2 ml gr reading fiction. Perspective plan of fiction in the second junior group
Fishing Margarita Viktorovna
Job title: Educator
Educational institution: MB DOU DS "ZHURAVUSHKA"
Locality: NOVY URENGOY
Material name: article
Subject: Reading fiction in the second junior group
Publication date: 14.11.2018
Chapter: preschool education
The use of fiction in the classroom kindergarten -
the most powerful means of developing a harmonious personality. Reading Helps
improve the mental, aesthetic, speech abilities and skills of the child.
In the second younger group, more and more attention should be paid to reading,
develop a love for the book. You can build the learning process itself
completely different - it depends on the tasks and topics
selected work.
Reading fiction develops creative thinking,
fosters a love of reading, nature, the environment
the world. Collective reading in a group helps the educator to discover for
kids the world of relationships between people, features of life in
society.
Collective reading of fiction in the 2nd junior group
allows the educator to discover through poetic and artistic
images to their pupils of the world of relationships and human feelings,
the beauty of nature, the features of life in society. That is what enriches
emotional world children, contributes to the development of their imagination, introduces
With amazing images literary Russian language. Such images
differ in the mechanism of influence on the psyche of the child.
dow reading fiction? 2 junior group (card file of books
can be compiled for convenience) is distinguished by the use of a large
the number of poems, fairy tales that will help the teacher form children
sustained interest in reading.
standard, there is Russian folklore: Fairy tales: "Kolobok", "Teremok", "Wolf and
seven kids", "Geese swans", "Fox and Hare", "Snow Maiden", "Cat, rooster and
fox". Poems: “Grass-ant ...”, “Finger-boy ...”, “Squirrel sits on
cart…”, “Rainbow-arc…”, “Forty, forty…”, “Chiki-chiki-
chikalochki…”, “Like our cat…”, “Three chickens on the street…”, “Dawn-
robin." “We lived with a grandmother ...”, “Shadow, shadow, sweat ...”, “I’m going, I’m going to a woman, to
grandfather…”, “Tili-bom! Tili-bom! In addition to reading fairy tales, poems
also in preschool institutions educator uses for development
creativity and communication qualities of their pupils
catchy children's songs. For example, while learning a song
"Ship" the guys form an idea of the sea, carried out
the first acquaintance of kids with the world of professions. Among the poetic
“Rhyme with riddles” by J. Baltvilks; "Rain" by A. Bosev; "Hedgehog and Drum"
G. Vieru; "Cunning hedgehog", P. Voronko; "Pencil", N. Zabila; "Who is more likely
finish drinking?”, “Masha does not cry” by S. Kaputikyan.
Formation of humanity Reading fiction in 2nd junior
group, such as folk tales, promotes the acquaintance of preschoolers with
expressive Russian language, figurative speech, humor, figurative
comparisons. With the help of folk tales, interest is formed in
the younger generation to the traditions of their ancestors, a feeling is laid
pride in your country. The child who is preschool age will learn
empathize literary heroes, will not experience problems with
interacting with peers and adults. It is in the process of reading
the younger generation form such humane qualities as kindness,
sympathy, justice, care.
Aesthetic education With the help of the artistic word, children understand
the beauty of the sound of Russian speech. It gives children an idea of
moral character that a person should have. V.A.
Sukhomlinsky said that reading is a path along which
a thinking and intelligent educator will find an approach to the heart of a child.
Promotes the formation of language forms, verbal
characteristics precisely reading in kindergarten. 2 junior group - this is the time,
when it is important to shape the younger generation poetic vocabulary,
emotional mood, metaphors, comparisons, epithets.
In order for preschoolers to develop a stable interest in
reading, it is important to include in the program preschool education Reading books
using soft toys. When introducing babies to
poem by K. Balmont "Komariki-makariki" educator
at the same time carries out environmental education of their wards. D.
