Card file of fiction in the 2nd junior group. We read fiction in the second junior group
Usage fiction in the classroom in kindergarten - the most powerful means of developing a harmonious personality. Reading helps to improve the mental, aesthetic, speech abilities and skills of the child. In the second junior group more and more attention should be paid to reading, to cultivate a love for the book. You can build the process of the lesson in completely different ways - it depends on the tasks set and the subject of the selected work.
The benefits of reading fiction for children 3-4 years old
In children 3-4 years old, there is an active development of imagination, cognitive processes. The child is already able to emotionally evaluate and comprehend the texts of works: empathize with the characters, give an assessment, draw conclusions.
Reading fiction develops creative thinking, fosters a love of reading, nature, the world around. Collective reading in a group helps the teacher to reveal to the kids the world of relationships between people, the features of life in society.
Reading fiction develops imaginative thinking
Reading books is a path along which a skillful, intelligent, thinking educator finds a way to a child's heart.
V.A. Sukhomlinsky
The following goals are set for reading classes in the second junior group:
- development of a complete picture of the world;
- skills development colloquial speech;
- continuation of acquaintance with the artistic word;
- developing the ability to construct answers to questions;
- development of perception of artistic images;
- familiarization with the culture of reading, the formation of love for the book;
- the development of an emotional reaction to events in works of art.
Books help children explore and understand the world around them.
The objectives of a particular lesson can be:
- familiarization of children with literary works, acquaintance with new writers;
- vocabulary replenishment, familiarization with new words;
- skill formation expressive reading, intonation;
- expanding knowledge about the world around us (for example, getting to know professions while studying S. Mikhalkov’s poem “What do you have?”).
How to read with children of the second younger group
In the second younger group, it will be useful to use the following techniques in the classroom:
- art word- reading text;
- teacher's story - here you can read the text or retell it using various means to help: toys, puppet theater, pictures, filmstrips;
- learning by heart;
- individual reading and choral pronunciation;
- combination of two types of arts - viewing pictures, listening to music along with reading;
- dramatization (for example, playing the fairy tale "Turnip" with the help of finger toys or figurines)
- didactic games.
Should be read to children daily. A book corner must be equipped, to which the kids will have constant access. There it is necessary to place several books studied under the program, as well as books recommended for study in free time. At the age of 3-4 years, daily reading before going to bed after dinner is mandatory.
It is better when parents also support their child's reading habits.
Before reading the work to the children, the educator should read it himself and analyze it. Here you need to pay attention to the following points:
- Determine what the child can understand himself in the book, and what needs to be explained for better assimilation.
- Mark passages and words in the text that will help develop speech when they are repeated (for example, the teacher reads an excerpt: “Kids, kids! Open up, open up! Your mother came - she brought milk ...” (“Wolf and seven kids”), then reads more times the phrase and asks the guys to finish it).
- Intonation moment: the teacher should highlight emotional moments with intonation.
- Selection of illustrations for the book.
Conducting a more comfortable lesson without overloading children with unnecessary information and fatigue will be facilitated by:
- changing teaching techniques to playing ones (for example, after reading S. Marshak’s poem “The Tale of stupid little mouse"You can play the game" Find the mouse ");
- alternation of group and individual responses of babies (both verbal and motorized);
- the inclusion of demonstration materials (toys, figurines, drawings, etc.) in the lesson - this pleases the kids, helps to focus their attention;
- the use of actions that will require the guys to change their position, move (for example - “Children, let's look for where the cat hid” - and look under chairs and tables). This technique greatly enlivens the lesson, enlivens the baby's imagination and prevents fatigue.
Organization of reading on the example of the Russian folk tale "Kolobok"
The objectives of the lesson are to introduce the children to the fairy tale "Gingerbread Man", to teach them word formation.
It is easier for children of primary preschool age to perceive the text, accompanied by illustrations.
The lesson can be structured as follows:
- Introductory part. The teacher conducts a conversation with the children, asks who the Gingerbread Man is, if the guys have heard about him before (from home reading, cartoons).
- Then reading out an excerpt from a fairy tale: “I kneaded the dough with sour cream, rolled up a bun ...” (the kids demonstrate with their hands how to sculpt a bun).
