Card file of GCD notes in the senior group of preschool educational institutions. Educational field "Reading fiction"
Preview:
Abstract of the educational activity “Reading fiction” “The New Little Red Riding Hood”
Prepared by:
Teacher Usacheva Natalya Anatolyevna
Summary of direct educational activities in the educational field “Speech development. Reading fiction." “Little Red Riding Hood - in a new way” in the senior group
Goal: to introduce children to the fairy tale by C. Perrault “Little Red Riding Hood”.
Tasks:
Educational:
Strengthen the ability to listen carefully to a literary work, answer questions about the content of the work in complete sentences. - To train children in the ability to use adjectives in oral speech and coordinate them with nouns, to enrich children’s vocabulary. - - Repeat safe behavior with strangers and respect for your health.
Strengthen your knowledge of geometric shapes.
Strengthen the ability to name the days of the week sequentially.
Improve the ability to answer teacher questions with complete answers.
Contribute to the accumulation of musical impressions.
Educational:
Develop ability creative imagination when perceiving music.
Continue to develop children's imagination and the ability to compose a fairy tale in a new way.
Educational:
Cultivate a friendly attitude towards each other.
Cultivate cognitive interest in children's fiction.
Materials for the lesson: presentation, computer, geometric figures, audio recording “March of the Tin Soldiers”, “Waltz”, “Komarinskaya” by P. I. Tchaikovsky, portrait of Charles Perrault, counting sticks, pictures
Progress of the lesson:
Be quiet, kids, don't make any noise, don't scare away our fairy tale.
Miracles happen here.
The fairy tale is hidden for now!
Don't be sad, smile, the fairy tale gives us a surprise!
1. Children's emotional state.
One, two, three, four, five, I’m waiting for the children to come play (I’m ringing the metal bell)
Children, I invite you to our fairy-tale carpet circle. Let's say kind words to each other:
All the children gathered in a circle
You are my friend and I am your friend.
Let's hold hands together
And let's smile at each other!
2. Guys, today our group received a letter from a fairy tale, and from which one, you will tell me now. Mystery:
The grandmother loved the girl very much, gave her a red cap, the girl forgot her name, but tell me what her name was?
3. "Little Red Riding Hood"
Questions for a conversation about a fairy tale:
1. Who wrote the fairy tale “Little Red Riding Hood”? (C. Perrault)
2. How do fairy tales usually begin? (once upon a time; in a certain kingdom in a certain state, it was a long time ago, stands in a field... etc.).
3. Who are the main characters of the fairy tale? (mother, grandmother, Little Red Riding Hood, wolf and hunters).
Correlating heroes to geometric shapes
4. Why was Little Red Riding Hood called “Little Red Riding Hood”? (grandmother knitted her a red cap). What shape (triangle)
5. Where is Little Red Riding Hood going with her gifts? (to Grandma). What a figure. (oval)
6. Who did she meet in the forest? (wolf). What shape (square)
7. Which path did Little Red Riding Hood take? (long) showing with hands.
8. How expensive is the wolf? (short). showing with hands.
9. Who came to grandma first? (wolf). What shape (rectangle)
10. What happened to grandma? (she was eaten by a wolf).
11. When Little Red Riding Hood arrived, who opened the door for her? (wolf).
12. What did he do with her? (ate it).
13. Who saved grandma and Little Red Riding Hood? (hunters). What shape (circle)
14. Guys, how do fairy tales usually end? (they began to live well and make good money; that’s the end of the fairy tales - and whoever listened was a good man; the fairy tale is a lie - but there is a hint in it, a lesson for good fellows; good conquers evil; they began to live cheerfully and amicably, etc.).
15. How many heroes are there in the fairy tale? Who is in first place and who is in 2.4...
Well done guys, you remembered the fairy tale!
4. But Little Red Riding Hood’s grandmother writes a letter to us from a fairy tale.
Letter: My granddaughter is sick, I want to visit her, take her raspberry jam and honey, but I forgot the way, I haven’t gone to visit her for a long time. Help me please!
Educator: Guys, how can we help her?
Children's answers (go to a fairy tale)
Educator: Guys, how strange is it, who is asking for help? grandmother
Which one? Who is she going to visit? Show the way to Little Red Riding Hood.
Educator: What was it really like in the fairy tale?
- Children's answers...
Educator: There are trials ahead of you, won’t you be scared?
The children's answers are no.
Educator: Then it’s time for us to hit the road and help grandma, and thereby you and I will try to compose a new fairy tale. And what we call it, you decide at the end.
5. Close your eyes and talk to me Magic words: crible-crable-boom-s
So you and I found ourselves in a magical fairy-tale forest, here we are met by Little Red Riding Hood’s grandmother with gifts for her.
How beautiful it is in this forest! What do you see around you (imagine)
Sound
what do you hear in this forest? And I hear birds singing. I think they are happy to see us.
Who did Little Red Riding Hood meet on the way? - wolf
Who would grandma meet? Children's answers.
6. We walked for a long time, it became dark, we came to the hut. What do you think who lives in it? - Baba Yaga
7. Picture with Baba Yaga’s speech: Pah-pah-pah, it smells like the Russian spirit. Who are you? Why did they come to me? To torture things (ask) or to get away from business (idle, do nothing)
Educator: Baba Yaga, we, together with Little Red Riding Hood’s grandmother, came to you to find out the way to our granddaughter. Can you tell me where to go?
8. Well, this is not a tricky matter.
Just tell me first, what time of year is it now? Because I’ve become old, I’ve completely lost track of time. (Spring.)
What are you saying? What kind of spring is this? (Early.)
What month? (March.)
What day? How many days are there in a week, name them.
(Children answer.)
9. Baba Yaga: Well done, smart kids got caught. I also have a magic box, and in it... music (music notes in the box). I love her very much, but I don’t know what to do with her. Can you help?
Children: We will tell and show.
A march sounds - children march, perform smooth movements to the waltz, dance to “Komarinskaya”.
Sound 3 times
Baba Yaga: Oh, how good. And who wrote such beautiful music? (Children: Composer Pyotr Ilyich Tchaikovsky). Thank you for enlightening grandma.
10. The Serpent Gorynych just gave me a task - to make some figures out of sticks, but I don’t understand anything about this. Help me old and I will let you go.
Educator: Guys, can we help Baba Yaga? (Yes). Then sit down at the tables, I will now give you cards on which a figure is drawn and you will need to collect it.
Children sit at tables, in front of each is a box with counting sticks. Didactic game"Magic Wands"
Baba Yaga: Well done, well done, nothing to say. Go straight, and I climbed back onto my stove.
Teacher and children: Thank you, grandma. Goodbye!
11. What is Baba Yaga usually like in fairy tales?
Children's answers - negative hero.
Educator: What is she like in our fairy tale?
The children's answers were positive and helped us.
Educator: Who else could Little Red Riding Hood’s grandmother meet?
Children's answers are answers.
Educator: Do you think those who meet her will help her or hinder her?
Educator: Will they be positive or negative?
Children's answers - answers
12. Swamp
On the way we came across a swamp, the swamp is marshy, so we need to walk carefully, only step on bumps. In order not to make a mistake, we need to plan a route. Look carefully, the hummocks in this swamp are unusual, you can only step on those hummocks whose color or shape contains sounds that I will name.
(Sonya catfish dog) - what sound was repeated?
What bumps are we stepping on? (blue red light green lilac….)
13. Well done, everyone did it. We walked through the swamp, and you can see where the house stands. We go up the steps, we knocked, but the door does not open.
Educator:
1. Guys, when they knock on the door, what should you ask (someone there)
2. Is it possible to open the door to strangers (no)
3. Why? What can happen?
Well done boys!
Meanwhile, Little Red Riding Hood was fast asleep. They knocked again, harder, and Little Red Riding Hood woke up and answered: “Pull the string and the door will open!” Grandma and her friends pulled the string and the door opened!
14. They all went together to Little Red Riding Hood, the girl was delighted to see the guests, especially her beloved grandmother.
Educator:
Guys, what did our guests bring to Little Red Riding Hood? (treats and raspberry jam and honey).
Educator:
That's right, guys! Do you know that raspberries contain a lot of vitamins for health. (question for children)
15. Grandmother put tea and treats on the table, which they brought, and they began to drink tea with pies, scones and raspberry jam and honey. After they drank tea with gifts and jam, Little Red Riding Hood felt a little better and was treated only with raspberry jam and honey! The grandmother and Little Red Riding Hood thanked her for their help. Grandmother cured her beloved granddaughter of a cold - folk remedies. A few days later, my mother returned from the sanatorium, Little Red Riding Hood and her grandmother told her what happened to the girl while her mother was resting. They began to live amicably, cheerfully and were never separated again.
That’s the end of the fairy tales, and well done who composed them!
Result:
Educator:
Guys, did you like the fairy tale?
What did you like most? (impressions, emotions of children)
Well done guys, we clapped our hands, and now let's cast a spell... and return to our group to come up with the name of the fairy tale.
Retelling a new fairy tale; collective drawing of the resulting fairy tale. A chest of surprises.
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 showing 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 and had 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 understanding moral meaning works.
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. What a large and interesting exhibition, so many 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” Purpose: To enrich and systematize children’s knowledge about the work of the children’s writer S. V. Mikhalkov. 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“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 “Rukavichka” Summary of a lesson on reading fiction in the younger group of the fairy tale “Rukavichka.” 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.
Notes on reading fiction and speech development. Theatricalization of the fairy tale “The Mitten” Synopsis of direct 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:
- To develop children’s ability to analyze a literary work and express their opinions about what they read.
- Continue to create interest in the book.
- Strengthen the ability to answer questions in complete sentences.
- Develop a positive attitude towards poetry.
- Encourage children to actively participate in the conversation.
- Enrich and activate your vocabulary.
- To cultivate love for one’s Motherland and a sense of pride in the Russian Army.
- Develop children's cognitive activity.
- 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 relatives 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 from 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 do rotational movements hands in front of the 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 one captures the musical melodiousness and rhythm of Russian speech; in folk tales, the lightness and expressiveness of the language, the richness of speech with humor, lively and figurative expressions, and comparisons are revealed to children. 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 sense 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. Perception 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 means of expression the language of fairy tales, stories, poems 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 vast literary heritage will be based on the foundation that we lay in preschool childhood.
The problem of children's perception of literary works of different genres preschool age complex and multifaceted. The child goes through a long journey from naive participation in the events depicted to more complex shapes 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 the formation of aesthetic perception possible, 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 linguistic design of an independent coherent utterance. Works of fiction and oral folk art, including small 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. Staging. This method can be considered as a means of secondary familiarization with works of art.
4. Learning by heart. The choice of method of conveying the work (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 (preferably a 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, flannelgraph;
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).
In the teaching methodology, issues such as preparation for the lesson and methodological requirements for it, conversation about what has been read, repeated reading, and the use of illustrations should be highlighted.
Preparation for the lesson includes the following points:
* justified choice of 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.
IN 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, it is possible to intensify the personal experience of children, enrich their ideas by organizing observations, excursions, viewing paintings, 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, disciplinary remarks, raising or lowering your 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 expressive means 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, short stories repeats 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 to children or tell stories. 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. Memorization by the teacher of literary works intended to be read to children and the development of expressive reading skills is an important part of the teacher’s professional training.
