions? ? (Gunners, tank crews, rocket men, soldiers.)

Guys, do you think women can be defenders of the Fatherland? Today, women can be found in the ranks of the armed forces. Most often they work as doctors and nurses. But there are other military professions where women are employed, for example: radio operators, communications dispatchers, etc.

4. Outdoor game “Planes”

Before the game, all game movements must be demonstrated. Children stand on one side of the playground. The teacher says, “We are ready to fly. Start the engines! Children make rotational movements with their arms in front of their chest. After the signal “Let's fly!” spread their arms to the sides and run around the hall. At the signal “Landing!” The players go to their side of the court.

5. Reflection

– What did we do today?

– What did you like most?

- Do you think we need all professions? (Children's answers.)

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Introduction

1. The role of fiction in the speech development of children

2. Methods of reading and telling a work of fiction in the classroom

3. The structure of classes to familiarize children with the genres of prose and poetry

4. Methodology of preliminary and final conversations with children on the content of a work of art

5. Features of the method of familiarization with fiction in different age groups

Conclusion

Bibliography

Introduction

Fiction is a powerful, effective means of mental, moral and aesthetic education of children, which has a huge impact on the development and enrichment of speech. It enriches emotions, cultivates imagination, and gives the child excellent examples of the Russian literary language.

These examples differ in their impact: in stories, children learn conciseness and precision of words; in poetry they capture the musical melodiousness and rhythm of Russian speech, in folk tales Children are exposed to the ease and expressiveness of the language, the richness of speech with humor, lively and figurative expressions, and comparisons. Fiction arouses interest in the personality and inner world of the hero. Humane feelings are awakened in children - the ability to show participation, kindness, and protest against injustice.

The object of the work is fiction in kindergarten.

Subject - features of classes on familiarization with fiction in kindergarten.

The goal is to study and analyze the features of classes on familiarization with fiction in kindergarten.

Tasks:

Analyze the role of fiction in the speech development of children;

Study the methods of reading and telling a work of fiction in the classroom;

Consider the structure of classes to familiarize children with the genres of prose and poetry;

Study the methodology of preliminary and final conversations with children on the content of a work of art;

Analyze the features of the method of familiarization with fiction in different age groups.

1. The role of fiction in the speech development of children

The impact of fiction on the mental and aesthetic development of a child is well known. Its role is also great in the development of the speech of a preschooler.

Fiction opens and explains to the child the life of society and nature, the world of human feelings and relationships. It develops the child’s thinking and imagination, enriches his emotions, and provides excellent examples of the Russian literary language.

Its educational, cognitive and aesthetic significance is enormous, since by expanding the child’s knowledge of the world around him, it influences the child’s personality and develops the ability to subtly feel the form and rhythm of the native language.

Fiction accompanies a person from the first years of his life.

A literary work appears to the child in the unity of content and artistic form. The perception of a literary work will be complete only if the child is prepared for it. And for this it is necessary to draw children’s attention not only to the content, but also to the expressive means of language of a fairy tale, story, poem and other works of fiction.

Gradually, children develop an inventive attitude towards literary works and an artistic taste is formed.

At older preschool age, preschoolers are able to understand the idea, content and expressive means of language, and realize the beautiful meaning of words and phrases. All subsequent acquaintance with the huge literary heritage will build on the foundation that we lay in preschool childhood.

The problem of perception of literary works of different genres by preschool children is complex and multifaceted. The child goes through a long journey from naive participation in the events depicted to more complex forms of aesthetic perception. Researchers paid attention to characteristics preschoolers’ understanding of the content and artistic form of literary works. This is, first of all, concreteness of thinking, a small life experience, direct relation to reality. Therefore, it is emphasized that only at a certain stage of development and only as a result of purposeful perception is it possible to form aesthetic perception, and on this basis - the development of children's artistic creativity.

Speech culture is a multifaceted phenomenon, its main result is the ability to speak in accordance with the norms of the literary language; this concept includes all the elements that contribute to the accurate, clear and emotional transmission of thoughts and feelings in the process of communication. Correctness and communicative appropriateness of speech are considered the main stages of mastering a literary language.

The development of figurative speech must be considered in several directions: as work on children’s mastery of all aspects of speech (phonetic, lexical, grammatical), the perception of various genres of literary and folklore works, and as the formation of the linguistic design of an independent coherent utterance. Works of fiction and oral folk art, including small ones literary forms, are the most important sources for the development of expressiveness of children's speech.

The most important sources for the development of expressiveness of children's speech are works of fiction and oral folk art, including small folklore forms (proverbs, sayings, riddles, nursery rhymes, counting rhymes, phraseological units).