- Expressive reading of a fairy tale (here it is worth emotionally highlighting the moments of joy when Kolobok manages to escape from animals so that the children rejoice, and the moment of grief when the fox deceived him with his cunning).
- The teacher repeats with the children what different animals said to the kolobok ("Kolobok, kolobok, I'll eat you!").
- Word game ("Guys, now let's play! I will tell you words that mean a large object, and you pronounce words that mean the same objects, only smaller: table - table, cup - cup").
- Then the teacher shows the children drawings for the fairy tale "Gingerbread Man", saying that many famous artists portrayed Kolobok.
The teacher must make full use of the necessary methodological techniques for mastering the material, developing listening skills, reading comprehension. Expressive reading of the work helps the children to better remember the material and evaluate it. When discussing what has been read, you can use a comparison of the situation in the book with a comparison of a case from life, suggest when answering.
Expressive reading will help you remember the material better.
When choosing a topic for a lesson, it will be very useful to associate it with some kind of holiday, time of the year for better assimilation of the material by the children.
Table: long-term plan for fiction (fragment, author Natalya Alexandrovna Artyukhova)
| Month | Subject | What are the lessons for? |
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| September | Poem "Helper" by Sasha Cherny |
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| Russian folk tale "Cat, rooster and fox" |
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| Russian folk tale "Three Bears" |
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| October | Reading the Russian folk tale "Kolobok" |
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| Reading poems by A. Barto from the cycle "Toys" |
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| Reading poems by A. Blok "Bunny" and A. Pleshcheev "Autumn" |
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| November | Russian folk songs-rhymes "Kisonka-murysenka", "The cat went to the market" |
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| Russian folk tale "Sister Alyonushka and brother Ivanushka" |
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| Reading poems about mother |
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| Reading a fairy tale in verse by K.I. Chukovsky "Moydodyr" |
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| December | Russian folk tale "Masha and the Bear" |
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| S.Ya. Marshak "The Tale of the Silly Mouse" |
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| Russian folk tale "The Fox and the Wolf" |
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| January | L. Voronkova story "It's snowing" | To acquaint with a work of art, reviving in the memory of children their own impressions of a snowfall. |
| Russian folk tale "Snow Maiden and the Fox" |
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| E. Charushin story "Volchishko" |
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| February | Russian folk tale "The wolf and the seven kids" |
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| Z. Aleksandrova poem "My bear" |
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| Russian folk tale "Mitten" |
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| Russian folktale "The Cockerel and the Beanstalk" |
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| March | E. Blaginina, poem "That's what a mother" |
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| Reading a poem by A. Pleshcheev "Spring" |
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| Russian folk tale "Fear has big eyes" |
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| L. N. Tolstoy story "Truth is the most expensive" |
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| April | Reading the Russian folk tale "Geese-swans" |
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| K. Chukovsky reading the story "Chicken" |
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| Russian folk tale "Goby-black barrel, white hooves" |
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| May | Reading the story "Holiday" by Y. Thais |
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| V. V. Mayakovsky "What is good - what is bad?" |
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| S. Marshak poem "Children in cages" |
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In pedagogical practice, there is a huge amount of materials to help teachers for conducting classes.
Table: examples of GCD abstracts in the second junior group in fiction
| Author and title of abstract | Material Description |
|---|---|
| Tatyana Osipova. "Reading the Russian folk tale "Geese-swans" | Abstract for reading the Russian folk tale "Geese-Swans" (aimed at a general artistic development children, also serves other educational purposes). |
| Xenia Yakovleva. "Reading the fairy tale "The Wolf and the Seven Kids" | The abstract will help in planning a lesson in reading a fairy tale, the purpose of which is to arouse in children a love for animals, to teach them to empathize with them. |
| Olga Yantsen. "Reading the fairy tale "Gingerbread Man" | The abstract is aimed at the development of colloquial speech in children of the second younger group. |
| Galina Kochulova. Integrated lesson in the second junior group on familiarization with fiction "Teremok" | Lesson summary using non-traditional technique applications ("Palms"). |
Video: reading Agnia Barto's poems in the classroom in the second junior group
Reading books teaches kids to take care of nature, love their homeland, and contributes to the formation of imaginative thinking. A carefully prepared lesson on reading fiction in the second junior group of the preschool educational institution guarantees the success of its implementation and good assimilation of the material by children.