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 pre-speech training of young children, i.e., 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 work that is new to him “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) lessons 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, respectfully pronounces the author’s name, several introductory words arouses children's interest in what they are 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 the attention of listeners 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 of the literary sample. 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. As a technique, listening to a recording of an artist’s performance of a work (or fragment) familiar to children, or recordings on magnetic tape can be used. 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 a 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 built taking into account 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. Works of fiction, revealing the inner world of the heroes, make children worry and experience the joys and sorrows of the heroes as if they were their own.
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: Textbook. 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 preparatory group"WITH. 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. Reporting 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
Alexandra Yakimova
GCD summary: reading fiction in the senior group. Retelling of A. N. Tolstoy “Hedgehog”
Educator: A. B. Yakimova.
Educational areas:
- reading fiction
Communication
Physical Culture
Socialization
Program content: teach children retell a fairy tale, maintaining some of the author's phrases. Improve intonation expressiveness of speech.
Tasks:
Learn to perceive a work with natural content holistically and emotionally.
Develop visual modeling ability
Learn to compose simple sentences independently based on diagrams
Form coherent speech, visual memory, thinking, coordination of movements, fine motor skills of the hands.
Methodical techniques: guessing a riddle, conversation, reading, examining toys (calf, hedgehog, building a graphic plan for a fairy tale.
Equipment: doll "Tender", toys (hedgehog and calf, books, graphic diagrams.
Preliminary work: reading stories and fairy tales by A.N. Tolstoy, looking at illustrations for fairy tales.
Progress of the lesson
Organizing time
A game “We all stood together in a circle”
We all stood together in a circle
I am your friend and you are my friend.
Let's hold hands tightly
And let's smile at each other.
Vos-l: Guys, I’m very glad to see you. Hold hands and smile at each other. Great! How smiling and friendly you all are!
Vos-l: Now show me your fingers. Let's make them friends.
Visiting the big toe
They came straight to the house
Index and middle, ringless
The little finger itself is small
Knocked right on the house
Our fingers are friends
They can't live without each other
Relaxation music plays
Guys! And we have a guest today. And her name is "Tender". Why do you think it was called that?
Children: express their opinion (soft, kind, affectionate.)
Vos-l: Guys, Laskovushka really wants to get to know you better. Do you want to meet her? Then we will transmit"Tenderness" in a circle and call your name affectionately. We hold her tenderly try to convey she has her warmth and a piece of her soul. Let's start with me.
Children passing a doll around. In the end she goes back to the teacher.
Vos-l: Here "Tender" and came back to me. Did you feel how much warmth and affection she gave us? Guys "Tender" our guest and she will stay with us today. Guys! Have a seat!
Vos-l: Guys! Please pay attention to the exhibition of books. Tell me, which writers are we already familiar with?
Children: A. Barto, K. Zhukovsky, S. Marshak.
Vos-l: and today I will introduce you to a new fairy tale written by A.N. Tolstoy(showing a portrait). This children's writer, who writes fairy tales and stories for children.
Vos-l: And the fairy tale is called…. Guys! Once you guess the riddle, you will find out the name of the fairy tale.
Mystery: Angry touchy-feely
Lives in the wilderness of the forest
There are a lot of needles
And not a single thread (hedgehog)
Children: Hedgehog.
Vos-l: That's right - EZH.
I'm telling a story (imitating a toy hedgehog and calf):
One day a hedgehog and a calf met. Having never seen each other before...
Guys! let's imagine a little. Express yours assumptions:
How did they meet? How do you imagine?
I help with questions:
I wonder what the hedgehog thought?
With whom did he compare the unfamiliar animal?
What did the calf think when he saw the hedgehog?
Guys, how do you think this meeting ended?
(I listen to 1-2 guesses).
Vos-l: Now guys, listen to the fairy tale carefully and you will find out how the hedgehog and the calf met? Let's listen.
I'm reading a fairy tale (no imitation).
“The calf saw a hedgehog and speaks:
I will eat you!
The hedgehog didn’t know that the calf didn’t eat hedgehogs, he got scared, curled up in a ball and snorted:
Try!
With its tail raised, the stupid calf jumped up, tried to butt, then spread out front legs and licked the hedgehog.
Oh oh oh! - the calf roared and ran to the mother cow, complains:
The hedgehog bit me on the tongue.
The cow raised her head, looked thoughtfully and again began to tear the grass. And the hedgehog rolled into a dark hole, under a rowan root, and said ezhihe:
I defeated a huge beast, it must be a lion!
And the glory of Yezhov’s courage went beyond the blue sea, beyond the dark forest:
Our hedgehog is a hero,” the animals whispered in fear.”
Did you like the fairy tale? I ask questions about the fairy tale.
How did the calf prepare to lick the hedgehog? (with its tail raised, the stupid calf jumped up, tried to butt, then spread out front legs and licked the hedgehog)
Vos-l: Reading this passage again (children help, finish the words)
What did the calf tell the cow?
Where did the winning hedgehog go?
First I ask the boys a question, then the girls.
What words do the fairy tale end with?
Children: We have "The Hedgehog is a Hero" (you can make a mouthpiece with your hands and say quietly - quietly) .
Vos-l: A "Tender" wants to tell me something (I pick up the doll). And she told me that she wants to play with you. Shall we play?
Physical education minute: “Get up quickly, smile”
Quickly stand up and smile
Higher, lower - stretch
Come on, straighten your shoulders
Raise, lower
Left, right - turn around
Hands with knees - touch
They sat down and stood up, they sat down and stood up
And they ran on the spot.
Have a seat, guys.
Vos-l: Thank you "Tender" for such an interesting game.
A.N. Tolstoy's fairy tale"Hedgehog".
Listen to her carefully and try to remember because then you will have it yourself retell this tale. To make it easier for you retell, I have prepared hint cards for you. I will tell you, and you listen carefully and look at the cards (I show the models of the fairy tale and begin to tell the fairy tale).
Vos-l: And we will tell the tale in parts. We will divide the tale into three parts. One child starts retell, the second one continues, the third one finishes the tale.
Vos-l: Calling the child retell a fairy tale, and he invites the next person who wants to, who in turn chooses the third storyteller.
(I remind children to politely invite each other.)
For example: Zlata, do you want to tell it with me? (Want). Thanks Zlata, etc.
Vos-l: I call A.N. Tolstoy's fairy tale"Hedgehog"
(children retell, I call the next three)
Vos-l: - Did you like the fairy tale?
What is the name of the fairy tale?
Who wrote the fairy tale?
I praise children and note their success in mastering a difficult skill. retelling. Affectionate also thanks the children.
Publications on the topic:
Integrated educational activity in the second junior group “Reading the story by L. Tolstoy “Spring has come” Program content. Introduce children to L.N. Tolstoy’s story “Spring Has Come.” Get the children interested and help with visual material.
Abstract of the GCD “Reading L. N. Tolstoy’s fable “The Oak and the Hazel Tree” Goal: To replenish children’s literary baggage with genres of fiction. Objectives: Educational area “Speech development” Continue.
Abstract of the educational activity in the educational field “Reading fiction” in the middle group “Retelling the fairy tale “Turnip” Municipal autonomous preschool educational institution kindergarten of general developmental type No. 15g. Tuymazy municipal district Tuymazinsky.
Abstract of the GCD “Retelling of L. N. Tolstoy’s story “Fire Dogs” Tasks. 1. Educational: -learn to retell literary texts coherently, consistently, expressively; -answer questions completely.
Notes on the development of speech “Quiz based on the stories of L. N. Tolstoy. Retelling of the story “Two Comrades” Goals and objectives: Educational: 1. To introduce children to the new story by L. N. Tolstoy “Two Comrades”. 2. To develop the ability to understand morality.
Summary of a lesson on speech development. Retelling of L. N. Tolstoy’s story “Bone” (Preparatory group for school) Topic: Retelling of L. N. Tolstoy’s story “The Bone” Program objectives: Develop monologue speech. Teach children to convey the content of what they hear.
Summary of a lesson on speech development “Retelling the story of L. N. Tolstoy “The Jackdaw Wanted to Drink” Summary of a lesson on speech development in the middle group. Type: intellectual, developmental; Type: speech development Topic: “Retelling a story.
Abstract of the GCD on fiction in the senior group, retelling the story “The Fox and the Cancer” Retelling the story “The Fox and the Cancer” Integration of educational areas. Cognition, Communication, Reading fiction, socialization.
Educational activities on speech development in the senior group “Retelling the story of L. Tolstoy “Kitten” Main educational area: NGO “Speech Development” Integration of educational areas: NGO “Social and communicative development”, NGO.
Retelling of L. Tolstoy’s story “Fire Engines” Objectives: Coherent speech: teach children to coherently, consistently, expressively retell a literary text without the help of questions from the teacher;
Card index of GCD notes in the senior preschool educational institution group. Educational field "Reading fiction"
Department of Education of the Administration of the Balashov Municipal District of the Saratov Region
Municipal autonomous preschool educational institution “Combined kindergarten “Ivushka” city of Balashov, Saratov region."
Speech development (Reading fiction)
Speech therapy group "Droplet" .
Card Topic: "Flower - seven-flowered" Software tasks:
1. To clarify and enrich children’s knowledge about oral folk art, about
works of Russian writers.
2. Teach children to associate the content of works of art with a certain color.
3. Enrich children's vocabulary with expressions of verbal politeness.
Reviving:
1. Practice the ability to guess fairy tales, riddles, remember the order
appearance of heroes in fairy tales.
2. Practice selecting adjectives with the opposite meaning to a noun.
3. Develop speech, imagination, fantasy, thinking, and the ability to act in concert.
Educational:
1. Cultivate interest in Russian culture and love for oral folk art.
Equipment:
Flannelograph with a diagram for a fairy tale "Kolobok" , chest, ball with a letter, seven-flowered flower (on the counter), petals of a seven-flowered flower, a fox's cap, a basket, illustrations for fairy tales, cards with images of fairy-tale characters, petals for evaluating children's activities, gifts for children.
Progress of the lesson:
Children enter the hall. Sit on chairs
Educator: Hello guys! Today we have an activity that is not ordinary, but fabulous.
The children were really looking forward to the fairy tale.
The children invited the children to visit the fairy tale!
The fairy tale is already friends
The fairy tale has come here again!
Guys, we have received a letter. (is reading). I’ll read it to you now:
"Dear Guys! I am Kuzya's little brownie! I live in your kindergarten and guard it at night. And during the day I really like listening to you sing good songs and listen to fairy tales! So I decided to give you a gift.
My gift lies at the bottom
In my magic chest
It will help you open the chest, children,
A magical seven-flowered flower.
As soon as you collect the leaves, you will immediately take my gift!
That's it, little brownie Kuzya! He gave us a riddle! The chest is standing, there is a lock on it. And the castle is really not easy - it’s the middle of a flower. This means that if we find the petals of a seven-flowered flower, we can open the chest. Are you ready for the journey? But what will we take on the journey? We have no car, no train, no ship. But we have top-top-tobus!
Speech game "Along the forest path"
Along the forest path (they walk one after another)
We'll go to a fairy tale.
Seven-flowered flower
We'll put it together quickly.
Birch twigs (shaking hands)
They rustle affectionately.
Forest of miracles and fairy tales,
Welcome guys! (bow)
Where are you, petal? (look alternately from under the right and left hands) Let's find you, buddy!