The educational, cognitive and aesthetic significance of folklore is enormous, since, by expanding knowledge about the surrounding reality, it develops the ability to subtly sense the artistic form, melody and rhythm of the native language.

In the younger group, familiarization with fiction is carried out with the help of literary works of different genres. At this age, it is necessary to teach children to listen to fairy tales, stories, poems, and also to follow the development of action in a fairy tale and sympathize with the positive characters.

Younger preschoolers are especially attracted to poetic works that are distinguished by clear rhyme, rhythm, and musicality. When reading repeatedly, children begin to memorize the text, assimilate the meaning of the poem and develop a sense of rhyme and rhythm. The child’s speech is enriched by words and expressions he remembers.

In the middle group, children continue to familiarize themselves with fiction. The teacher fixes the children's attention not only on the content of the literary work, but also on some features of the language. After reading a work, it is very important to correctly formulate questions to help children isolate the main thing - the actions of the main characters, their relationships and actions. A correctly posed question forces a child to think, reflect, come to the right conclusions and at the same time notice and feel the artistic form of the work.

In the older group, children are taught to notice expressive means when perceiving the content of literary works. Older children are able to more deeply comprehend the content of a literary work and realize some of the features of the artistic form that expresses the content. They can distinguish between genres of literary works and some specific features of each genre.

2. Methods of reading and telling a work of fiction in the classroom

The methodology for working with books in kindergarten has been studied and disclosed in monographs, methodological and teaching aids.

Let us briefly discuss the methods of familiarization with fiction.

The main methods are the following:

1. Reading by the teacher from a book or by heart. This is a literal rendering of the text. The reader, preserving the author’s language, conveys all the shades of the writer’s thoughts and affects the mind and feelings of the listeners. A significant part of literary works is read from a book.

2. The teacher's story. This is a relatively free transmission of text (words can be rearranged, replaced, and interpreted). Storytelling provides great opportunities to attract children's attention.

3. Dramatization. This method can be considered as a means of secondary familiarization with works of art.

4. Learning by heart. The choice of transmission method (reading or storytelling) depends on the genre of the work and the age of the listeners.

Traditionally, in the methodology of speech development, it is customary to distinguish two forms of working with books in kindergarten: reading and telling fiction and memorizing poems in class, and using literary works and works of oral folk art outside of class, in different types of activities.

Methods of artistic reading and storytelling in the classroom.

Types of classes:

1. Reading and telling one sentence.

2. Reading several works united by a single theme (reading poems and stories about spring, about the life of animals) or unity of images (two tales about a fox). You can combine works of the same genre (two stories with moral content) or several genres (a riddle, a story, a poem). These classes combine new and already familiar material.

3. Combining works belonging to different types arts:

a) reading a literary work and looking at reproductions of a painting by a famous artist;

b) reading (better poetic work) in combination with music.

4. Reading and storytelling using visual material:

a) reading and storytelling with toys (re-telling the tale “The Three Bears” is accompanied by showing toys and actions with them);

b) tabletop theater (cardboard or plywood, for example, based on the fairy tale “Turnip”);

c) puppet and shadow theater, flannelograph;

d) filmstrips, slides, films, television shows.

5. Reading as part of a speech development lesson:

a) it can be logically connected with the content of the lesson (in the process of talking about school, reading poetry, asking riddles);

b) reading can be an independent part of the lesson (re-reading poetry or a story as a reinforcement of the material).

The training methodology should highlight such issues as preparation for the lesson and methodological requirements to it, talking about what you read, re-reading, using illustrations.

Preparation for the lesson includes the following points:

* a reasonable choice of a work in accordance with developed criteria (artistic level and educational value), taking into account the age of the children, current educational work with children and the time of year, as well as the choice of methods for working with the book;

* determination of program content - literary and educational tasks;

* preparing the teacher for reading the work. It is necessary to read the work so that children understand the main content, idea and emotionally experience what they listen to (feel it).

For this purpose it is necessary to carry out literary analysis literary text: understand the author’s main intention, character characters, their relationships, motives for actions.

Next comes work on the expressiveness of the transmission: mastering the means of emotional and figurative expressiveness (basic tone, intonation); placement of logical stresses, pauses; developing correct pronunciation and good diction.

Preliminary work includes preparing children. First of all, preparation for the perception of a literary text, for understanding its content and form. For this purpose, you can activate personal experience children, enrich their ideas by organizing observations, excursions, viewing paintings and illustrations.