Sample list literature for reading to children in the 2nd junior group.
Russian folklore
Songs, rhymes, incantations. “Finger-boy ...”, “Hare, dance ...”, “Night has come ...”, “Forty, forty ...?,“ I’m going to my grandmother, to my grandfather ... ”,“ Tili-bom! Tili-bom!...”; “Like our cat ...”, “A squirrel is sitting on a cart ...”, “Ay, kachi-kachi-kachi”, “We lived with my grandmother ...”, “Chiki-chiki-chikalochki ...”, “Kisonka-murysenka ...”, “Dawn-dawn ...”; “Grass-ant ...”, “There are three chickens on the street ...”, “Shadow, shade, sweat ...”, “Ribushka hen ...”, “Rain, rain, more ...”, “ Ladybug..,", "Rainbow-arc...".
Fairy tales."Kolobok", arr. K. Ushinsky; "Wolf and goats", arr. A. N. Tolstoy; "Cat, rooster and fox", arr. M. Bogolyubskaya; "Swan geese"; "Snow Maiden and the Fox"; “Goby - black barrel, white hooves”, arr. M. Bulatova; "The Fox and the Hare", arr. V. Dahl; “Fear has big eyes”, arr. M. Serova; "Teremok", arr. E. Charushina.
Folklore of the peoples of the world
Songs. "Ship", "Braves", "Little Fairies", "Three Trappers" English, arr. S. Marshak; "What a Rumble", trans. from Latvian. S. Marshak; "Buy a bow ...", trans. with shotl. N. Tokmakova; "Frog Talk", "Intractable Hoopoe", "Help!" per. from Czech. S. Marshak.
Fairy tales. "Mitten", "Goat-Dereza" Ukrainian, arr. E. Blaginina; "Two Greedy Little Bears", Hung., arr. A. Krasnova and V, Vazhdaeva; "Stubborn goats", Uzbek, arr. Sh. Sagdulla; “Visiting the sun”, trans., from Slovak. S. Mogilevskaya and L. Zorina; "Nanny Fox", trans. from Finnish E. Soini; "The brave fellow", trans. from Bulgarian L. Gribovoy; "Puff", Belarusian, arr. N. Myalika; “Forest bear and naughty mouse”, Latvian, arr. Yu. Vanaga, trans. L. Voronkova; "The Rooster and the Fox", trans. with shotl. M, Klyagina-Kondratieva; "The Pig and the Kite", a tale of the peoples of Mozambique, trans. from Portuguese. Y. Chubkova.
Works of poets and writers of Russia
Poetry. K. Balmont. "Autumn"; A. Blok. "Bunny"; A. Koltsov. “The winds are blowing ...” (from the poem “Russian Song”); A. Pleshcheev. “Autumn has come ...”, “Spring” (abbreviated); A. Maikov. " Lullaby”,“ The swallow rushed ... ”(from modern Greek songs); Ah, Pushkin. “Wind, wind! You are mighty! ..”, “Our light, sun!.”, “Month, month ...” (from “The Tale of dead princess And. seven heroes"); C. Black. "Private", "About Katyusha"; S. Marshak. "Zoo", "Giraffe", "Zebras", "Polar Bears", "Ostrich", "Penguin", "Camel", "Where the Sparrow Dined" (from the cycle "Children in a Cage"); "Quiet Tale", "The Tale of the Smart Mouse"; K. Chukovsky. "Confusion", "The Stolen Sun", "Moidodyr", "Fly-Sokotuha", "Hedgehogs Laugh", "Christmas Tree", "Aibolit", "Wonder Tree", "Turtle"; S. Grodetsky, "Who is this?"; V. Berestov. "Hen with chickens", "Goby"; N. Zabolotsky. "How mice fought with a cat"; V. Mayakovsky. “What is good and what is bad?”, “Whatever the page is, then an elephant, then a lioness”; K. Balmont, "Mosquitoes-makariki"; P. Kosyakov. "All of her"; A. Barto, P. Barto. "Girl grimy"; S. Mikhalkov. "Song of friends"; E. Moshkovskaya. "Greedy"; I. Tokmakova. "Bear".