Mamin-Sibiryak in his stories "The Tale of the Brave Hare - Long
ears, slanting eyes, short tail"; "The Parable of Milk, Oatmeal and
gray cat Murka" pays special attention to the beauty of nature, the importance
respect for the environment. That is why it
younger group of kindergarten. What other works are included in this
scroll? These are, for example, the stories of K. Ushinsky: “Vaska”, “Cockerel with
family”, “Lisa Patrikeevna”, “Ducks”, “Wind and Sun”. Not without attention
should remain in the kindergarten and the works of A. S. Pushkin. For example, in
at this age, the children will be interested in his "Tale of dead princess and about
Natalya Samotoeva
Prospective planning for reading fiction in the second younger group
September
№1. The story of Y. Thais "Cube to cube" Develop interest in reading and telling adult works of art; draw attention to the rules of the game with other children in the group. N. E. Vasyukova Fiction for children aged 3-5 p. 29
№2. The story of V. Stepanov "Game" Develop interest in reading and telling literary works to adults; cause a desire to speak out, to enter into verbal communication. N. E. Vasyukova Fiction for children aged 3-5 p. 31
№3. Fairy tale by N. Pavlova "In the car" Develop auditory perception, interest and desire to listen to an adult read or tell; take part in the general conversation. N. E. Vasyukova Fiction for children aged 3-5 p. 32
№4. Fairy tale by V. Suteev “Apple Develop auditory perception, interest and desire to listen to an adult reading; teach to carefully consider the illustrations, if necessary, ask questions, take part in a general conversation on the content of the tale. N. E. Vasyukova Fiction for children aged 3-5 p. 33
ABOUT October
№5. Belarusian folk tale "Puff" Maintain interest in reading books; develop the ability to listen carefully, look at illustrations, join the discussion, answering questions from an adult. N. E. Vasyukova Fiction for children aged 3-5 p. 34
№6. Rhymes about a cockerel Develop auditory perception, interest and desire to listen to poetic speech, understand its main meaning; engage in memorizing a small poem by heart; teach to carefully consider the illustrations. N. E. Vasyukova Fiction for children aged 3-5 p. 35
№7. Fairy tale by V. Stepanov "House for a Sparrow" To develop the ability to listen to the reading of a work of art together with a group of children, to understand the main meaning; develop emotional responsiveness, the desire to participate in the conversation. N. E. Vasyukova Fiction for children aged 3-5 p. 37
№8. Stories by V. Bianchi "Belkin's dryer", G. Skrebitsky, V. Chaplina "How a squirrel hibernates" Develop the ability to carefully listen to the reading of a work of art, to understand the main meaning; develop emotional responsiveness, the desire to participate in the conversation. N. E. Vasyukova Fiction for children aged 3-5 p. 39
November
№9. Fairy tale by S. Marshak "Mustachioed - striped" Develop interest in reading books; improve auditory perception, emotional responsiveness; cause a desire to participate with other children in some game activities. N. E. Vasyukova Fiction for children aged 3-5 p. 40
№10. Russian folk tale "Masha and the Bear"(in the arr. M. Bulatov) Develop the ability to listen to the teacher's story together with a group of peers; develop interest in fairy tales, emotional responsiveness, a desire to participate in a conversation, responding to simple questions. N. E. Vasyukova Fiction for children aged 3-5 p. 42
№11. Ukrainian folk tale "Mitten"(translated by E. Blagina) To develop interest in reading books, the ability to perceive the text by ear; cause a desire to take on the role of one of the characters, to participate in a role-playing game based on a fairy tale. N. E. Vasyukova Fiction for children aged 3-5 p. 43
№12. Fairy tale by M. Plyatskovsky "A hedgehog that you can stroke" To arouse interest in reading books, an emotional response to the read work. N. E. Vasyukova Fiction for children aged 3-5 p. 44
December
№13. Lullabies Develop auditory perception, emotional responsiveness, interest in the poetic word; create a game situation that in the future children will be able to transfer to independent role-playing games. N. E. Vasyukova Fiction for children aged 3-5 p. 45