Explanation of unfamiliar words is a mandatory technique that ensures a full perception of the work. It is necessary to explain the meaning of those words, without understanding which the main meaning of the text, the nature of the images, and the actions of the characters become unclear. The explanation options are different: substituting Drugov’s words while reading prose, selecting synonyms; the use of words or phrases by the teacher before reading, while introducing children to the picture; asking children about the meaning of a word, etc.

Methodology for conducting classes artistic reading and storytelling and its construction depend on the type of lesson, the content of the literary material and the age of the children. The structure of a typical lesson can be divided into three parts. In the first part, an introduction to the work takes place; the main goal is to provide children with a correct and vivid perception through artistic expression. In the second part, a conversation is held about what has been read in order to clarify the content, literary and artistic form, and means of artistic expression. In the third part, repeated reading of the text is organized in order to consolidate the emotional impression and deepen the perception.

Conducting a lesson requires creating a calm environment, clear organization of children, and an appropriate emotional atmosphere.

Reading may be preceded by a short introductory conversation, preparing children for perception, connecting their experience, current events with the theme of the work.

Such a conversation may include short story about the writer, a reminder of his other books, already familiar to children. If children have been prepared by previous work to perceive a book, you can arouse their interest with the help of a riddle, a poem, or a picture. Next, you need to name the work, its genre (story, fairy tale, poem), and the name of the author.

Expressive reading, the interest of the teacher himself, his emotional contact with children increase the degree of impact of the literary word. While reading, children should not be distracted from perceiving the text with questions or disciplinary remarks; raising or lowering the voice or pausing is enough.

At the end of the lesson, you can re-read the work (if it is short) and look at the illustrations, which deepen the understanding of the text, clarify it, and reveal it more fully artistic images.

The method of using illustrations depends on the content and form of the book, and on the age of the children. The basic principle is that showing illustrations should not disrupt the holistic perception of the text.

A picture book can be given a few days before reading to stimulate interest in the text, or the pictures are examined in an organized manner after reading. If the book is divided into small chapters, illustrations are considered after each part. And only when reading a book of an educational nature, a picture is used at any time to visually explain the text. This will not break the unity of impression.

One of the techniques that deepens understanding of content and means of expression is repeated reading. Small works are repeated immediately after the initial reading, large ones require some time to comprehend. Further, it is possible to read only individual, most significant parts. It is advisable to re-read all this material after some period of time. Reading poems, nursery rhymes, and short stories is repeated more often.

Children love to listen to familiar stories and fairy tales over and over again. When repeating, it is necessary to accurately reproduce the original text. Familiar works can be included in other speech development activities, literature and entertainment.

Thus, when introducing preschoolers to fiction, various methods are used to form a full-fledged perception of the work by children:

*expressive reading by the teacher;

*conversation about what has been read;

*re-reading;

*examination of illustrations;

*explaining unfamiliar words.

Reading books with moral content is of great importance. Through artistic images, they develop courage, a sense of pride and admiration for the heroism of people, empathy, responsiveness, and a caring attitude towards loved ones. Reading these books is necessarily accompanied by conversation. Children learn to evaluate the actions of characters and their motives. The teacher helps children understand their relationship to the characters and achieves an understanding of the main goal. When the questions are asked correctly, the child has a desire to imitate the moral actions of the heroes. The conversation should be about the actions of the characters, and not about the behavior of the children of the group. The work itself, through the power of artistic image, will have a greater impact than any moralizing.

3. The structure of classes to familiarize children with the genres of prose and poetry

fiction reading speech

In special classes, the teacher can read or tell stories to children. He can read by heart or from a book.

One of the objectives of the classes is to teach children to listen to a reader or storyteller. Only by learning to listen to someone else’s speech do children gain the ability to remember its content and form, and learn the norms of literary speech.

For children of early and junior preschool age, the teacher mainly reads by heart (rhymes, short poems, stories, fairy tales); To children of middle and senior preschool age, he already reads quite significant poetic and prose fairy tales, short stories, and novellas from the book.

Only prose works are told - fairy tales, short stories, stories. Learning by heart by the teacher works of art intended for reading to children, and the development of expressive reading skills is an important part vocational training teacher

A lesson to familiarize children of different age levels with a work of art is organized by the teacher in different ways: with young children the teacher works individually or with groups of 2-6 people; a group of children of primary preschool age should be divided in half to listen to the teacher read or tell a story; in the middle and older groups they study simultaneously with all children at the usual place for classes.

Before class, the teacher prepares all the visual material that he intends to use during reading: toys, a dummy, a painting, a portrait, sets of books with illustrations for distribution to children, etc.