Prose. K. Ushinsky. "Cockerel with family", "Ducks", "Vaska", "Lisa-Patrikeevna"; T. Alexandrova. "Bear cub Burik"; B. Zhitkov. “How we went to the zoo”, “How we arrived at the zoo”, “Zebra”, “Elephants”, “How the elephant bathed” (from the book “What I saw”); M. Zoshchenko. -Smart bird"; G. Tsyferov. "About friends", "When there are not enough toys" from the book "About a chicken, the sun and a bear cub"); K. Chukovsky. "So and not so"; D. Mamin-Sibiryak. "The Tale of the Brave Hare - long ears, slanting eyes, short tail"; L. Voronkova. "Masha the Confused", "It's Snowing" (from the book "It's Snowing"); N. Nosov "Steps"; D, Kharms. "Brave hedgehog"; L. Tolstoy. "The bird made a nest..."; "Tanya knew the letters..."; "Vari had a siskin, ..", "Spring has come ..."; W. Bianchi. "Bathing cubs"; Y. Dmitriev. "Blue hut"; S. Prokofiev. “Masha and Oika”, “When You Can Cry”, “The Tale of an Ill-mannered Mouse” (from the book “Machines of a Fairy Tale”); V. Suteev. "Three kittens"; A. N. Tolstoy. "Hedgehog", "Fox", "Cocks".
Works of poets and writers from different countries
Poetry . E. Vieru. "The Hedgehog and the Drum", trans. with mold. I. Akima; P. Voronko. "Cunning Hedgehog", trans. from Ukrainian S. Marshak; L. Mileva. "Swift Foot and Gray Clothes", trans. from Bulgarian M. Marinova; A. Milne. "Three Chanterelles", trans. from English. N. Slepakova; N. Zabila. "Pencil", trans. from Ukrainian 3. Alexandrova; S. Kapugikyan. "Who will rather finish drinking", "Masha does not cry" trans. with arm. T. Spendiarova; A. Bosev. "Rain", trans. from Bulgarian I. Maznina; "The Finch Sings", trans. from Bulgarian I. Tokmakova; M. Carem. "My cat", trans. from French M. Kudinova.
Prose. D. Bisset. "The Frog in the Mirror", trans., from English. N. Shereshevskaya; L. Muur. "Little Raccoon and the One Who Sits in the Pond", trans. from English. O. Exemplary; Ch. Yancharsky. "Games", "Scooter" (from the book "The Adventures of the Ushastik Bear"), trans. from Polish. V. Prikhodko; E. Bekhlerova. "Cabbage Leaf", trans. from Polish. G. Lukin; A. Bosev. "Three", lane, from Bulgarian. V. Viktorova; B. Potter. "Uhti-Tukhti", trans. from English. O. Exemplary; Y. Chapek. “A Hard Day”, “Into the Forest”, “Yarinka Doll” (from the book “The Adventures of a Dog and a Kitty”), trans. . Czechs. G. Lukin; O. Alfaro. "Goat Hero", trans. from Spanish T. Davityants; O. Panku-Yash. "Goodnight, Dooku!", trans. from Romanian. M. Olsufieva, “Not only in kindergarten” (abbreviated), trans. from Romanian. T. Ivanova.
Sample list for memorization
"Finger-boy ...", "Like our cat ...", "Cucumber, cucumber ...", "Mice lead a round dance.,.", Rus. nar. songs; A. Barto. "Bear", "Ball", "Ship"; V. Berestov. "Petushki"; K. Chukovsky. "Christmas tree" (abbreviated); E. Ilyina. "Our Tree" (abbreviated); A. Pleshcheev. "Rural song"; N. Sakonskaya. "Where is my finger?"
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. That is what enriches emotional world children, contributes to the development of their imagination, introduces amazing images 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 exercise dow reading fiction? 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 educator 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, contributes to the acquaintance of preschoolers with expressive Russian, figurative speech, humor, 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. The child who is preschool age learn to empathize literary heroes, 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 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 a child’s heart. It is reading in kindergarten that contributes to the formation of language forms and verbal characteristics in preschoolers. 2 the younger group is the time when it is important to shape the younger generation poetic vocabulary, emotional mood, metaphors, comparisons, epithets.