№14. The story of L. Voronkova "It's snowing" Develop auditory perception, the ability to carefully listen to a descriptive text, understand the general meaning, arouse a desire to answer questions; relate the content of the work to personal experience children. N. E. Vasyukova Fiction for children aged 3-5 p. 48
№15. Poems about birds Develop auditory attention, interest in the poetic word; through literary works enrich ideas about the life of birds in winter; enrich vocabulary. N. E. Vasyukova Fiction for children aged 3-5 p. 49
№16. New Year's poems Learn to follow the progress of the action in short works; correlate the content of the works with personal experience. N. E. Vasyukova Fiction for children aged 3-5 p. 52
№17. E. Moshkovskaya's poem "The Greed" Develop interest in reading books, auditory perception, emotional response; to accumulate experience in conveying the content of the work with gestures and actions; cultivate a negative attitude towards greed. N. E. Vasyukova Fiction for children aged 3-5 p. 54
January
№18. Folk songs and nursery rhymes about a cat and a kitty To form interest in the poetic word, the ability to carefully consider the illustrations to the text, to correlate their content with what they heard; develop emotional responsiveness, the ability to convey the actions of characters with gestures. N. E. Vasyukova Fiction for children aged 3-5 p. 56
№19. Polar bear (stories by E. Charushin and S. Sakharnov) To develop interest in reading, attention and concentration when listening to a descriptive natural history story, understanding its general meaning based on an illustration. N. E. Vasyukova Fiction for children aged 3-5 p. 58
February
№20.Fairy tale by S. Kozlov "The Lion and the Turtle" Create conditions for literary characters, re-meeting them through watching a cartoon; develop emotional responsiveness, the desire to take part in general imitation actions, singing along. N. E. Vasyukova Fiction for children aged 3-5 p. 59
№21. Fairy tale by V. Suteev "Cat - fisherman" To form interest in reading books, attention and concentration when listening, understanding the general meaning of the work (based on illustrations); develop a desire to answer questions, speak out. N. E. Vasyukova Fiction for children aged 3-5 p. 61
№22. Tale of V. Suteev "Different wheels" Develop interest in reading, the ability to listen carefully, understand the general meaning; give an idea of the spinning wheel, well, mill; enrich the vocabulary with new words. N. E. Vasyukova Fiction for children aged 3-5 p. 62
March
№23. Fairy tale by K. Chukovsky "Fly-clatter" Develop auditory and visual perception, interest and desire to listen to reading, emotionally respond to events occurring in the book, answer questions; introduce new words into the dictionary: samovar, cowardly, brave, villain, win. N. E. Vasyukova Fiction for children aged 3-5 p. 63
№24. Russian folk tale "The wolf and the seven kids"(in the arr. A. Tolstoy) To develop auditory and visual perception, an emotional response to the events of a fairy tale; arouse interest in reading books, the desire to answer questions, speak out. N. E. Vasyukova Fiction for children aged 3-5 p. 64
№25. Sun, show yourself (folk songs and nursery rhymes) To develop children's interest in the genre of folklore, emotional response, desire to take part in the conversation; to teach to carefully consider the illustrations, correlating the text of the nursery rhyme with the picture, noticing small parts talking about what they saw. N. E. Vasyukova Fiction for children aged 3-5 p. 66
№26. Tale of K. Chukovsky "Moydodyr" Develop interest in books, reading; emotional responsiveness to a literary work, the ability to listen carefully to an adult's reading, the desire to speak out on the meaning of what is read; teach to consider illustrations, correlating them with the text of the work. N. E. Vasyukova Fiction for children aged 3-5 p. 68
№27. Meet the birds Develop auditory attention, understanding the general meaning of poems; enrich ideas about the life of birds. N. E. Vasyukova Fiction for children aged 3-5 p. 70
April
№28. Fairy tale by M. Plyatskovsky “How two foxes shared a hole” Develop emotional responsiveness; follow the development of the action, convey the general plot with words, gestures, answer questions. N. E. Vasyukova Fiction for children aged 3-5 p. 72