In order for reading or storytelling to be educational, it is necessary to observe the same rule that was in effect during the pre-speech training of young children, that is, children must see the teacher’s face, his articulation, facial expressions, and not just hear his voice. A teacher, while reading from a book, must learn to look not only at the text of the book, but also from time to time at the children’s faces, meet their eyes, and monitor how they react to his reading. The ability to look at children while reading is given to the teacher as a result of persistent training; but even the most experienced reader cannot read a new work “from sight”, without preparation: before the lesson, the teacher performs an intonation analysis of the work (“narrator’s reading”) and practices reading aloud.

During one lesson, one new work is read and one or two of those that the children have already heard before. Repeated reading of works in kindergarten is mandatory. Children love to listen to stories, fairy tales and poems they already know and love. The repetition of emotional experiences does not impoverish perception, but leads to better language acquisition and, consequently, to a deeper understanding of events and the actions of the characters. Already at a young age, children have favorite characters, works that are dear to them, and therefore they are pleased with every meeting with these characters.

The basic rule for organizing reading (storytelling) classes for children is emotional upliftment of the reader and listeners. The teacher creates a mood of elation: in front of the children, he carefully handles the book, pronounces the author’s name with respect, and with a few introductory words arouses the children’s interest in what he is going to read or talk about. The colorful cover of a new book, which the teacher shows to the children before they start reading, may also be the reason for their increased attention.

The teacher reads the text of any literary work of prose or poetry without interrupting himself (comments are allowed only when reading educational books). All words that may be difficult for children to understand should be explained at the beginning of the lesson.

Kids, of course, may not understand everything in the text of the work, but they must certainly be imbued with the feeling expressed in it: they must feel joy, sadness, anger, pity, and then admiration, respect, joke, ridicule, etc. At the same time with the assimilation of feelings expressed in a work of art, children assimilate its language; This is the basic pattern of speech acquisition and the development of linguistic flair, or sense of language.

To teach children to listen to a work of art, to help them assimilate its content and emotional mood, the teacher is obliged to read expressively; in addition, he uses additional methodological techniques that develop children’s listening, memorization, and understanding skills. This:

1) re-reading the entire text,

2) re-reading individual parts of it.

Reading may be accompanied by:

1) children’s play activities;

2) subject clarity:

a) looking at toys, dummies,

b) looking at illustrations,

c) attracting listeners’ attention to real objects;

3) verbal help:

a) comparison with a similar (or opposite) case from the lives of children or from another work of art,

b) asking search questions after reading,

c) prompting the children’s answers with words-epithets that generally name an essential feature of the image (brave, hardworking, slacker, kind, evil, decisive, courageous, etc.).

4. Methodology of preliminary and final conversations with children on the content of a work of art

Conversation on the work. This is a complex technique, often including a number of simple techniques - verbal and visual. There is a distinction between an introductory (preliminary) conversation before reading and a brief explanatory (final) conversation after reading. However, these techniques should not be made mandatory. Work on a work of art can proceed in the following way.

After the first reading of a story (poem, etc.), children are usually strongly impressed by what they heard, exchange remarks, and ask to read more. The teacher maintains a casual conversation, recalls a number of vivid episodes, then reads the work a second time and examines the illustrations with the children. In junior and middle groups, such work on a new work is often sufficient.

The goals of an explanatory conversation are more varied. Sometimes it is important to focus children’s attention on the moral qualities of the heroes and the motives of their actions.

Conversations should be dominated by questions, the answer to which would require motivation for assessments: why did the guys do the wrong thing by throwing their hats at the ducklings? Why did you like Uncle Styopa? Would you like to have such a friend and why?

In older groups, it is necessary to attract children's attention to the language of the work, include words and phrases from the text in questions, and use selective reading of poetic descriptions and comparisons.

As a rule, it is not necessary to identify the plot or the sequence of actions of the characters during the conversation, since in works for preschoolers they are quite simple. Overly simple, monotonous questions do not stimulate thought and feeling.

The conversation technique must be used especially subtly and tactfully, without destroying the aesthetic impact literary example. An artistic image always speaks better and more convincingly than all its interpretations and explanations. This should warn the teacher against getting carried away with the conversation, against unnecessary explanations, and especially against moralizing conclusions.

In fiction classes, technical teaching aids are also used. A technique can be used to listen to a recording of an artist’s performance of a work (or fragment) familiar to children, or to recordings on magnetic tape of children’s reading. The quality of the educational process is improved by displaying transparencies, slides or short filmstrips on the plots of works.