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 artwork it is possible to 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, artistic 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 in the program preschool education reading books of domestic and foreign authors.
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 kids to take care of nature, other people, contribute to the formation of a harmoniously developed personality of preschoolers.
Educator MDOU "CRR - kindergarten No. 247, Saratov
Educational and methodical development. Long-term plan in preschool educational institution
A long-term plan for reading fiction for the younger group under the program "Kindergarten 2100" in accordance with the FGT, taking into account thematic planning.
Texts are attached.
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September "We and our kindergarten" |
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"Toys" "What the sun looks like" T. Bokov |
Remember that in the summer children played a lot with toys; help remember familiar verses Introduce children to the concept of "rhyme"; develop thinking |
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"My toys" by Z. Petrov "Once" by B. Iovle |
Help children learn to listen to poetic texts; bring up careful attitude to toys Cultivate the ability to distinguish between good and bad deeds |
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"Summer" V. Orlov "Morning Rays" K. Ushinsky |
Fix the main signs of summer Develop listening skills short stories; continue to introduce children to seasonal signs |
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N. Kalinina "In the forest" Poem "Autumn" |
Continue to teach children to listen to small works; consolidate knowledge about trees, flowers Continue to acquaint children with autumn signs; broaden one's horizons |
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October "We and Nature" |
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The poem "Grass. bushes. Trees" I. Tokmakova " Autumn leaves» |
To consolidate children's knowledge about the types of vegetation Continue to introduce children to the main autumn signs |
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F. Gurinovich "Garden" "Berries" by Y. Taits |
To consolidate knowledge about vegetables and their place of growth Keep learning to listen small works; cultivate love for loved ones |
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N. Kisileva "Kitten and Puppy" Russian folk song "Korovki" |
Maintain interest in fairy tales; consolidate knowledge about pets; introduce children to the basic rules of the road Continue to acquaint with small folklore genres; consolidate knowledge about domestic animals; learn to answer questions from the text |
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S. Marshak "Children in a cage" K. Chukovsky "Aibolit" |
Continue to teach children to listen poetic works; consolidate knowledge about wild animals Continue to learn to listen to large-scale poetic works, answer questions; consolidate knowledge about wild animals |
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November " colored country» |
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L. Razumova "Red" "Traffic light" B. Zhitkov |
Consolidate knowledge of red color; continue to teach children to find red objects in the environment Continue to develop the ability to listen to stories; consolidate knowledge of red color; continue to acquaint with the elementary rules of the road |
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K. Chukovsky "Chicken "The sun, like a mother" A. Pavlov |
Maintain a steady interest in fiction; reinforce the knowledge of yellow. Continue to acquaint children with natural phenomena; teach children to find yellow objects in the environment |
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V. Suteev "Naughty cat" "Colorful gift" P. Sinyavsky |
Learn to evaluate the actions of heroes; consolidate knowledge of primary colors Continue to teach children to listen to poetry; consolidate knowledge of primary colors |
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"Pencil" Y. Taits "The Tale of How Paints Were Painted" by M. Shkurina |
Learn to understand the humor of literary works; consolidate knowledge of blue color To introduce children to the fact that when mixing paints, a different color is obtained. |
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December "Winter" |
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M. Klochkova "Snowflakes" Winter for health Z. Aleksandrova |
Continue to acquaint with the main signs of winter, with the properties of snow Help children understand the benefits of frosty air |
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Poem "Bird" Poem "Wintering Birds" |
Continue to introduce children to hallmarks birds Consolidate existing knowledge about wintering birds, cultivate a desire to help birds in winter |
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Poem "Beasts in Winter" “Like snow on a hill” by I. Tokmakova |
Introduce children to how wild animals hibernate Continue to acquaint children with what animals do in winter |
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O. Chusovitina “Soon, soon New Year» N. Migunova "New Year" |
Help children memorize the poem Continue to acquaint children with New Year's verses |
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January "We and our family" |
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Rhyme "Here are our pens" About the nose and tongue. Permyak E. A. |