Help me pick a flower
Solve all the riddles! (clap hands).
Educator: We came with you to a fairy tale. Look, a seven-flowered flower has bloomed here. He will tell us what color petal we need to find. Let's start with this petal. What colour is he?
Children: Yellow
Educator: Guys, what time of year does this color resemble?
Children: Autumn. Educator: Of course! The yellow color is reminiscent of the beauty of autumn. What do people do in the garden in the fall?
Children: In autumn, people in the garden are harvesting.
Educator: look how incomprehensible the picture is. What does it show? Maybe a fairy tale?
Children: Fairy Tale "Kolobok" .
Educator:
Educator: Which of the heroes is depicted in the diagram?
Children: Grandfather, grandmother, bun, hare, wolf, bear, fox
Educator: Well done, you completed the task and receive a yellow petal.
Educator: What color petal will we look for next.
Children: Blue.
Educator: Blue color like an endless sea. In which fairy tales does the sea appear?
Children: A.S. Pushkin "The Tale of the Fisherman and the Fish"
Educator: You and I will now turn into sea waves and play a game “The sea is agitated once!”
The sea is agitated - time!
The sea is worried - two!
The sea is worried - three!
Sea figure freeze!
Educator: Guys, here is the blue petal. Well done!
Educator: Tell me, what color will the next piece of paper be?
Children: Orange.
Educator: What is another name for the color orange?
Children: Red.
Educator: Who is the most famous red-haired hero in Russian folk tales?
Children: Fox.
Educator: Name the fairy tales in which we meet a fox?
Children: Fairy Tales "Kolobok" , "Zayushkina's hut" , "The Fox and the Jug" , "Teremok" , "Fox with a rolling pin" , "Mitten"
Educator: Do you know riddles about the fox?
1 child:
Cunning cheat, red head
Fluffy tail - beauty
And her name is (fox)
2nd child:
The tail is fluffy, golden fur
Lives in the forest, steals chickens in the village
3rd child:
Which of the animals
Is the tail fluffier and longer?
Children, a fox came to us today (child) to play with us.
(children play with Fox "Flying Scarf" )
Educator: Chanterelle, what did you bring us in the basket?
Fox: Orange petal.
Educator: Thank you, fox. Now we have an orange petal.
What color petal will be next?
Children: Green.
Educator: Guys, guess my new riddle: “And Ivan Tsarevich’s arrow hit the very swamp...” Which fairy tale have you just heard?
Children: Excerpt from a Russian folk tale "Princess Frog" .
Educator: Can this fairy tale be called green? Why?
Children: main character frog, she lives in a green swamp.
Educator: Guys, do you want to turn into funny frogs?
Educator: Then let's play a game "Frogs and Heron"
(Children perform movements in accordance with the text).
Educator: I will give the frogs a green petal,
So that you quickly collect your flower!
What color is the next petal?
Children: Purple color.
Educator: Guys, look, the purple arrows lead here (to the screen) So the purple petal is hidden here. Let's play a game
"Choose a word" . In this fairy tale (show):
- The snake Gorynych is evil, and Mashenka (good).
- The hare is cowardly, and the fox (cunning).
- The bull and the bear are cowardly, and the rooster (brave).
- The Teremok is small, but the Bear (big).
You guessed all the fairy tales
And they called comparisons.
And for the correct answer
Purple is your color.
Guys, what color is the next petal?
Children: Black.
What a strange color - black. What do you think he represents -
Good or bad
Children: Evil
Educator: Let's play a game: I will ask riddles, if the answer to the riddle is a positive character, then you will clap your hands, and if it is negative, you will stomp.
Knocked on our door
Unusual miracle beast -
He's wearing a brown shirt
The saucer ears are wide open. CHEBURASHKA
- His life lies in a casket
And that casket is in the palace,
And the palace is in a dense forest,
The forest grows on a black cloud. KOSHCHEY THE IMMORTAL
- I flew on a broom yesterday
She fell from a great height.
Hey hut, chicken legs,
Rush to grandma along the path. BABA YAGA
- He's wearing a red cap
He carries pies with him.
A wolf sits behind the bushes
And he's watching the girl. LITTLE RED RIDING HOOD
Well done guys, you guessed all the riddles correctly. You get a black petal.
What color will the next petal be?
Children: Red.
Educator: Name the fairy tale by C. Perrault in the clothes of the hero whom
there is red color.
Children: Puss in Boots
Educator: Now we will play a game "Pick a Pair" and help Puss in Boots and other fairy tale heroes find their mate. While the music is playing, we will walk along the rug, the music will stop - we will form a pair of pictures.
Guys, you had so much fun playing, you will receive a red petal. Well done! They worked hard and collected all the petals of the seven-flowered flower. Now the lock on the chest opens, and there are gifts for the children in it. (Children receive gifts).
Educator: What did we do in class today? (Children's answers) Look, I have multi-colored petals. Come over (child's name) and choose a petal of the color whose task you liked best. Now the boys will go to evaluate the lesson, and then the girls. This is where our lesson ended.
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Topic: "Russian folk tale "Khavroshechka"
Goal: development of fantasy, imaginative thinking, imagination through theatrical activities. Creating a positive atmosphere to relieve children's emotional and physical stress.
Tasks:
- Awaken children's imagination and imaginative thinking through a journey through a fairy tale "Khavroshechka" .
- To train children in the ability to use sketches to depict human states in different life situations, to understand the moral side of the actions of others.
- Teach children to emotionally discharge, release clamps, "act out" fear, anxiety, anxiety hidden deep in the subconscious. By participating in a fairy tale, you can balance the psyche of children and relieve emotional and physical stress. To form the ability to regulate the processes of excitation and inhibition: develop the ability to quickly switch from active to passive activity and vice versa.
- Continue to activate and enrich children's vocabulary. Develop the ability to listen carefully to a fairy tale, answer an adult’s questions, and express your thoughts when answering questions.
- Develop coordination of movements, the ability to listen to music, independently change movements in accordance with changes in the nature of the music and quickly respond to tempo changes.
- Develop imagination, memory, attention, the ability to concentrate as much as possible on what is happening.
Progress of the lesson
Org moment: children with a teacher stand on the carpet, smiling at each other
Look how wonderful the weather is today, the sun is shining, everyone is in a great mood.
All the children gathered in a circle
I am your friend and you are my friend
Let's hold hands tightly and smile at each other.
Entering a fairy tale
– Guys, today we will have an unusual meeting. Look, a cow came to visit us (soft toy).
What do you know about a cow?
D. A cow is a domestic animal. A man is looking after her. It brings benefits: milk, meat. She grunts and butts. The cow is a herbivore. The cow has a calf.
– Do you want to get acquainted with the fairy tale from which she came to us?
And to get into a fairy tale, you need to hold hands and clearly repeat after me the magic words:
“Ra-ra-ra - it’s time for us to go to a fairy tale.
Gi-gi-gi – help us, little cow.”
Children sit on chairs. Music is playing.
There are good people in the world, but there are also those who are not ashamed of their brother. This is where Tiny Khavroshechka ended up. She was left an orphan, these people took her, fed her and put her to death with work: she spins, she cleans, she is responsible for everything.
Exercise 1. "Cleaning the pot"
- Guys, Tiny Khavroshechka also had to clean the pots. Show how she held a large pan with one hand, and with the other she tensely, with force, cleaned the walls and bottom of the pan.
During the game task, the teacher pays attention to the tension in the children’s arm muscles while performing the exercise.
Children rest after "purges" , shake your hands, slightly leaning your whole body forward. Change hands and perform the exercise again.
Exercise 2. "Cleaning the floor"
– Imagine and portray as Khavroshechka “wetted a rag in a bucket” and with strength "squeezed out" her.
Children do the exercise.
– Guys, in which part of the hands do you feel the greatest fatigue, the greatest tension? Let `s have some rest.
Children "throw" a rag on the floor, shake with brushes. (Finger gymnastics)
Give me some milk Burenushka
At least a drop on the bottom
Kittens are waiting for me
Little guys
Give them a spoonful of cream
A little cottage cheese
Butter, curdled milk,
Milk for porridge
Gives everyone health
The owner had three daughters. The eldest is One-Eyed, the middle one is Two-Eyed, and the youngest is Three-Eyed. The daughters only knew what to do: sit at the gate, look out into the street, and Tiny Khavroshechka worked for them: she sheathed them, spun and weaved for them - and she never heard a kind word. It used to be that Tiny Khavroshechka would go out into the field, hug her pockmarked cow, lie on her neck and tell her how hard it was for her to live.
Exercise 3. “The Sadness of Tiny Khavroshechka”
- Guys, was life hard for Khavroshechka? What feelings did she have? (sadness, grief, annoyance, resentment, etc.) Try to portray how Khavroshechka cried? (covered her face with her hands, wiped away tears, etc.)
- How can you feel sorry for Khavroshechka? What can you say or do to her?
- Let us take pity on Khavroshechka and say kind words to her.
The little cow said to Khavroshechka:
- Red maiden, get into one of my ears and get out of the other - everything will work out.
And so it came true. Khavroshechka will fit into one ear of a cow and come out of the other: it is woven, whitewashed, and rolled into pipes.
She will take the canvases to the owner. She will look, grunt, hide it in the chest, and give Tiny Khavroshechka even more work.
The owner got angry, called her daughter One-Eye and said to her:
“My good daughter, my pretty daughter, look who helps the orphan: she weaves, and spins, and rolls pipes.”
One-Eye went with Khavroshechka into the forest, went with her into the field, and forgot her mother’s order and fell asleep.
Exercise 4. "Dance of the Meadow Flowers"
“There were a lot of different flowers in the clearing, and it smelled of herbs.” Let's do a flower dance in the meadow. Our flowers move smoothly, softly and beautifully to the music. Now let’s sit quietly on the rug and fall asleep.
One-Eye is sleeping, and Khavroshechka says:
- Sleep, little peephole, sleep, little peephole!
Little Eye and One-Eye fell asleep. While One-Eye was sleeping, the little cow wove everything, whitewashed it, and rolled it into pipes. So the hostess didn’t find out anything.
She sent her second daughter Two-Eyes. She went with Khavroshechka and forgot her mother’s orders. She got hot in the sun, lay down on the grass and fell asleep. The cow wove it, whitewashed it, and rolled it into pipes. And Two-Eyes was still asleep.
Exercise 5. "Treasured words"
Children repeat the words that made Two-Eyes fall asleep “Sleep the little eye, sleep the other one” (gymnastics for the eyes)
The old woman got angry and sent her third daughter, and gave the orphan even more work. Three-Eyes jumped and jumped, became tired in the sun and fell on the grass.
Khavroshechka sings:
- Sleep, little peephole, sleep, other one! And I forgot about the third peephole.
Two eyes of Three-Eyes fell asleep, and the third eye looks and sees everything: how Khavroshechka climbed into one of the cow’s ears, climbed out of the other and picked up the finished canvases.
Three-Eyes returned home and told her mother everything.
The old woman was delighted, and the next day she came to her husband:
- Cut the pockmarked cow!
Nothing to do. The old man began to sharpen his knife. Khavroshechka realized this, ran into the field, hugged the speckled cow and said:
- Mother cow! They want to cut you. And the cow answers her:
“And you, red maiden, don’t eat my meat, but collect my bones, tie them in a handkerchief, bury them in the garden and never forget me.” Khavroshechka did everything that the cow bequeathed.