5. Features of the method of familiarization with fiction in different age groups

A work of art attracts a child not only with its bright figurative form, but also with its semantic content. Older preschoolers, perceiving the work, can give a conscious, motivated assessment of the characters. Direct empathy for the characters, the ability to follow the development of the plot, comparison of the events described in the work with those that he had to observe in life, help the child relatively quickly and correctly understand realistic stories, fairy tales, and by the end of preschool age - shapeshifters, fables. The insufficient level of development of abstract thinking makes it difficult for children to perceive genres such as fables, proverbs, riddles, and necessitates the help of an adult.

Children of senior preschool age, under the influence of the targeted guidance of educators, are able to see the unity of the content of the work and its artistic form, find figurative words and expressions in it, feel the rhythm and rhyme of the poem, even remember the figurative means used by other poets.

The tasks of the kindergarten in introducing children to fiction are based on the age-related characteristics of aesthetic perception discussed above.

Currently, in pedagogy, to define speech activity that has a pronounced aesthetic orientation, the term “artistic speech activity of children” has been adopted. In terms of its content, this is an activity related to the perception of literary works and their execution, including the development of initial forms of verbal creativity (inventing stories and fairy tales, riddles, rhymed lines), as well as imagery and expressiveness of speech.

The teacher develops in children the ability to perceive a literary work. Listening to a story (poem, etc.), a child must not only assimilate its content, but also experience the feelings and moods that the author wanted to convey. It is also important to teach children to compare what they read (hear) with the facts of life.

Conclusion

The impact of fiction on the mental and aesthetic development of a child is well known. Its role is also great in the development of the speech of a preschooler. Fiction opens and explains to the child the life of society and nature, the world of human feelings and relationships. It develops the child’s thinking and imagination, enriches his emotions, and provides excellent examples of the Russian literary language.

Familiarization with fiction includes a holistic analysis of the work, as well as the implementation of creative tasks, which has a beneficial effect on the development of children's poetic ear, sense of language and verbal creativity.

The art of words reflects reality through artistic images, shows the most typical, comprehending and generalizing real life facts. This helps the child learn about life and shapes his attitude towards the environment. Artworks, revealing inner world heroes, make children worry, experience, as if they were their own, the joys and sorrows of the heroes.

The kindergarten introduces preschoolers to the best works for children and on this basis solves a whole complex of interrelated problems of moral, mental, aesthetic education.

Researchers have found that preschoolers are capable of mastering a poetic ear and can understand the main differences between prose and poetry.

The teacher develops in children the ability to perceive a literary work. While listening to a story, a child must not only assimilate its content, but also experience the feelings and moods that the author wanted to convey. It is also important to teach children to compare what they read (hear) with the facts of life.

Bibliography

1.Alekseeva M.M., Yashina V.I. Methods of speech development and teaching the Russian language to preschoolers: Tutorial. 2nd edition. M.; Academy, 2008. 400 p.

2. Gerbova V.V. Speech development classes for children. M.: Education, 2004. 220 p.

3. Gurovich L.M. Child and book: A book for a kindergarten teacher. M.: Education, 2002. 64 p.

4. Loginova V.I., Maksakov A.I., Popova M.I. Speech development in preschool children: A manual for kindergarten teachers. M.: Education, 2004. 223 p.

5. Fedorenko L.P. Methods of speech development for preschool children. M., Education, 2007. 239 p.

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MOBU "Secondary school with. Malinovo" SP kindergarten
Educator: Golozubova O. M.
Summary of a lesson on reading fiction in the preparatory group “S. Alekseev “The first night ram”
S. Alekseev “The first night ram” (dedicated to the Great Patriotic War)
Objectives: learn to highlight main idea story; develop children's coherent speech; ability to answer questions with complete answers; continue work to enrich children's vocabulary; continue to improve dialogic and monologue forms of speech; develop attention, thinking and memory; to cultivate respect for the defenders of the Fatherland, for the memory of fallen soldiers.
Goal: to deepen children’s knowledge about the Great Patriotic War.
Materials and equipment: portrait of S. Alekseev, portrait of V. Talalikhin, illustrations.
Preliminary work: looking at paintings and illustrations about the Great Patriotic War, reading poems and stories about the war, talking with children about the war, about Great Victory Day.
Vocabulary work: ram, fascist, bomber, searchlight, enemy, ace, awards, trigger, motor, Talalikhin. Integration of educational areas: " Speech development", "Cognitive", "Physical development".
Progress of the lesson:
1. Organizational moment:
Greetings. Message of the name of the area by the teacher.
2. Motivation.
a) Reading of a poem by the teacher.
How many of those heroes there were
Whose names are unknown.
I took them with me forever,
To your unknown land, war.
b) Conversation

Abstract of GCD
for older children
“Reading the poem by Yu. Moritz “House with a Chimney”

Target: introducing children to poetry through familiarization with the poem “House with a Chimney” by Yu. Moritz, through the integration of educational areas “Speech development”, “Social and communicative development”, “Artistic and aesthetic development”, “Cognitive development”, “Physical development”.