№29. The story of E. Charushin "Sparrow" Develop emotional responsiveness to a literary work; be able to relate what they read with personal experience, to talk about it. N. E. Vasyukova Fiction for children aged 3-5 p. 74
№30. Stories by V. Charushin about animals Learn to listen carefully prose texts, correlate verbal description with illustrations, express your impressions; lead to riddles verbal description. N. E. Vasyukova Fiction for children aged 3-5 p. 75
№31. Rain, rain, stronger, the grass will be greener Develop the ability to listen poetic works, emotionally respond to their content; create conditions for various improvisations based on read songs and nursery rhymes. N. E. Vasyukova Fiction for children aged 3-5 p. 77
№32. Russian folk tale "Goby - tar barrel" Develop interest in a fairy tale, the ability to listen, understand the main content, join in general conversation when answering an adult; learn to change the intonation and timbre of the voice, pronouncing the text on behalf of different characters. N. E. Vasyukova Fiction for children aged 3-5 p. 80
№33. S. Marshak's poem "Good day" Learn to listen carefully expressive reading poems, understand its meaning, follow the development of the plot; relate content to personal experience, talk about it. N. E. Vasyukova Fiction for children aged 3-5 p. 82
Reading fiction in the 2nd junior group is great way for intellectual and aesthetic education the rising generation. It has a positive effect on communication skills, as well as on the development of speech skills.
The Importance of Reading in Preschool
Collective reading of fiction in the 2nd junior group allows the teacher to open through poetic and artistic images to his pupils the world of relationships and human feelings, the beauty of nature, the peculiarities of life in society. It is it that enriches the emotional world of children, contributes to the development of their imagination, introduces them to the amazing images of the literary Russian language. Such images differ in the mechanism of influence on the child's psyche.
For example, reading fiction in the 2nd junior group in the form of stories introduces children to the accuracy and conciseness of the word. Poems give an idea of musicality and rhythm.
Hygiene aspects
Reading the work "Moydodyr" in the 2nd junior group is aimed not only at introducing preschoolers to poetry. Together with the children, the teacher highlights the basics healthy lifestyle life, forms hygiene habits in their wards. This work can be considered a reference book for the first acquaintance with human hygiene. Reading the work "Moydodyr" in the 2nd junior group can be carried out in the form puppet theater so that the guys not only hear, but also see how to wash themselves, so as not to be sloppy people.
What is the best way to read fiction in a preschool educational institution? The 2nd junior group (a card index of books can be compiled for convenience) is distinguished by the use of a large number of poems, fairy tales that will help the teacher to form a stable interest in reading among children.
- Fairy tales: "Kolobok", "Teremok", "Wolf and seven kids", "Geese-swans", "Fox and Hare", "Snow Maiden", "Cat, rooster and fox".
- Poems: “Grass-ant ...”, “Finger-boy ...”, “Squirrel sits on a cart ...”, “Rainbow-arc ...”, “Magpie, magpie ...”, “Chiki-chiki-chikalochki ...”, “Like our cat…”, “There are three hens on the street…”, “Zarya-Zaryanitsa”. “We lived with a grandmother ...”, “Shadow, shadow, sweat ...”, “I’m going, I’m going to my grandmother, to my grandfather ...”, “Tili-bom! Tili-bom!
In addition to reading fairy tales, poems, also in preschool institutions, the teacher uses memorable children's songs to develop creativity and communication skills in his pupils.
For example, while learning the song “Ship”, the children form an idea of the sea, the first acquaintance of the kids with the world of professions is carried out.
- “Rhyme with riddles” by J. Baltvilks;
- "Rain" by A. Bosev;
- "Hedgehog and Drum", G. Vieru;
- "Cunning hedgehog", P. Voronko;
- "Pencil", N. Zabila;
- “Who will finish drinking sooner?”, “Masha does not cry” by S. Kaputikyan;
- "Swift and Gray Clothes" by L. Mileva.