And the apple tree grew, and what a one! Apples hang on it, golden leaves rustle, silver branches bend. Whoever drives by stops; whoever passes close looks. How much time has passed, you never know - One-Eye, Two-Eyes and Three-Eyes walked through the garden once.
Exercise 6. "Dance in the Garden"
– Imagine how the sisters had fun in the garden. And depict them dancing. For this you can take tissues.
At that time, a strong man was driving past - rich, curly-haired, young. I saw juicy apples in the garden and began to ask the girls:
“The beautiful girl who brings me an apple will marry me.”
The three sisters rushed one in front of the other to the apple tree. The sisters wanted to knock them down - the leaves would fall asleep in their eyes; they wanted to tear them off - they would unravel the braids. No matter how much they fought or rushed about, their hands were torn, but they could not reach them.
Exercise 7. "Feign displeasure"
– How did the sisters feel when they failed to pick apples? (evil, envy, dissatisfaction, grief, etc.)
- Guys, what do you think, when a person is jealous, what kind of face does he have? (angry, rude, tense, ugly). That's right, because when a person is angry, envious, shows dissatisfaction, impatience, then this state is reflected in his movements and on his face. Let's portray their displeasure.
– Now let’s leave out the remnants of anger, rudeness, tension. We breathe calmly, softly. Let's become beautiful, kind and listen to the fairy tale further.
Khavroshechka came up - the branches bowed to her, and the apples fell towards her. She treated that strong man to a meal, and he married her. And she began to live well. It's a shame not to know.
Conclusion
So our journey through the fairy tale has ended.
What fairy tale did you meet today?
Name the main characters of the fairy tale
Who helped Khavroshechka?
How does the hostess feel about Khavroshechka? and to your daughters?
Why did the owner order the cow to be slaughtered?
Who did you like from the fairy tale characters and why?
What was Khavroshechka like?
What do you call a person who loves to work?
How did the fairy tale end?
What did this fairy tale teach you?
It's time for the children to return to kindergarten. Let's stand up and repeat the magic words
“Ra-ra-ra - it’s time for us to return”
And in memory of today’s journey, Khavroshechka sent you treats - apples from her magic apple tree.
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Topic: “Visiting the writer S. Ya. Marshak.”
Goals and objectives: To summarize children’s knowledge about the writer and his works. Continue to teach children to memorize poems. To develop intonation expressiveness of speech and artistic abilities of preschoolers.
Cultivate an interest in literature, a desire to get acquainted with the work of Marshak.
Equipment: books by S. Ya. Marshak, illustrations for his works, a portrait of the writer, costume attributes for reading and dramatizing poetry, schematic drawings for memorizing, origami crafts, colored pencils.
Preliminary work:
Reading to children and listening to audio recordings of works by S.Ya. Marshak. Verbal games and exercises to develop tempo, timbre, melody of speech and logical stress. Learning by heart excerpts from the poems “Mustache - Striped”, “He’s so absent-minded”, “Luggage”, “A Lesson of Politeness” and dramatizing them. Making origami “cat” crafts with children
Progress of the lesson
Today we will go to visit the writer and poet S. Ya. Marshak. Take a look at his portrait. He lived a long life - 77 years. You, your mothers, fathers and even grandparents know his books.
Now the children of our group will perform in front of you. And you look, listen and remember the names of these works.
1) The girl began to teach the kitten to say:
- Kitty, say: ball.
And he says: meow!
- Say: horse.
And he says: meow!
- Say e-lecture-three-thing.
And he says: meow-meow!
All “meow” and “meow”!
What a stupid kitten!
2) He sat down on the bed in the morning,
He began to put on his shirt.
He put his hands into the sleeves -
It turned out that these were trousers.
He went to the buffet
Buy yourself a ticket.
And then I rushed to the cashier
Buy a bottle of kvass.
3) Gave it to the lady at the station
Four green receipts
About baggage received:
Sofa, suitcase, travel bag,
Picture, basket, cardboard
And a little dog.
4) A bear about five or six years old
Taught how to behave:
- Away, bear
You can't cry
You can't be rude or arrogant.
We must bow to our acquaintances,
Hats off to them
Don't step on paws.
Now look at these illustrations. Do you recognize what fairy tales or poems they are drawn from?
Physical exercise: “Poodle”
One day an old lady (Walking in place)
I went to the forest.
Comes back, (Turns left and right with
And the poodle disappeared. raising the shoulders)
The old lady was looking (Shaking her head,
Fourteen days, with my arms around her)
And the poodle is around the room (Jumping on the spot,
I ran after her. arms bent in front of the chest)
Guys, you know, it turns out that Marshak studied in England at the University of London and traveled around the country a lot. During these trips, he learned various English poems and nursery rhymes and translated them into Russian for us.
Today we will learn by heart a short poem called “Conversation”
Aunt Trot and the cat
Sat by the window
Sat next to each other in the evening
Chat a little.
Trot asked: Kiss-kiss-kiss,
Can you catch rats?
“Purr,” said the cat,
After being silent for a while.
Parsing the text. Sample questions for children.
- Name the main characters of the poem.
- What kind of owner do you think Aunt Trot is for her cat? Describe her character.
- How does Aunt Trot talk to the cat?
- What intonation is heard in her voice?
- What kind of cat do you think it is? Tell us about her.
- What do you think the cat wanted to say with its “murr”?
Let's look at schematic drawings that will help you learn this poem.
Children recite a poem according to a scheme with the help of a teacher, and then independently.
At the end of our lesson, I propose to paint the origami “cats” that we made with you in advance. Let your cat have its own special coloring and character.
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Topic: “In a fairytale yard.”
Goals and objectives: Recall with children the meaning of the word “fairy tale”. Summarize children's knowledge about familiar fairy tales. Teach children creative storytelling; tie together storyline selected objects, develop the ability to compose a fairy-tale text. Teach children, based on a familiar fairy tale plot, to invent a new fairy tale, tell it meaningfully and emotionally, using expressive means, traditions of the beginning and end of the fairy tale. Develop speech creativity of preschool children. Cultivate an interest in literature, a love of books, a friendly and correct attitude towards each other.
Equipment: set of flat figurines of fairy-tale characters, multimedia equipment (projector, screen).
Progress of the lesson
- Guys, today we will talk about fairy tales. What is a fairy tale? How do you think?
(Children's answers)
Who comes up with fairy tales?
If a fairy tale knocks on the door,
Hurry up and let her in
Because a fairy tale is a bird,
If you scare me a little, you won’t be able to find it.
I suggest you play with fairy tales.
Let's collect a bouquet of fairy tales you know and love. Name the fairy tales and look carefully at the screen.
Interactive game “Bouquet of Fairy Tales”
- Now I’ll check how well you know fairy tales.
Listen carefully and guess what kind of fairy tale it is:
Interactive game “Guess the Fairy Tale”
He left his grandfather
He left his grandmother.
Round self, ruddy side,
And it's called... (Kolobok)
Only the door closed behind the goat,
It’s like there’s already a hungry beast...
Each of the children knows the fairy tale:
This … (Seven kids)
Emelya was lying on the stove,
I suffered from idleness for a long time.
And then luck started
All … (At the command of the pike)
He is not low, not high,
And it's not locked,
All from logs, from boards
Standing in a field... (Teremok)
Where and when did this happen?!
The mouse broke the golden egg.
Grandfather was grieving. And the woman was sad...
Just clucked... (Chicken Ryaba)
Grandfather, grandmother, granddaughter are pulling,
The little bug is pulling
The cat and mouse are pulling tightly...
Did you guess it? This … (Turnip)
Fabulous physical exercise “Pinocchio”
Pinocchio stretched,
Bent over once, bend over twice,
He spread his arms to the sides,
Apparently I didn't find the key.
To get us the key,
We need to stand on our toes.
Guys, do you like to write fairy tales? Try it yourself now. I think you can do it.
I suggest you divide into three groups according to the color of your badges. Each group goes to their table. What fairy tale heroes came to visit you? (Chicken Ryaba, Kolobok, Three Bears). But pay attention, among the fairy-tale heroes you know, there are also new characters. Now try to compose a fairy tale in a new way, so that the plot is preserved, but the ending is changed. What would happen in your fairy tale if there were new heroes in it?
Your fairy tale should be short and complete. Remember, in a fairy tale, good always triumphs over evil.
(Work in small groups with fairy tales)
Now let's listen to your fairy tales. (Listening to fairy tales)
Guys, you are so great! You have created interesting, unusual, and different fairy tales. A little later, in free time you can draw pictures for your new fairy tales.
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Topic: “Journey through the fairy tales of K. I. Chukovsky.”
Goals and objectives: To summarize children’s knowledge about the writer and his works. To develop the ability to determine the content of literary works from excerpts from books and illustrations. Develop imagination and speech-creative abilities in children. Cultivate an interest in literature, a love of books and reading.
Equipment: Books by K. I. Chukovsky, a portrait of the writer, illustrations for his works, attributes of costumes for reading - dramatizations of poems, drawings based on fairy tales by K. I. Chukovsky.
Preliminary work: Reading to children and listening to audio recordings of Chukovsky’s works. Excursion to the city library. Exhibition of drawings by children and parents “My friends from Chukovsky’s books.
Progress of the lesson
Educator. Today we will go on a journey. And where - guess for yourself. What poem are these lines from and who is the author?
Like ours at the gate
The miracle tree grows
Miracle, miracle, miracle, miracle
Wonderful.
Not a leaf on it,
Not a flower on it.
And stockings and shoes,
Like apples!
Masha will go through the garden,
Masha will tear it from the tree
Shoes, boots,
New shoes.
And for Murochka these
Tiny blue
Knitted shoes,
And with pompoms,
What a tree!
Children: “Miracle Tree” by K.I. Chukovsky.
Educator: Correct. (The phone rings, the teacher picks up.) My phone rang. Who's speaking?
Children: Elephant.
Educator. Where?
Children. From a camel.
Educator. What do you need?
Children. Chocolate.
Educator. How do you know all this?
Children. From the book by K.I. Chukovsky “Telephone”
Educator. That's right, these poems were written by K.I. Chukovsky.
Look at his portrait. Korney Ivanovich Chukovsky lived a long time ago, when your grandparents were as small as you are now. He had four children: two daughters and two sons. He loved them very much, often played hide-and-seek and tag with them, swam with them, took them on boat rides, and read books to them. But one day a misfortune happened. His little son became seriously ill. The boy had heat, he could not sleep, he cried. Chukovsky felt very sorry for his son, he wanted to calm him down, and he began to invent and tell him a fairy tale as he went. The boy liked the fairy tale, he stopped crying, listened attentively and finally fell asleep, and after a few days he completely recovered. After this incident, Chukovsky began to compose fairy tales. And I came up with a lot of them.
– Do you like fairy tales?
Our children have prepared a surprise for you. They will tell you excerpts from the works of Korney Chukovsky, and you try to guess the name.
1 child:
Jump and jump
Yes, chirp, chirp,
Chiki-riki-chik-chirik!
He took and pecked the Cockroach,
So the Giant is gone.
The giant got it right
And there was no mustache left from him. (“Cockroach”)
2nd child:
Oh you, my poor orphans,
The irons and pans are mine!