Educational objectives
— Introduce the poem “House with a Chimney” by Yu. Moritz, learn to establish diverse connections in the work, penetrate the author’s intention: using text visualization techniques with the help of: illustrations, photographs; repeated reading of the text (by the teacher); conversations based on text.
- Arouse interest in the poem and a desire to listen to it; teach children to see the images and mood of the work behind the words
- Help to understand the content in general and individual difficult passages and words - “chocks”, “heated up”, “languished”, “firmament”, “out of the habit”, “streamed”;
- Help children feel the beauty and expressiveness of the poem, paying attention to expressive means: metaphors, epithets, compositional structure works:
Part 1 – memories of life in a village house;
Part 2 – magician smoke;
Part 3 - a picture about smoke.

Developmental tasks:
— Develop attention, memory, perception.
- Develop interest in poetry as literary genre.
— Develop dialogical speech through developing the ability to answer questions about the content of the work. — Form literary taste.

Educational tasks:
To cultivate a love of poetry, a kind attitude, and awaken the emotional responsiveness of children.

Correctional speech therapy tasks:
enrich vocabulary - “chocks”, “heated up”, “languished”, “firmament”, “out of the ordinary”, “streamed”;

Developing subject-spatial environment:
Demonstration material: postal box - parcel, illustration of the brownie Kuzi, color illustrations depicting various houses, smoke from chimneys.

Preliminary work:
reading works of fiction about houses, conversations about various buildings

Also an interesting activity on fiction:

Creating motivation:
A knock is heard, a parcel from the brownie Kuzi is brought in. (The parcel contains a photo of the brownie, houses with smoke similar to various objects, a hut, a poem, an illustration for the poem, blanks depicting houses with a chimney for finishing the smoke)
- Look what they gave us, what do you think it is?
— This is a package from the brownie Kuzi
— Do you want to know what’s in the package?
- Look, Kuzya sent us his photo and letter, should I read it to you?

Letter:
“Dear children, I live in the village of Lapti in a small house, under a large stove. I really love autumn and winter, when people light up the stove, I sit on the windowsill and watch the smoke come out of the chimneys. And I immediately remember Yunna Moritz’s poem “House with a Chimney.” I would really like you to see this beauty and fantasize with me. I look forward to our meeting, your brownie Kuzya.”

- Look, Kuzya sent us a photo of his house. (Showing the hut inside) The house is one-story, it has one large room, and a large stove, under which he lives. And when people leave the house, he sits on the window and listen to what he sees.

Poem reading:
HOUSE WITH PIPE
I remember, as a child, above our hut
Blue smoke flowed into the sky,
The logs were burning behind the door in the oven
And the bricks were heated with fire,

To keep our house warm,
The millet porridge was languishing in the cauldron!
And, singing, he flew down the chimney
Smoke warming the sky in winter.

I really liked the smoke magician,
He entertained me with his appearance,
He turned into a dragon, into a horse,
He made me worry!

Could he build over our chimney?
Any kingdom and any city,
Any monster could defeat
So that you don’t get into the habit of harming people!

It's a pity that this smoke is blue
I went into a fairy tale with a trumpet!
To visit him now,
You need to draw a picture:

House with a chimney, house with a chimney,
Blue smoke flows into the sky!

-What is this poem about?
- Guys, did you hear new unfamiliar words in the poem?
Chocks were burning - short tree stump
Behind the oven door
AND heated up fire - get very hot
bricks,
To hold on
Our house is warm
Millet porridge
I was languishing in the cauldron! — The cooked porridge was waiting until it was ready.
And, humming,
Flew to chimney - a channel for the exit of smoke from the stove, firebox into the chimney
Smoke, warming
in winter firmament - open sky in the form of a dome, vault
Every kind of monster
Could have won
So that I didn’t get into the habit - I didn’t want to
Harm people!
House with a chimney
House with a chimney
Into the sky flows - flow out in a small stream
Blue smoke!

“It turns out that Kuzya also sent us photographs depicting smoking chimneys. Look how interesting the smoke is. See what these smokes look like?