Continue to acquaint with small forms of folklore; consolidate knowledge of the parts of the human body Continue to introduce children to the purpose of body parts |
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Z. Alexandrova "Bad girl" "Sam" V. Stepanov |
Help children understand that all people are different and act differently; learn to evaluate the actions of heroes Instill positive habits in children |
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E. Blaginina "Naked - baby" "One Hundred Clothes" |
Consolidate children's knowledge about the types of clothing Expand lexicon children names of items of clothing |
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February "Our family" |
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N. Pavlova "Whose shoes" "Fashionista and shoes" Viktor Polyanskikh |
Continue to learn to listen to small works; consolidate knowledge of shoes Continue to introduce children to a variety of types of shoes |
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The poem "My family" "Helper" E. Blaginina |
Help children understand who their family is Help children understand how to help at home |
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Enjoy, toys! E. Blaginina Come take a look! E. Blaginina |
Raise the desire to help adults Encourage children to do good deeds |
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Z. Aleksandrova "Rain" I. Pivovarova " magic wands» |
Develop perseverance, attention; consolidate knowledge about purple Develop the ability to perceive poetic texts; consolidate knowledge of primary colors |
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March "We and our home" |
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Z. Alexandrova "What you took - put it back" “The table has four legs” S. Ya. Marshak |
Help to understand the meaning of the poem; consolidate knowledge of furniture Continue to introduce children to furniture |
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What can't be bought? Vladimir Orlov "Three kopecks for purchases" Sh. Galiev |
Help children understand that not everything can be bought with money Help children understand that toys are expensive; cultivate modesty |
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I. Tokmakova "Ah yes soup" “Oh, how delicious shami smells” |
Help to memorize small verses; consolidate knowledge of kitchen and tableware Consolidate knowledge of tableware and kitchen utensils |
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D. Kharms "Ivan Ivanovich Samovar" K. Chukovsky "Fly-clatter" |
Learn to answer questions on the text; consolidate knowledge about tea utensils Learn to listen to large-scale poetic works; keep learning to answer questions |
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April "Spring and Seasons" |
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A. Pleshcheev "My garden" R.s.s. "Zayushkina's hut" |
Learn to find seasonal signs in a poem Introduce new fairy tale; help to understand the reason for the melting fox hut |
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"The Old Man and the Apple Trees" L. Tolstoy "The Tale of the Kitten Kuzka and a Beautiful Flower" by M. Shkurin |
To acquaint children with the fact that fruit trees are planted in spring Cultivate respect for nature |
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V. Suteev "Ship" « solar paint» M. Skryabtsova |
Help to understand the meaning of the work: consolidate knowledge blue color To bring to the consciousness of children the meaning of the story; fix blue color |
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E. Moshkovskaya “We ran until the evening” N. Kalinina "In the Morning" |
Consolidate knowledge of the parts of the day Continue to introduce parts of the day |
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May "What we know and can do" |
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Rhythm "We shared an orange" Summer of L. Korchagin |
Help memorize the counting rhyme; consolidate knowledge about fruits Continue to introduce children to seasonal signs |
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"Bear" G. Ladonshchikov "Seasons" by A. Kuznetsov |
To consolidate children's knowledge of the seasons; cultivate a sense of humor Consolidate children's knowledge about seasonal changes in nature |
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V. Oseeva "Bad" « scary story» E. Charushin |
Help children understand the meaning of the story; cultivate kindness, compassion Develop the ability to listen to works of large volume; make sense to children |
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“Hello, summer” by T. Bokov Riddles about toys |
Develop the ability to perceive a poetic text, highlighting seasonal signs Develop the ability to guess riddles; thinking |
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What does the sun look like? Tatyana Bokova
What does the sun look like?
at the round window.
Flashlight in the dark.
It looks like a ball
Damn hot too
And on the pie in the stove.
On a yellow button.
To a light bulb. On an onion.
On a copper patch.
On a cheesecake.
A little bit of orange
And even on the pupil.
Only if the sun is a ball - Why is it hot?
If the sun is cheese
Why can't you see holes?
If the sun is a bow
Everyone would cry around.
So it shines in my window
Not a penny, not a pancake, but the sun!
Let it look like everything
still EVERYTHING EXPENSIVE!
Download long term plan on reading fiction for the younger group
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 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.