List of prose works for preschoolers
Among the works of this literary genre, which are recommended for reading in preschool institutions, can be distinguished:
Shaping Humanity
Reading fiction in the 2nd junior group, for example, folk tales, helps preschoolers get to know expressive Russian, figurative speech, humor, and figurative comparisons. With the help of folk tales, the younger generation is interested in the traditions of their ancestors, a sense of pride in their country is laid. A child who learns to empathize with literary characters at preschool age will not experience problems when communicating with peers, adults. It is in the process of reading in the younger generation that such humane qualities as kindness, sympathy, justice, and care are formed.
What else does it matter artistic reading? The 2nd junior group is the optimal age for the development of communication skills, the formation of the foundations of citizenship.
Aesthetic education
With the help of the artistic word, children understand the beauty of the sound of Russian speech. It gives the children an idea of the moral qualities that a person should possess. V. A. Sukhomlinsky said that reading is a path along which a thinking and intelligent educator will find an approach to a child’s heart. It is reading in kindergarten that contributes to the formation of language forms and verbal characteristics in preschoolers. The 2nd junior group is the time when it is important to form poetic vocabulary, emotional mood, metaphors, comparisons, epithets in the younger generation.
Reading Functions
Reading literature in the 2nd junior group performs an educational function. Child psychologists consider this process a complex mental activity that combines emotional-volitional and intellectual motives. As characteristic feature perception of a work of art, one can single out the mental transfer of the hero of the work into real life. Educators often use role-playing games in the process of reading, emphasizing certain qualities of the main characters of the literary work in question.
Methods of acquaintance of preschoolers with literary works
Why is this great importance has in kindergarten reading to children? The 2nd junior group is the time when psychologists recommend developing imaginative thinking. In order for the book that the teacher reads to be interesting for children, role-playing games and puppet theater can be used.
While reading a book, the educator changes intonation, focusing on positive and negative traits hero, highlighting certain storylines. An obligatory element after reading the work is its discussion. The teacher asks the children questions, answering which the children form their speech skills. They not only learn to express their thoughts, but also develop communication skills.
How to turn reading the fairy tale "The Gingerbread House" into a real performance? 2 the younger group can take an active part in the "revival" of this work. With the help of facial expressions, movements, armed with soft toys, the children can “read” this work together with the teacher.
Speech development
What other function does reading perform in the 2nd junior group? Below is a list of those works that are recommended by the new federal educational standards, but we note that all books should contribute to the development of communication skills of the younger generation.
The program of preschool institutions involves the formation in children of a certain category of words that denote the names of objects, elementary actions, phrases. All of them are present in the literary works included in the DOW program.
Particular attention is paid to expanding the orientation of preschoolers in existing reality. short stories, nursery rhymes, poems, considered during this period in the classroom, contribute to the development of active speech, the development of the ability to ask questions, convey impressions from a literary work heard.
Role play while reading
Special classes for the development of speech, which are an obligatory element of the program in preschool institutions, involve the use of motor activity, independent role-playing. The use of visual aids: living and inanimate objects, images, toys, pictures is accompanied by words, cues, allows kids to enrich speech.
Folk works oral art, art word, nursery rhymes, jokes, fairy tales - all this involves the use of visualization at a younger preschool age. The teacher shows actions, movements, using toys for this. The child, listening to figurative speech, perceives movements in full accordance with the voiced text, reproduces small excerpts from a fairy tale or poem he heard.
Of particular importance is the use pedagogical methods contributing to the development and improvement of the independence of preschoolers. Gradually, the tasks that preschoolers must perform become more difficult. For example, they not only listen to a fairy tale, but also have to describe appearance hero, list the qualities that he possesses. Such tasks develop logical thinking in the younger generation, form the imagination, teach to observe and analyze the phenomena and events seen.