Physical minute:
- Get up, now we are going to play the game “The wind is agitated,” and when the wind is agitated, the smoke takes various shapes. You will be the smoke today.
“The wind worries once, the wind worries twice, the wind worries three. Magic smoke, freeze in place.”
- Look what a magical smoke we have, this one looks like..., (2 times)

Rereading the poem:
— Let’s read Yunna Moritz’s poem “House with a Chimney” again (reading)
- What does Kuzya see from the window? (children's answers)
- What happened in the house when the stove was lit? (children’s answers)
— What is the name of the smoke in Yuna Moritz's poem? (magician)
- Why was he called that? (children’s answers)
- In what mood does Kuzya remember this?
—Have you noticed that there is some kind of request in the poem? (draw)
- Look, in our package there are also houses with a chimney, let each of you come up with your own unusual smoke and draw it.

Drawing smoke:
Children go to the tables and draw smoke, then the works are hung on the board.
“I’ll put away Kuzina’s smokes, and we’ll hang up yours and look at them. I’ll read Yunna Moritz’s poem “The House with a Chimney” again, and you listen.

Reading the poem a third time:
— What is the name of the poem you listened to? (children's answers)
— Tell me, who wrote the poem “House with a Chimney”? (children's answers)
— Do you think our drawings fit the poem? (children's answers) Of course, because you each created a very unusual and magical smoke.
- Let's send our drawings to Kuza, let him also look and dream up.

We put the drawings in the package, close it and glue the return address.
- In the evening, show your drawings to your parents, tell us what magical poem we listened to, and then we will pack the drawings in a parcel and send them to Kuza.

Title: Synopsis of the GCD on fiction for children of the senior group “Reading the poem by Yu. Moritz “House with a Chimney”
Nomination: Kindergarten, Lesson notes, GCD, fiction, Senior group

Position: teacher
Place of work: MKDOU of Novosibirsk “Kindergarten No. 36 of the combined type “Search”
Location: Novosibirsk

Preparatory group teacher
Kataysk, 2013
GCD purpose: Leading children to understand the moral meaning of the work.
Kind of activity: Integrative (communicative-cognitive). Perception of fiction, productive.
Form: Frontal.
GCD tasks: Reading fiction.
Integration (educational areas): cognition, communication, socialization, physical education.
Objectives by educational areas:
Reading fiction: To cultivate children’s desire to listen to the work and look at its illustrations. To develop children’s ability to consistently convey a literary text, the ability to express their attitude to the events of the story.
Cognitive: Expand children's horizons and develop listening skills. Form in children positive traits: kindness, honesty, responsiveness.
Communication: Stimulate the development of initiative and independence of the child in verbal communication with adults and peers. Develop auditory attention. Enrich and activate children's vocabulary.
Socialization: To form ideas about the norms and rules of behavior, to cultivate the skill of a culture of behavior. To cultivate love for “our smaller brothers”, to evoke a desire to come to their aid.
Physical Culture: Foster a desire to maintain correct posture in various positions, interest in physical exercise. Develop fine motor skills and hand coordination. Develop the ability to coordinate movements with speech.
Artistic creativity: Strengthen the ability to draw and paint them within the contour. Develop children's skills in working with brushes and paints.
Expected result: Each child’s complete answer to the teacher’s question. Children's ability to consistently convey literary text.
Ability to listen to peers.
Vocabulary work: Luxurious, sable, brocade, spear, bridle, three measures, ill, frail, haggard roof, prince, eaves, unanimous.
Preliminary work: Reading the works of K. Ushinsky. Preparing with children a story about K. D Ushinsky. Selection of proverbs about kindness, friendship, honesty (working with parents). Exhibition of books by K. Ushinsky (work with parents). Children's drawings based on the works of K. Ushinsky.
Equipment: portrait and exhibition of books, blank outlines of horses, wax crayons, colored green and yellow cardboard, Su-Jok rings, hearts made of colored paper with the proverb “Look for a friend, and if you find one, take care.”
Methods: Visual, verbal, practical.
Techniques: Display, riddle, verbal communication, encouragement, questions, children’s messages about the author.
GCD move:
1. Organizational moment.
White sheets of books
Lots of black letters on them.
They are important to people
The guys should know them.
If you know the letters,
You can read a book.
And you will hear at the same hour,
Fascinating story.
You will find out how old
The sun gives us its light.
Why are there flowers in spring?
And in winter the fields are empty.
You will recognize your native land,
Peaceful, strong and big.
The book is a good friend to us,
Read it and find out for yourself!
2. Exhibition of books by Ushinsky.
- So in our exhibition, which you yourself compiled by bringing books from home, there are many different works. What unites all these books and works? Who is the author of these books?
- Guys, did you find out who it is?
3. The story about Ushinsky.
- Today the girls Vera and Lisa Tyukalova have prepared for us a story about Ushinsky. Let's listen to them carefully.
Many years ago in the city of Tula, which is not far from Moscow. Ushinsky. His father was an officer, his mother was a housewife, raising children. Since childhood, Kostya was a very inquisitive and diligent boy.