Go home, unwashed,
I will wash you with spring water,
I will clean you with sand,
I'll douse you with boiling water,
And you will be again
The sun is shining. (“Fedorino grief”)
4th child:
I killed the villain!
I freed you!
And now, maiden soul,
I want to marry you! ("Fly Tsokotukha")
5th child:
I'm telling you, villain
Spit out the sun quickly!
Otherwise, look - I’ll catch you,
I'll break it in half.
You, ignoramus, will know
Steal our sun! (“Stolen Sun”)
– Which characters do these fairy-tale names belong to?
Aibolit – (doctor)
Barmaley – (robber)
Fedora – (grandmother)
Karakula – (shark)
Moydodyr – (wash basin)
Totoshka, Kokoshka - (crocodiles)
Tsokotukha - (fly)
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Reading a story by N. Nosov "Dreamers"
Program content:
1. Educational objectives:
- Continue to introduce preschoolers to the works of children's writer N. Nosov;
- Develop the ability to give short and detailed answers to questions based on the text;
- Improve reasoning skills, write short fantastic stories;
2. Educational tasks:
- Cultivate interest in works of fiction;
3. Developmental tasks:
- Develop a sense of humor and creativity.
Methodical techniques: game motivation (Dunno's parish); di "Find out the story on the subject" ; reading a story by N. Nosov "Dreamers" ; teacher questions; physical education minute "Fantastic" ; lesson analysis; homework "My fantasies" .
Preliminary work: Reading stories by N. Nosov at the choice of the teacher, examining and drawing illustrations for the stories; reading a poem by B. Zakhoder "My Imagination" , reasoning on the topic "Fantasies" .
Materials and equipment:
- Dunno doll;
- Collection of stories by N. Nosov;
- Illustrations for the story;
- Demonstration board;
- Wonderful pouch;
- Items for N. Nosov's stories: hat, cucumber, pistol, car, lollipop, telephone, saucepan.
Individually differentiated approach:
- Teach children with a high level of development to give detailed answers to the teacher’s questions, justifying their answers with logical conclusions;
- Children with an average level of development are taught to give complete answers to the teacher’s questions by retelling certain passages of the text;
- Children with a low level of development should be encouraged to answer the proposed questions and lead them to the correct conclusions.
Progress of the lesson
Educator: Guys, do you like to fantasize?
Children: Yes, we love it.
Educator: Why do you think people fantasize?
Children: To make another person happy. To please him.
There's a knock on the door.
Educator: Guys, listen, someone is knocking. Came to visit us fairy tale hero who loves to fantasize, invent, and compose. And who is he, I think you will answer in chorus, in rhyme:
Mischievous, funny boy,
He is an artist and poet.
He's a funny little guy
Greetings from him to you all!
Find out about him now!
A hero has come to us... (Dunno)
Who invented Dunno and all his friends? (N. N. Nosov)
Educator: Guys, Dunno knows a lot of Nosov’s stories and loves them very much. He collected various items from my favorite stories, but accidentally mixed up which object was from which story. Shall we help him figure it out?
Children: Let's help
D/Game “Find out N. Nosov’s story on the subject” :
Telephone - "Telephone" , hat - "Living Hat" , saucepan and ladle - "Mishkina porridge" , rowan brush – "Knock-Knock" , cucumber - "Cucumbers" , sand - "On the Hill" , shovel – "Gardeners" , pants with a patch - "Patch" .
Educator: Well done, guys, you helped Dunno figure it out. You see, Dunno, our children also know a lot of Nosov’s stories and love them, have you read the story "Dreamers" ?
Dunno: Yes, I’m a good Dreamer myself! But I haven’t read such a story, I would like to know what kind of dreamers there are.
Educator: Well, then listen with the guys to another story by Nikolai Nosov "Dreamers"
Reading a story by N. Nosov "Dreamers"
Questions about the text:
- Did you like this story by N. Nosov?
- . What is it called?
- Why do you think the story is called "Dreamers" ?
- Which of the heroes can be safely called dreamers, and why?
- Did all the boys tell made-up stories?
- How did Igor’s story differ from the stories of Mishutka and Stasik?
- What story did he tell them?
- Why didn’t the guys want to be friends with Igor?
- How can you distinguish a lie from a fantasy?
Physical education minute. Now we will rest. Let's have a fantastic physical session.
One two three four five
Let's start playing!
All your eyes are closed (cover eyes with hands)
And they lowered their heads, (squats)
And when we open our eyes (get up)
Let's get into stories, fairy tales, (raise hands up)
A fairy tale will give us a rest.
Let's take a rest and hit the road again!
Malvina advises us:
The waist will be like an aspen,
If we bend over
Left - right 10 times, (tilts left - right)
Here are the Thumbelina words:
- So that your back is straight
Get up on your toes
It's like you're reaching for flowers. (Stand on tiptoes, raise arms up)
One two three four five
Say it again:
One two three four five, (repeat)
Little Red Riding Hood's advice:
If you jump, run,
You will live for many years.
One two three four five, (jumping in place)
Say it again:
One two three four five, (repeat)
The fairy tale gave us a rest!
Have you rested? On the road again!
We quickly close our eyes, (covers eyes with hands, crouches)
We're back in kindergarten! (Stand up, raise hands up)
Educator: Well, Dunno, did you like our trip?
Dunno: I really liked it, what about you guys?
Educator: What did you like and remember most?
Children: Game, fantastic physical education.
Dunno: Guys, I really liked the stories of Mishutka and Stasik! I'll be back today in Sunny City to see my friends, and we'll make up stories like this together! It's just a pity that the time has come to say goodbye to you. Goodbye, guys!
Children: Goodbye, Dunno!
Educator: Guys, today we learned what kind of dreamers the heroes of our story are. And I suggest that tonight you also dream up with your moms and dads, come up with your own stories, and tomorrow tell them to each other in kindergarten.
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Subject: "Silver Hoof" . Summary of a lesson on reading fiction
Program content:
Cultivate a love of art and interest in folklore. Cultivate sensitivity.
Learn to distinguish tales from epics. Teach to see and understand the beauty of literary works.
Introduce the writer P. P. Bazhov and his tales.
Develop a sense of empathy and support, communication skills.
Equipment:
P. P. Bazhov "Ural Tales" , With. 233
Progress of the lesson
Educator:
Remember and tell me what folklore is?
From what language did this word come to us?
What works belong to folklore?
Name the epics? The main characters?
“Today I would like to introduce you to a writer who was very fond of oral folk art and called his literary works skaz.
"Tale" - a word very similar to the word "fairy tale" . Indeed, a tale is an oral tradition in which a fairy tale is intricately intertwined with real life. In these tales the characters are ordinary earthly people. And next to them are fabulous ones.
These are the tales that the writer Pavel Petrovich Bazhov wrote. This man became a writer at a very mature age. When his first work was published, he was 57 years old. Pavel Petrovich Bazhov was born in 1879 (150 years ago, in the family of a master who worked at a mining plant near Yekaterinburg (a city in the Urals). The boy was lucky with a teacher of Russian language and literature. The teacher loved Russian literature and passed on his love to his students. At the age of nine, Bazhov knew entire collections of poems by Russian poets by heart. Pavel Bazhov could become a priest - he graduated from the Perm Theological Seminary. But he became a teacher of the Russian language, teaching first in Yekaterinburg, then in Kamyshlov. During the war (civilian) fought in the Red Army, was captured, and after escaping - in a detachment of Red partisans. After the war he took up journalism. From a young age, Bazhov was interested in folklore and studied folk wisdom. In his tales, Bazhov talks about hard work in mining factories, about the joy of creativity, about careful attitude to nature. The writer said: “A Russian man cannot live without a rainbow” . Bazhov collected all his tales and published a book « Malachite Box» . Today we will get acquainted with a tale from this book. And it's called "Silver Hoof" .
Reading a tale "Silver Hoof"
Educator:
Give the name of the tale.
Who main character this work?
What was the girl's name?
Why did she end up with Kokovani?
How do you imagine Darenka? Kokovanyu?
What fairy tale did the old man tell the girl?
Is there a fairytale moment in a tale? Which?
Name ordinary heroes and fabulous?
Why did the Silver Hoof give the girl precious stones?
Did you like the story? Why?
Exercise to develop emotions
"We'll be sorry, we'll do good"
Physical education minute "Christmas trees"
Educator:
Which writer did we meet in class?
What did he call his literary works?
What's happened "skaz" ?
Name the characters in the tales?
What tale did you learn about in class?
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Subject: “Introduction to the Russian folk tale “The Frog Princess”
Goal: to create interest and need for reading books (fairy tales)
Objectives: To form in children a concept of genre "fairy tale" ,; strengthen the ability to use sentences in speech different types (on your own and with the help of an adult); cultivate cognitive interest; develop speech, attention, memory, cultivate a sense of camaraderie, the ability to give in to each other.
Integration of educational areas: “Reading fiction, “Communication” , "Cognition" , "Artistic creativity"
Progress of activities
1. -Look who came to visit us today? Yes, this is a familiar storyteller. So where are we going today? Right.
Today we will continue our journey through the Land of Fairy Tales. Want to?
Let's remember what a fairy tale is?
What kind of fairy tales are there?
Well done! Today we will also go to a fairy tale. You will find out which one by solving the riddle.
An arrow flew and fell into a swamp,
And in this swamp, someone raised her.
Who, having said goodbye to green skin,
Did you instantly become beautiful and comely?
That's right, this is the fairy tale The Frog Princess.
2. -Do you want to know what happened in this fairy tale? (Yes)
Then take a listening pose. (reading a fairy tale)
3. Conversation after reading:
Did you like the fairy tale? How?
What features of a folk tale can you name?
Name the main characters. Which of them did you like the most?
What is Tsarevich Ivan like in the fairy tale? And Vasilisa the Wise?
Why is Vasilisa called the Wise?
What magic did you notice in the fairy tale?
Why are miracles needed in fairy tales?
What type of fairy tale does it belong to?
Why is the fairy tale called "Princess Frog" ?
Physical education minute "Two Frogs" .
We see them jumping along the edge of the forest
(Turns to the sides.)
Two green frogs.
(Half squats left and right.)
Jump-jump, jump-jump,
(Stepping from toe to heel.)
Jump from heel to toe.
There are two girlfriends in the swamp,
Two green frogs
(Hands on the belt, half squats left and right.)
In the morning we washed ourselves early,
We rubbed ourselves with a towel.
(Perform movements in accordance with the text.)
They stomped their feet,
Hands were clapping.
Leaned to the right
They leaned to the left.
That's the secret of health,
(Walk in place.)
Hello to all physical education friends!
4. The sorceress from the Land of Fairy Tales has sent you questions and wants to check whether you listened carefully to the fairy tale.
View the presentation.
- -Well done boys. What does this fairy tale teach?
5. -You have answered all the questions, and the storyteller invites you to find out which fairy tale we will go to next time. You will find out if you put the puzzles together correctly. (Children put together a puzzle)
What fairy tale awaits us next time? (Fox and crane)
Result of activity
What fairy tale did you meet today? What kind of fairy tale is this? What does she teach?
What did you enjoy most today?
In the evening you can draw illustrations for this fairy tale.