While reading books that are complemented by bright and colorful illustrations, the teacher focuses the pupils' attention on the image, asks the children to describe the picture. After listening to the work, the teacher invites the children to reproduce excerpts from the book they read. In addition, in the process of reading poetry, the teacher uses the method of collective memorization. Children repeat 1-2 lines of the poem in turn, by repeated pronunciation they memorize a short poem.
Thanks to this method of work, the educator fully fulfills the task assigned to him by the Federal State Educational Standard, namely, forms a harmoniously developed personality.
During role playing children learn to communicate with peers, use speech to explain their own actions.
Conclusion
In order for preschoolers to develop a stable interest in reading, it is important to include reading books by domestic and foreign authors in the preschool education program.
For example, you can read the poem “Bunny” by A. Blok with the guys, then beat him using soft toys. When introducing kids to K. Balmont's poem "Mosquitoes-makariki", the educator simultaneously carries out environmental education of his wards.
D. Mamin-Sibiryak in his stories “The Tale of the Brave Hare - Long ears, slanting eyes, short tail"; “The Parable of Milk, Oatmeal Kashka and the gray cat Murka” pays special attention to the beauty of nature, the importance of caring for the environment. That is why his works are included in the list of books recommended for reading in the 2nd junior group of kindergarten.
What other works are included in this list? These are, for example, the stories of K. Ushinsky: “Vaska”, “Cockerel with his family”, “Lisa Patrikeevna”, “Ducks”, “Wind and Sun”.
The works of A. S. Pushkin should not be left without attention in the kindergarten. For example, at this age, the children will be interested in his "The Tale of the Dead Princess and the Seven Bogatyrs."
In the list of children's books recommended for the second youngest DOW groups, there are also poems by S. Marshak: “Giraffe”, “Zoo”, “Ostrich”, “Zebras”, “Polar Bears”, “Penguin”, “Swan”, “Camel”, “Eskimo Dog”, “Monkey”, “Where did the sparrow dine?”, “The Tale of the Smart Mouse”, “Quiet Tale”.
All children's books teach toddlers careful attitude To nature, other people, contribute to the formation of a harmoniously developed personality of preschoolers.
Target: introducing children to fiction, through familiarization with the story of V. Suteev "Three kittens" through integration educational areas « Speech development», « cognitive development", "Physical development".
Tasks:
Educational:
- to help children understand the content of V. Suteev's story "Three Kittens",
- form an emotional-figurative perception of the story,
- teach children to answer the teacher's questions according to the text of the story,
- explain to children the meaning of the words soot, samovar pipe,
- activate the words in the speech of children: flour, soot, samovar pipe,
- show through cognitive research activities how the kittens changed color in the story.
Developing:
- develop dialogic speech,
- develop a sound culture of speech,
- develop attention, memory,
- develop interest in cognitive research activities.
Educational:
to cultivate interest in fiction, the desire to listen to literary works,
educate responsiveness (desire to help).
Developing subject-spatial environment for GCD: toy-character of the cartoon "Kitten named Woof", flannelgraph, characters from the story for flannelgraph, containers for each child with flour, soot, water, towels.
Abstract of a lesson in fiction in the 2nd junior group "Reading Suteev's story "Three Kittens"
GCD progress
Creating motivation for upcoming activities.
The song "I'm fluffy" sounds little kitty…”, a character appears in the group, soft toy"kitty".
- Guys, look who came to visit us (children's answers).
I draw attention to the fact that children respond with a proposal in the process of all direct educational activities.
The kitten's name is Woof. Let's say hello to him (children say hello to the character)
- Guys, the kitten Gav whispered in my ear that he had no friends at all, he was bored and lonely.
Are you willing to help the kitten? (children's answers)
How can we help him? (children's answers)
- If the children find it difficult to answer, I suggest. Let's introduce him to other kittens. I know nimble and very curious kittens. Now I will show you and our guest a story that happened to these curious kittens. This story is called "Three Kittens", it was written by Vladimir Suteev. You, together with our guest, listen, look, and then together we will find out what happened to the kittens.