I studied well and excellently. (Faith)
After school, he entered Moscow University and became a teacher. Konstantin Dmitrievich worked as a teacher in Yaroslavl, St. Petersburg, and even abroad. He had a dream: to teach young children to read and write in a way that would be easy and interesting for them. Konstantin Dmitrievich began to compose interesting stories for children, games, and riddles. (Lisa)
- Guys, what works do you know? Who are these works about?
- Well done. What a big and interesting exhibition, so many interesting books and creative works. And I want to add another book to our exhibition. Guess who it will be about:
4. Surprise moment.
Whose tail is there and whose mane is there,
Like they're flying in the wind?
Playfully under the hooves
Sparks shine bright...
He galloped and immediately disappeared!
How he fell through the ground!
Who is this? Here's a mystery...
This is a frisky... (Horse)
5. Vocabulary work.
Luxurious - characterized by luxury, wealth.
Sable is the fur of a predatory animal (sable).
Brocade is a dense patterned silk fabric with intertwining gold and silver threads.
A rod is a large stick with a fork at the end.
The bridle is part of the harness - straps with bits and reins, put on the head of the draft animal.
Three measures - a measure is an ancient Russian unit of capacity for bulk solids.
To be sick is to get sick, to be frail is to become frail.
A sagging roof is what they say about a person who has lost a lot of weight.
The prince is the ruler of the city.
Eaves - the lower, hanging edge of the roof of a wooden house, hut, as well as the roof itself, roofing, usually thatched.
Unanimously - complete agreement in opinions and actions.
6. Reading the fairy tale “The Blind Horse” by K. Ushinsky.
7. Physical education minute
The horse is waiting for me on the road,
Hoofs at the gate,
Mane plays in the wind
Lush, fabulously beautiful.
I’ll quickly jump onto the saddle -
I won't go, I'll fly!
Clack, clack, clack, clack.
There beyond the distant river
I'll wave to you.
8. Analysis of what you read.
-Who is this fairy tale about?
- Who was Dogoni-Veter for Usedoma?
- What once happened to the merchant?
-Who saved Usedoma?
- What did the owner promise to his horse?
- Did Usedom keep his word? Why? How did it happen that Catch-the-Wind remained blind?
- What did Usedom tell you to do with the blind horse?
- How did Catch-the-Wind feel? (Loneliness.) /How do you understand the word “loneliness”?/
“Loneliness” is when there is no one around, when you feel bad and there is no one to help.
- How did the fairy tale end?
- This is how we ended up retelling “The Blind Horse.” What did this fairy tale teach you?
9. Proverbs about friendship, kindness.
- What proverbs about kindness, friendship, honesty do you know?
“Friendship is more valuable than money”, “Whoever lied yesterday will not be believed tomorrow”, “Die yourself, but help your comrade.”
10. Finger gymnastics “The horse galloped”
The horse galloped
Across the field, across the field.
The horse galloped
In freedom, in freedom.
The horse galloped
And the wind flew behind the fast horse
I wanted to keep up!
Su-Jok from the little finger and stretch your fingers from the tips to the palm:
The horse galloped
Along a small river.
They ran after her (nameless)
A crowd of sheep.
Along the bridge (average)
Horse run
There are little frogs behind her (pointing)
We decided to jump!
Horse, horse, (big)
Enough to jump
Everyone comes together
It's time to rest!
11. Independent activities of children.
- Guys, each of you has a horse on the table, you need to determine its color and color it, we will work with wax crayons. Then, when your horses are ready, we will place them in a special large horse pen where they can browse the green grass. You will be surprised and ask, what kind of weed can it be? After all, there is snow all around, but since our horses are special, and we prepared a paddock for them in advance, there will always be decent food for all the horses.
Working with wax crayons. Coloring horses.
Compiling a collage “Horse Farm”.
12. Reflection.
- Which author’s work did we meet today?
- What is the name of the fairy tale?
- What does this fairy tale teach us?
- Guys, while you were working, I also remembered a very good proverb: “Look for a friend, and if you find him, take care!”
- I want to give you these hearts with this proverb written on them.