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Subject:. Memorizing a poem by E. Blaginina "Let's sit in silence"
Goals:
- Teach children to memorize the poem, read loudly enough, with expression. Develop memory, expand children's cognitive interests. Cultivate interest in fiction of different genres
- Involve children in conversation while looking at pictures and objects. Repetition of interesting passages
- Develop free communication with adults. Listen and answer the questions asked. Expand children's vocabulary
- Keep children healthy
- Learn to listen to music
- Bring joy to children.
- Strengthen the memorization of poems
- To develop the ability to expressively read a poem and express emotions intonationally
Equipment:
A board on which printed pictures corresponding to the lines of the poem are placed. mirror.
Courses:
Preliminary work: I will read G. Vieru’s poem to the children "Mother's day"
Introductory part: Children sit in a semicircle on chairs. I take a mirror and point the sun's ray at one child, then at the other, etc. (Children looking at a ray of sunshine)
Then I show the children the pictures on the board. The children remember that in the morning they read a poem by G. Vieru "Mother's day" (Children look at the pictures)
I invite children to listen to E. Blaginina’s poem Let’s sit in silence.”
Main part
I'm reading a poem
(The children are sitting on
chairs in a semicircle)
Mom is sleeping, she is tired...
Well, I didn’t play!
I don't start a top
And I sat down and sat.
My toys don't make noise
The room is quiet and empty.
And on my mother's pillow
The golden ray steals.
And I said to the beam:
- I want to move too!
I would like a lot:
I would sing a song
I could laugh
There's so much I want!
But mom is sleeping and I am silent.
The beam darted along the wall,
And then he slid towards me.
“Nothing,” he seemed to whisper, “
Let's sit in silence.
I ask the children questions: -Did you like the poem? (liked)-Why didn’t the girl start playing? (mom is sleeping, she is tired)
Who doesn't a girl turn on? (top)
Who doesn't make noise in the room? (toys)
Who's sneaking on mom's pillow? (Ray)
What did the girl say to the beam? (I want to move too)
What would the girl do if mom wasn't sleeping? (I would like to read a lot, roll a ball, sing, laugh)
(Several children look at the picture and read a poem)
I read it again and then turn to the children:
I have a mirror, who wants to post a sunbeam as if it were a ray? Go Leila (I give the girl a mirror and help her point the beam at the children. Leila looks at the baskets and reads a poem, during times of difficulty I help and advise her.
Outdoor game "Catch the Bunny"
I turn on the music while it sounds on the slant, a sunny bunny flashes, the music ends, the music bunny disappears, the next one who lets in the sunny bunny wakes up the most active child (the game continues 5-6 times)
I tell the children that we can play this game on a walk.
(Children get up and catch a sunbeam on the wall)
Final part
Let me know what the poem was called (Let’s sit in silence, who wrote (E. Blaginina, what we played today (we caught a sunbeam (They remember and answer questions)
Follow-up work
Walk
Play a game with your children. Remember the poem and recite it.
(All the children are frolicking on the veranda)
Individual work with Sasha, reciting with her several lines that are difficult for her to understand
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Conversation on a Nanai fairy tale "Ayoga"
Goal: to continue to introduce children to the creativity of the small peoples of the North; cultivate respect for the culture of other peoples; continue to introduce emotional and evaluative vocabulary into speech; improve artistic and speech performing skills; cultivate the ability to experience compassion and empathy; develop qualities: responsiveness, kindness, empathy.
Equipment: drawings depicting Nanai girls, masks, recording of music. excerpts
Progress of the lesson
Guys, stand in a circle, holding hands with your friends. Smile at each other. Listen to how your heart beats.
How can you talk about the heart? (kind, indifferent)
When talking about the heart, we are talking about the person himself, about his character.
Now we will read a Nanai fairy tale and meet two girls
(show pictures)
One is kind and affectionate, the other is indifferent and cold.
The fairy tale is called "Ayoga"
Reading a fairy tale
Conversation:
Which of the pictures depicts Ayoga, on the right or on the left?
How did you guess?
Tell us, what was Ayoga like? (proud, angry)
Who is shown in the other picture? (neighbor girl)
Tell us about her.
They say: “A person is beautiful not in face, but in actions” .
How do you understand this?
This proverb fits the fairy tale "Ayoga" ?
What actions of Ayoga did you not like?
What happened to Ayoga?
Fizminutka
Try to imagine yourself in Ayoga's place.
Turn into geese. (fly)
-Remember how Ayoga waves her arms and stretches out her neck:
“I don’t need anything”
(to speak)
Yes, Ayoga was offended because her mother did not give her a cake.
I gave it to the neighbor girl.
Why did she do this?
For a long time, Ayoga’s mother asked her to go get water. Let's remember how it was, Tanya, Lisa, Anya will help us.
Dramatizing an excerpt from a fairy tale
Who would you like to be like?
What did you like about the girl?
What good deeds are you doing? (sweep the floor, wash the dishes)
Now you will hear two muses. excerpt.
Determine which melody reflects Ayogi's character, and which one suits the girl next door?
(listening to the melody)
Which girl did you imagine?
What is the character of the music? (tender, affectionate)
Depict the girls' character with your movements.
Musical improvisation
Guys, today we met a fairy tale "Ayoga" .
What's her mood like? (sad)
What does Ayoga have to become to turn into a girl again? (kind)
Do you believe that Ayoga will change?
Do you want the fairy tale to end differently?
Tomorrow we will come up with a continuation of the fairy tale with a happy ending.
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Subject: “Telling the Russian folk tale “Sivka-burka”
Program content:
Educational goals
Teach children to understand the meaning of a fairy tale and the moral contained in it.
Consolidate knowledge about genre features fairy tales;
Developmental goals
Develop sensitivity to the figurative structure of the language of a fairy tale, the ability to reproduce and understand figurative expressions;
Educational
To cultivate in children emotional sensitivity to the figurative content of a fairy tale, the ability to empathize with the characters;
Preliminary work.
Visiting the exhibition in "city of craftsmen" , examination of layouts of various fairy tales.
Examination of illustrations depicting various heroes of Russian folk tales.
A conversation about which children know fairy tales where the main characters are helped by different animals.
Organizing a group exhibition of books brought by children "My favorite fairy tales"
Equipment and materials.
Fairy tale books "By pike command» , "Ivan Tsarevich and Gray wolf» , "Sivka-burka" , "The Little Humpbacked Horse" P. Ershova, illustrations for fairy tales.
Progress of the lesson.
1. Introductory part
Visit to a book exhibition organized in the group, conversation:
Guys, I invite you to the opening of our exhibition "My favorite fairy tales" . Let's look at the books you brought.
(2, 3 children talk about their books)
Remember what these fairy tales are called. (Russian national). Why are they called that? (they have no author, fairy tales have been composed by people for a long time and passed on from mouth to mouth)
Guys, name a few of the main characters of these fairy tales? (Emelya, Ivan Tsarevich, etc.)
In all these fairy tales, the main characters were helped by different animals: in the fairy tale about Emelya. (pike, in the fairy tale about Ivan Tsarevich. (gray wolf).
And in every fairy tale, the heroes knew the treasured word to call their friend in difficult times. Remember what words Emelya said?
(“At the behest of the pike, at my will” )
2. Reading a fairy tale
-Now you will hear a Russian folk tale "Sivka-burka" , in which the main character is also helped by an animal, but which one you should find out for yourself by listening to this poem:
Gallant steed
Well, gallop!
You fly, horse, soon, soon,
Through rivers, through mountains!
Still, gallop - gop-gop!
Trash-trash!
Trot, dear friend!
After all, it will be strength to restrain.
Trot, trot, my dear horse!
Trash-trash-trash!
Don't stumble, my friend!
That's right guys. In a fairy tale "Sivka-burka" , the horse will help the main character, listen carefully and remember what the cherished word will be for the horse Ivanushka and how the horse will help him.
(The teacher reads a fairy tale)
3. Conversation on the content of the fairy tale
Who are the main characters of the fairy tale? "Sivka-burka" ? Which characters would you call positive and which negative?
Why did you decide so.
Tell us how the friendship between Ivanushka and the horse began? What proverb could be used to talk about this? (There would have been no happiness, but misfortune would have helped.) Why this particular proverb?
How is Sivka-Burka described in the fairy tale, is he different from ordinary horses? (description using exact phrases from the fairy tale)
What was the sacred word that Ivanushka called Sivka-burka? What does the fairy tale say, what was his horse's name?
(“He will go out into the open field, hang down, bark...” )
In Russian fairy tales, all important events usually happen three times and are repeated three times. What happened three times in the fairy tale "Sivka-burka" ?
(“Three nights, three brothers, three times we went to the city, three times I called the horse.” )
4. Telling a story
Guys, now we’ll try to tell a fairy tale ourselves. "Sivka-burka" .
We tell it expressively so that we understand how the characters feel, so that the fairy tale comes to life. Who would like to start?
(All the children tell the story in a short passage, the teacher makes sure that the text is as close to the original as possible, the same verbiage and figurative expressions are used)
5. Final part
Examination of illustrations with access to productive activities
Guys, did you like the way you told the story?
Please look at the board, what do you see? These are illustrations for a fairy tale "Sivka-burka" and other Russian folk tales.
How do you feel when you look at these illustrations? You can feel the character and mood of the hero.
You each have your own favorite fairy tale, I suggest you draw your favorite fairy-tale hero, and we will decorate our group with your drawings and make an exhibition "Favorite fairy-tale characters" .
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Subject: “Reading to children the literary work “Gray Star” B. Zakhoder."
Goal: to familiarize children with fiction.
Type: reading to children.
Topic: reading a fairy tale by Boris Zakhoder "Gray Star" .
Program content:
- Educational and cognitive tasks: to convey the ideological content of the work to children: ugly does not mean bad and useless. Expand children's knowledge about the peculiarities of life of toads. Have a motivated attitude towards the actions of the heroes, characterize the heroes.
- Speech task: continue to teach children to speak coherently, clearly, consistently.
- Vocabulary task:
- Enrich: slug, caterpillar.
- Clarify, secure: trees, bushes, flowers.
- Activate: star, butterfly, toad, starling, thorns.
4. Educational task: to cultivate interest in the work of Boris Zakhoder.
5. Developmental task: to develop memory, attention, perception, thinking.
6. Correctional tasks: develop active vocabulary; learn to correctly change words in gender, number, case; learn to connect words in a sentence; learn to use the correct tempo and speech breathing.
Preparing children: acquaintance with other works of B. Zakhoder (fairy tale "Rusachok" , poem "Letter "I" ) .
Teacher preparation: selected the work, clarity; completed the outline.
Equipment: magnetic board, illustrations for the work, magnets.
The logic of direct educational activities:
Part I. Introductory.
Guys, today we have a very interesting activity, but before I tell you what, I’ll tell you some riddles. They are very simple, so you can guess them quickly. Ready?
1. Under the pines, under the fir trees
There is a bag of needles. (Hedgehog.)
How did you guess?
2. Not a beast, not a bird,
Afraid of everyone
Catches flies -
And into the water - splash! (Toad.)
How did you guess?
3. There is a palace on the pole,
There is a singer in the palace,
And his name is... (Starling.)
How did you guess?
Part II. Main.
1. What great fellows you are! Guys, now I’ll read to you a work about a toad, about the Scientist Starling, about hedgehogs and much more. And it's called "Gray Star" and Boris Zakhoder wrote this work.