Showing the story on flannelgraph (with repetition).
I explain to the children the meaning of the word soot, samovar pipe.
- Guys, the kitten Woof offers to play.
Fizminutka "Marquis"
It will bend, then bend the back, stretch the leg forward
This is what our Marquis, the fluffy cat, is warming up to.
He scratches himself behind the ear, closes his eyes and purrs (murmur, murmur).
The Marquis is all right: claws wool and appetite.
- Children, did you like the story "Three Kittens"? Let's ask our guest if he liked the story? (children ask a kitten).
What color were the kittens at the very beginning of the story? (children's answers)
- Whom did the kittens see and who were they chasing in the story? (children's answers) If children are at a loss, I make visual cues using images on a flannelgraph.
Why did the kittens turn white? (children's answers)
Why are the kittens gray? (children's answers)
Why are the kittens wet? (children's answers)
What color did they become when they dried? (children's answers)
The kittens were curious, they explored the world.
Do you want to turn into curious kittens and go through all their adventures? Then, I turn you into little kittens, we pass and sit down at the tables.
On the table are three containers for each child (with flour, soot and water) and towels.
- Guys, let's remember where the kittens first jumped? (children's answers) We dip the pens in flour. What color were they? (children's answers)
- Where did the kittens climb when they were chasing the frog? (children's answers) What did the kittens get dirty in the samovar pipe? (children's answers)
- We dip our hands into the soot. What color were they? (children's answers)
- And then where did the kittens jump? (children's answers)
We dip our hands into the water, what happened to our hands? (children's answers) And now we dry our hands with a towel.
What happened to the kittens when they jumped out of the water? (children's answers)
What color did the kittens turn when they dried up? (children's answers)
Summing up activities
— Children, did you like the story about curious kittens? (children's answers)
- Guys, the kitten thanks you very much for introducing him to kittens, now he has friends. They will have fun playing together.
Reflection
On the table are the muzzles of kittens - funny, sad and neutral. I suggest that the children choose any one as a keepsake of how the kitten was helped.
Tarskikh Olesya Evgenievna, caregiver
Krasnoyarsk Territory, city of Krasnoyarsk
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Fiction
In the second junior group "TALE"
for 2017 - 2018 academic year
Topic, objectives of the lesson | Topic, objectives of the lesson | Topic, objectives of the lesson | Topic, objectives of the lesson |
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September | S. Cherny "Private" | Russian folk tale "Cat, rooster and fox" | Russian folk tale "Three Bears" |
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To acquaint with the work of Sasha Cherny. To evoke sympathy for peers in children with the help of the teacher's story. | Introduce children to Russian folk tale; learn to answer questions about the content of a fairy tale; develop auditory perception; cultivate interest in literature. | To acquaint children with the works of poets of the Kuban. To acquaint children with the work of A. Gorkovenko. To cultivate love for the work of poets of the Kuban. | Continue to acquaint children with Russian folk tales; to cultivate obedience and a sense of empathy for a girl lost in the forest; |
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Reading the Russian folk tale "Gingerbread Man" arr. K. Ushinsky | Reading a poem by A. Barto from the cycle "Toys" | Reading poems by A. Blok "Bunny" and A. Pleshcheev "Autumn" |
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Introduce the fairy tale "Gingerbread Man"; Learn to listen to thin. works, answer questions about its content; view illustrations; develop auditory perception | Introduce children to A. Barto's poem; cultivate good feelings positive emotions; learn to listen, reproduce phrases from the text and the quatrains themselves. | To acquaint children with the work of poets of their native land. Encourage reflection on why some people compose, while others listen with pleasure and memorize poetry. | To attach to poetry, to develop a poetic ear; evoke sympathy for the hero of the poem; help memorize the poem. |
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Russian folk songs-rhymes "Kisonka-murysenka", "The cat went to the market" | Russian folk tale "Sister Alyonushka and brother Ivanushka" | Reading poems about mother |