- Guys, what do you know about hedgehogs? What are they?
- And the toad? How do you imagine a toad? I start reading the work and at the same time display pictures according to the plot on a magnetic board.
- And what are pansies, daisies, roses, bells, Ivan - yes - Marya, asters? What do all these flowers have?
Well done, you know a lot. Well, now sit back, I’m starting to read. Listen carefully, after reading I will ask questions and I will understand how well you remembered and how carefully you listened. (Reading the work.)
2. Conversation based on the content of what was read. I ask the children questions:
- Guys, what is this piece about? (About the Gray Star (the toad that everyone loved and who benefited the flowers.)
- What do you remember most? (That the flowers loved her as she was.)
- Who wrote this work? (The work was written by Boris Zakhoder.)
- Why did everyone love Gray Star? (For the fact that she protected flowers and bushes from enemies - slugs and caterpillars.)
- Why did the Stupid boy throw stones at the Gray Star? (Because he thought it was poisonous.)
- Did the Stupid Boy do the right thing? (No.)
- A Gray star, in your opinion, did a good job? (Yes, it protected plants from enemies.)
- Did you like this piece? (Yes.)
- What does it teach? (You can’t look only at external signs, you need to see the essence.)
Guys, we've all been sitting too long, let's get up for a physical minute.
(We walk in place.)
(Clap our hands.)
We also know how to relax.
(Jumping in place.)
Let's put our hands behind our backs,
(Hands behind your back.)
Let's raise our heads higher
(Raise their heads higher.)
And let's breathe easily.
(Deep inhalation and exhalation.)
Pull yourself up on your toes -
So many times
Exactly as many as fingers
(They showed how many fingers there are on their hands.)
On your hand.
(We rise on our toes 10 times.)
3. Repeated reading of passages of the work.
4. Conclusions. I ask the children questions:
- So what did the author want to tell us? (That toads are not really bad, even though they are ugly. They are beneficial.)
Part III. Final.
Now let's play a game. It's called "Name the first sound" . I will say the word and throw the ball to you one by one. You will have to name the first sound in the word and throw the ball to me. You can't give any hints, be patient, you will all take part in the game.
Purpose of the game: to consolidate the ability to name the first sound in a word.
I give general analysis classes: guys, you actively answered questions, were attentive, especially Tanya, Katya, Misha, because when I read, they were not distracted and listened to me very carefully.
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Topic: Story by V. Bianchi "Forest houses" .
Program content:
Communication. Reading fiction.
- Introduce children to the work of Vitaly Bianchi.
- Expand the understanding that each bird builds a special nest for itself and why.
- Introduce children to proverbs that reflect a person’s love for his home.
Enrichment of vocabulary: plovers, great grebes.
Activation: swallow, falcon, plover, pigeon, oriole, warbler.
Demonstration material: Illustrations, postcards and other images of birds: swallow, falcon, plover, pigeon, oriole, warbler, grebe.
1. Acquaintance with the work of Vitaly Bianchi.
Educator: Guys, today I want to introduce you to the stories and fairy tales of the wonderful writer Vitaly Bianki.
(Looking at the portrait of the writer)
You and I have already read a lot of stories by V. Bianchi, for example: stories about the forest, animals. V. Bianki went on his first forest trip when he was five years old. Since then, the forest has become a magical land for him. Bianchi considered his father to be his main forest teacher. It was he who taught his son to write down his observations. After many years, they were transformed into fascinating stories and fairy tales. Bianchi himself called his works "non-fairy tales" . They don't have "magic wand" , or something that does not happen, but by reading them, it is as if we live together with birds and animals, listen to their conversations, and participate in their adventures.
2. Reading a story "Forest houses"
Educator: today I invite you to listen to a story called: "Forest houses"
3. Conversation on the content of the story.
Educator: And now, I propose to answer the questions.
Who was the main character of this story (children's answer)-swallow - shorebird.
How did it happen that Beregovushka lost its home? (a fragment of a retelling of events by one of the children)
Who did Beregovushka meet first? (a small yellow bird with a black tie around its neck named Plover.)
Tell us what kind of conversation they had. (fragment of retelling)
What kind of house did Zuik have and was Beregovushka able to spend the night in it?
Did Beregovushka like the pigeon's house? Tell us what he was like?
Which birds did the swallow visit? Tell us about their houses.
(Oriole’s house is made of stems, hairs, hairs, and birch peels: hanging on a branch and swaying. Warbler’s is a hut made of dry grass, built right on the ground. Chemga’s is a floating island made of dry reeds.
Why was Penchka uncomfortable in these nests?
What kind of houses do swallows have? (like holes on a steep river bank, similar to minks.)
What interesting things did we learn from this story? (Each bird has its own home, not like the others.)
4. Looking at pictures depicting different bird nests.
(looking at pictures)
Why do you think the shore swallow liked its own house most of all? (Because her mother was there, her warm bed of grass and feathers was there.)
5. Getting to know proverbs about home.
Educator: Every person loves his home more than anything in the world, the place where he was born, where he lives.
I suggest you listen to proverbs about your home, for example: “It’s good to be away, but it’s better to be at home” , “Where someone was born, they came in handy” . The teacher invites the children to explain the meaning of proverbs.
Grade:
Why do you think birds have such different houses, what does it depend on? (Each bird builds its nest where it lives: in the grass, on tree branches, on the water, etc. And it also tries to make it invisible to prying eyes)
The teacher gives an objective assessment of the children’s activities in class, and, as an option, asks them to evaluate their comrades and themselves.
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Retelling of a Ukrainian folk tale "Spikelet"
Topic: Retelling of the Ukrainian folk tale "Spikelet".
Goals: 1. Teach children to retell a fairy tale on their own, convey the characters’ characters in intonation, their attitude towards the characters; learn to tell with faces (changing voice, intonation); teach to understand the figurative content and meaning of proverbs.
2. develop the ability to come up with various options for new episodes of a fairy tale; develop imagination, fantasy; coherent speech of children; continue to develop attention.
3. cultivate friendly relationships and interest in the activity.
Material: book with illustrations; attributes for staging.
Progress of the lesson:
You are well aware of the proverb “He who does not work, neither shall he eat.”
What does it mean?
(children's answers)
Now I will read you the Ukrainian folk tale "Spikelet".
Reading a fairy tale.
How does the fairy tale reveal the meaning of the proverb “He who doesn’t work, doesn’t eat”?
Guys, think about what kind of mice they are? What words can you use to describe them? How did you understand this?
What cockerel? What words can you use to describe him?
Tell us how the cockerel worked. What did he do with the ear of corn?
What were the little mice doing at this time? How did the cockerel teach us-shat a lesson? What did he tell them?
Listen to this story again. Afterwards you will retell it.
Children's retelling of a fairy tale (individually, collective retelling)
Guys, the fairy tale says: “And the little mice only knew that they were jumping and dancing.” Think about how the little mice had fun, and when you retell the fairy tale, tell about it.
Analysis of children's stories. Reward in the form of praise.
Staging a fairy tale using paraphernalia.
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Topic: Retelling the story of L. N. Tolstoy "Bone"
PROGRAM TASKS: To develop monologue speech, the ability to meaningfully and expressively retell a literary text, constructing sentences in a grammatically correct manner. Activate the dictionary on the lexical topic. Develop auditory perception; practice distinguishing non-speech sounds and voice timbre. Enrich your vocabulary with figurative language expressions. Develop literary speech; to introduce verbal art, including the development of artistic perception and aesthetic taste. Develop memory, logical thinking, voluntary attention. Cultivate sensitivity, fairness, and the ability to admit a mistake.
DICTIONARY: upper room, turned red like a lobster, counted, turned pale.
METHODS AND TECHNIQUES: reading a story, conversation, questions, encouragement.
EQUIPMENT: fruit bowl; portrait of L. N. Tolstoy; subject pictures depicting boiled crayfish, upper room; tape recorder recording the sounds of autumn.
I Introductory part
Children are included in the group musical composition A. Vivaldi "Autumn" .
Guys, did you like this piece of music?
How did it make you feel?
What time of year is this music best suited to?
Yes, indeed, autumn can be so different and only in autumn can there be such a riot of colors. This is all that was shown by the famous Italian composer Antonio Vivaldi in his musical work "Autumn" , an excerpt of which we have just listened to.
Composers compose music about all seasons, artists paint pictures, poets dedicate poems. Let's remember an excerpt from a poem by A. S. Pushkin "Autumn" .
Reading a poem by a child.
A large harvest ripens in autumn. What?
Vegetables, fruits, grains (rye, wheat)
Look, what's the harvest on my table?
Fruit harvest.
What fruits? (peaches, apricots, plums)
Where do fruits grow?
In the garden on the fruit trees.
I know that you all love fruit very much. And why? What's inside each fruit?
Every fruit has a seed inside.
How should you eat fruit correctly?
They must be washed to avoid germs. And throw the bone into the trash bin.
Well done boys.
INTRODUCTION TO THE TOPIC, PURPOSE.
Today I will introduce you to the true story of Leo Nikolaevich Tolstoy "bone" (portrait showing)
II MAIN PART
- Reading a story
- Conversation on content
Educator: What did mom buy?
Children: Mom bought plums.
Educator: How did Vanya behave?
Children: Vanya walked around the plums and smelled them all.
Educator: Why were they interested in Vanya?
Children: He really liked them, he had never eaten plums.
Educator: How did Vanya behave when he was left alone in the room?
Children: Vanya couldn’t resist, grabbed one plum and ate it.
Educator: Who noticed that one plum was missing?
Children: Mom counted the plums and noticed that one was missing.
Educator: Did Vanya admit to his actions?
Children: The children answered that they did not eat plums and Vanya also said that he did not eat plums.
Educator: Why was dad worried?
Children: He said that if one of the children ate a plum, it was not good; but the trouble is that plums have seeds, and if anyone swallows a seed, he will die within a day.
Educator: What did Vanya answer?
Children: Vanya said that he threw the bone out the window. Educator: Why did Vanya cry?
Children: Vanya cried because he felt ashamed of his action.
Educator: What would you do if you were Vanya?
Children: I would wait until mom gives the drain herself. If I ate a plum without asking, I would admit it myself.
Educator: There is such a proverb “The secret always becomes clear” . How do you understand it?
Children: You need to immediately admit that you did a bad thing, because they will find out about it anyway.
3. Vocabulary work
There is an expression in the story: "turned red like a lobster" , what does it mean?
Children: Out of shame he turned red, like boiled crayfish.
Educator: What is a room?
Children: Bright, beautiful room.
Educator: How do you understand the word "considered" ?
Children: I counted.
Educator: Have you turned pale?
Children: He became white, pale from fright.
Guys, you said that fruits grow in the garden on a fruit tree. Let's try to get them.
4. Speech with movement "On a branch"
There’s an apricot on the branch, stretch your arms up,
He has grown so much in the sun! Spread your arms to the sides
Reach for him, reach for him, rise on your tiptoes, stretch your arms up,
But be careful not to stumble! Quickly sit down
5. Repeated reading of the story with the intention of retelling
Educator: Now I will read the story to you again, and you listen carefully and retell it. (Re-reading the story)
6. Retelling the story by children
Educator: Tell a story about the boy Vanya. (children's dramatization of the story)
And now we will complicate the task and try to retell this story in person. Then a retelling on behalf of mom and on behalf of dad, on behalf of the bone.