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Introduce children to Russian folk rhymes; evoke an appropriate emotional attitude towards the characters. | To bring the idea of a fairy tale to the consciousness of children; help in assessing the characters; instill in children good feelings for loved ones. | Introduce children to poetry; develop poetic taste; form good relations to his mother, the desire to do something pleasant. |
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Russian folk tale "Masha and the Bear" | S.Ya. Marshak "The Tale of the Silly Mouse" | Russian folk tale "The Fox and the Wolf" | |||
To acquaint with the Russian folk tale "Masha and the Bear"; help the children understand the hidden intention of the girl Mashenka (how she tricked the bear into taking her to her grandparents). | Introduce the fairy tale "About the stupid mouse." Make you want to listen again; show images of heroes; nurture interest in works of art. | To acquaint with the Russian folk tale "The Fox and the Wolf", with the images of the fox and the wolf; with the characters of the heroes of the fairy tale. Cultivate love for Russian folk art. | Continue to acquaint children with the works of Kuban poets. To acquaint children with the work of V.P. Bardadym. Learn by heart. |
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L. Voronkova story "It's snowing" | Russian folk tale "Snow Maiden and the Fox" | E. Charushin story "Volchishko" |
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Introduce artwork, reviving in the memory of the children their own impressions of the snowfall. | Continue to acquaint children with Russian folk art. To acquaint with the Russian folk tale "The Snow Maiden and the Fox", with the image of a fox from other fairy tales; learn to listen to works, answer questions. | To acquaint children with the work of the Kuban author V.B. Bakaldin. Learn by heart. | To give children an idea of the way of life of animals, the behavior of a wild animal in a person's house; to cultivate love for animals, sympathy for their cubs in trouble. |
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Russian folk tale "The wolf and the seven kids" | Z. Aleksandrova poem "My bear" | Russian folk tale "Mitten" | Russian folktale "The Cockerel and the Beanstalk" |
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Introduce the fairy tale, make you want to listen to the work again and remember the goat's song; cultivate love for animals; sympathy for the cubs in trouble. Consideration of the illustration. | Introduce Z. Alexandrova's poem "My bear"; cultivate good feelings, positive emotions. | Introduce children to the Russian folk tale "Mitten"; promote general emotional development; learn to speak about the character of the characters in the story. | Continue acquaintance with the Russian folk tale. Learn to comprehend the characters. |
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E. Blagina poem "That's what mom" | Reading a poem by A. Pleshcheev "Spring" | Russian folk tale "Fear has big eyes" | L. N. Tolstoy story "Truth is the most expensive" |
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Get to know the poem E. Blaginnenny "that's what kind of mother", to educate in children good feeling, love for mom. | Introduce the poem learn to name the signs of spring; develop a poetic ear; cultivate an interest in art. | Introduce children to the Russian folk tale and recall famous folk tales; help to correctly reproduce the beginning and end of the tale. | |||
Reading the Russian folk tale "Geese-swans" | K. Chukovsky reading the story "Chicken" | Russian folk tale "Goby-black barrel, white hooves" |
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To acquaint with the Russian folk tale "Geese-swans". To promote the education of obedience; learn to answer questions about the content of a fairy tale | To acquaint with the story of K. Chukovsky "Chicken"; expand children's knowledge about animal life. Examining the illustration. | To acquaint with the Russian folk tale; educate a sense of empathy for the heroes of a fairy tale. |
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Y. Taits reading the story "Holiday" | V. V. Mayakovsky “What is good - what is bad?” | S. Marshak poem "Children in cages" |
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To acquaint with the story of Y. Thais "Holiday"; to keep children in a joyful mood and interest in describing the festive event. | Continue to acquaint children with the work of Kuban authors. Maintain interest in the work. | To acquaint with Mayakovsky's poem, to teach to distinguish between good and bad deeds. | To acquaint with the vivid poetic images of animals in Marshak's poems. Develop poetic ear, memory, attention. |