Sh. Final part
Result, assessment:
What is the name of the story you retold? Who is the author of his musical work? Whose story did you like best and why?
What is the name of the piece of music that we listened to? Who is the composer?
I liked all your stories, you tried to retell them close to the text. Well done!
Don’t forget to tell the story about the boy Vanya to your parents, sisters and brothers at home.
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Subject: “Reading the Nenets folk tale “Cuckoo”
Goal: understanding the moral of the tale
Objectives: to teach to understand the moral of a fairy tale, to expand children’s ideas about fairy tales of different peoples, about the traditions and customs of the peoples of the north. Develop attention, thinking, memory, attention. Cultivate the ability for empathy, responsiveness, and respect for the mother.
Dictionary: chum, malitsa, pima, tundra.
Equipment: illustrations: plague, malitsa, pimov, box, golden key, thimble, colored stripes (blue, red, yellow) for each child, a book - a little fairy tale "Cuckoo", a rebus.
Progress of the lesson
1. Game moment. "Key, golden key!
Open a new fairy tale! "
Who can read the title of the fairy tale? Who do you think this fairy tale is about? Who is the cuckoo? What do you know about her? The prepared child answers. (Cuckoo - migrant. She does not build a nest; she places her eggs in other people's nests. Never take care of your offspring.)
What kind of fairy tales are there? (about animals, magical, everyday) What folk tales do you know? (Russian, Kazakh, Ukrainian, etc.)
"Cuckoo" is a Nenets folk tale. Who are the Nenets? The prepared child answers. (Nenets are residents of the north. They are engaged in reindeer herding. In the north there is a very long and cold winter, so people wear warm clothes made of fur and reindeer skins.)
2. "Word Workshop"
There is something in the box. (illustrations) What is chum? Prepared child: chum is a dwelling of northern peoples, covered with deer skins, similar in shape to a hut. What is malitsa? Prepared child: malitsa is clothing made of reindeer skins with a hood with fur inside. What are pimas? Prepared child: pimas are fur boots among the northern peoples.
3. Telling a fairy tale by the teacher.
4. Physical exercise. (teacher reads, children show actions)
There lived a poor woman on earth. The children wet their clothes, and the woman dries them. They will drag the snow away, and take the mother away. And she caught fish on the river. My mother fell ill from her hard life. She lies in the chum and asks to bring her water. The mother stood up in the middle of the chum and put on her malitsa. The mother takes the board and it turns into a tail. Instead of arms, wings grew. The mother turned into a bird and flew out of the tent.
5. Individual task. (5 children guess the rebus using the first letters of the subject pictures. Each has one word.)
6. Conversation based on a fairy tale: Why did the mother turn into a bird and leave her home? How do you feel about your mothers? How do you help your loved ones and family? What words do you say to your mothers when they are tired?
7. Proverbs and sayings. What proverbs and sayings about mothers do you know? (“It’s warm in the sun, kindness in the mother’s presence”, “There is no friend like your own mother”, “A mother’s affection knows no end”) What do they mean?
The guys guessed the rebus. Say your words. ("A mother's heart warms better than the sun") Who can repeat the proverb? How to understand?
8. Summary. Reflection. What is the name of the fairy tale? Who is its author? What kind of fairy tale is this? Did you like the ending of the fairy tale? What ending to the fairy tale would you suggest? Of the three colored stripes, choose two: the first is your mood at the beginning of the fairy tale, and the second is your mood at the end of the fairy tale. Which stripes did you choose? Why? I chose three stripes: at the beginning of the fairy tale I was in a calm mood, so the yellow stripe, the blue one in the middle, because the mother got sick and the children did not give her water, the red stripe at the end of the fairy tale because the mother flew away and the children were left alone.
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Subject: “Telling the Russian folk tale “The Hare is a Braggart” .
Goal: To remember with children the names of Russian folk tales and introduce them to a new work: a fairy tale "The hare is a braggart" . Develop the ability to retell a fairy tale using a diagram close to the text. Expanding vocabulary through words: threshing floor, sheaf, boast.
Progress of the lesson.
Children sit in a semicircle in front of the teacher. The teacher has a hare from the BI-BA-BO theater on his hand.
Educator: Guys, let's remember what kind of hare is in fairy tales?
Children: cowardly, oblique, with a mustache and long ears.
Educator: Today I will tell you a fairy tale called “The hare is a braggart, listen carefully, then we will retell it.
The teacher reads a fairy tale. After reading the story, the teacher asks questions.
Educator: Why was the hare called boast?
Children: Because the hare was bragging.
Educator: How did the hare boast?
Children: I don’t have a mustache, but a mustache. Not paws, but paws. Not teeth, but teeth.
Educator: Where did the hare live, and how did he live? (Answers).
Where did the hare go in winter? (Answers. The teacher explains the meaning of the words: threshing floor, sheaf).
What did the hares tell the aunt, the crow? (Answers).
How did the crow punish the hare? (Answers).
What happened to the crow? (answers).
Who helped her? (Answers).
What did the crow say to the hare?
Children: Well done! Not a boaster, but a brave man!
Educator: Let's remember and depict how the hare showed off to other hares.
A game is played - a dramatization based on this passage. The teacher puts a mask on the hare. Evaluates the intonation expressiveness of performance.
Educator: And now we will retell this fairy tale. To make it easier for you to retell, we will now draw a diagram.
The teacher draws a diagram of the fairy tale on a piece of paper, telling it again and asking the children the questions “What happened next? What did the hare say? How will you and I draw a mustache? Etc. When the diagram is ready, the teacher asks the children: Who wants to tell a fairy tale?
A willing child tells a fairy tale according to the diagram.
Educator: Well done! Guys, what if you and I couldn’t draw? What could help us when retelling a fairy tale? (Answers). There is such a game "Magic Circles" . (The teacher takes out a box with a game). The white circle is the hare, the black circle is the crow, the light brown circle is the dog. Anyone want to try telling a story using circles?
The wishing child tells a fairy tale. The teacher helps if the child has difficulties. Then the teacher asks 1 - 2 more children.
Educator: We told the fairy tale, now let's play. The game is called "Homeless Hare" .
Educator: Our main character today was a hare. Now we will make a hare for you tabletop theater, which you will then play with.
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Subject: (based on the work of N. N. Nosov "Living Hat" )
Goal: Formation of a holistic picture of the world through introducing children to the work of N. Nosov.
Tasks:
Develop the ability to naturally expressively retell excerpts from N. Nosov’s story "Living Hat" .
To promote the development of sensitivity to the expressive means of artistic speech, the ability to reproduce these means in their stories.
Strengthen the ability to decorate finished objects using various materials to decorate hats, developing aesthetic taste, accuracy and attention.
Form an idea of the composition.
Cultivate interest and love for fiction.
Types of children's activities: communicative, labor, cognitive and research.
Integration of educational areas: communication, artistic creativity, labor, safety, socialization, music, reading fiction.
Planned results and development of integrative qualities: the child shows curiosity, interest in the information he receives in the process of communication, knows how to maintain a conversation, expresses his point of view, agrees or disagrees with a friend’s answer, is able to reason. The child has developed the skills and abilities necessary for work. Takes a lively, interested part in the educational process. Possesses monologue speech and constructive ways of interacting with children and adults.
Materials for the lesson: portrait of N. N. Nosov, diagrams based on the story of N. Nosov "Living Hat" , pictograms, carpet, hat for playing, hats for decoration, jewelry blanks, glue, stapler, tape, audio recording of musical accompaniment.
Children in a group play independently. I address the children:
Guys, do you want to play with me? Then I invite you on a journey to the city of Masters.
Children stand in a circle and read the poem:
I see in a wide circle
All my friends stood up.
We'll go right now
Now let's go left
Let's gather in the center of the circle
And we will all return to our place.
Let's smile, wink,
Let's start traveling.
Guys, what can you travel with? (children's answers). And you will understand what we will go on the trip with by guessing the riddle.
"This vehicle rectangular shape,
flies through the air, only happens in fairy tales" (Magic carpet).
And here is the carpet - an airplane. (I spread it out, the children stand on the carpet close to each other.) Stand closer to each other, press together so that everyone fits on it. Remember the saying about cramped conditions?
Children say "In crowded but not mad"
Cosmic music sounds.
You, carpet, carpet, fly
Take us across the sky
Higher, rise higher
Hush, hush, don't rock.
Don't scare my guys
Well they are worth it.
Here we are in the city of Masters. Look how many different hats there are.
What material did the craftsmen use to make these hats? (fabric, cardboard, artificial fiber). What are they? Who wears hats today? (men, women, children)
Music sounds, I offer the children a game "Hat" . The hat is passed around in a circle to the music; when the music stops, the child who has it on this moment hat, refers to any type of headdress.
What you just listed in the game, name it in one word. (hats) Interviewing several children
Tell me, are there living hats? (Children reason) Why do you think so? Who wrote the story about the living hat? (N. Nosov) What is it called? ("Living Hat" ) .
Guys, let's remember together the story about the living hat. And geometric shapes will help us.
– Who are the main characters in the story? (boys – Vovka and Vadik and kitten Vaska). What geometric figure can replace the main characters?
Vadik and Vovka? (oval) Kota Vaska? (circle)
Remember what objects were found in the story? (chest of drawers, hat, table, poker, potatoes).
What geometric figure can replace a chest of drawers? (table, potatoes, poker, hat).
Who wants to tell you according to the first scheme?
Schemes of excerpts from the story are displayed alternately in accordance with the sequence of actions of the characters. (1 - how the hat fell, 2 - how the hat came to life and the boys got scared, 3 - fighting the hat with a poker, 4 - the secret was revealed). I tell the children a plan for the sequence of the story using diagrams. I present the first diagram and invite the children to tell it based on it. And so on for all schemes.
Guys, do you think everything is covered in this passage, or something can be added. (Praise for well-told and detailed passages)
N. Nosov is a wonderful children's writer, he understood children so well, and described their feelings in different life situations so accurately and colorfully that you and I could easily imagine them in our imagination. These feelings that Vadik and Vovka experienced throughout the story are called emotions, which are displayed in pictograms.
What did Vova and Vadik feel when the hat started to move? (fear)
Show me how scared they were? (children act scared).
I suggest showing the desired icon. Children show, and one child places his pictogram under the diagram of the corresponding episode.
What feeling did the guys have when they found a cat under the hat? (astonishment).
What feeling replaced surprise? (joy).
Depict how the guys expressed their joy. (working with pictograms and diagrams.)
Guys, today we are in the city of masters and played and remembered the story of N. Nosov "Living Hat" , but where are the masters?
I take the children to the hat workshop.
Where do you think we have come? (children's answers).
This is a workshop for making fashionable hats. Who works here? (Craftswomen). Let's turn to the masters, let them tell us what they can do?
Craftswoman: “In this workshop we make hats and bonnets for ladies and gentlemen. So that everyone is beautiful and fashionable. Do you want to learn how to decorate hats? Will you help us?
Children and craftswomen decorate hats together, using materials and decorations prepared on the tables. The work is performed standing. Children put on hats and walk in a circle to the music, showing off their elegant headdresses. Children say goodbye to the craftswomen, stand on the carpet, cosmic music sounds,
You, carpet, carpet, fly
Take us across the sky
Higher, rise higher
Hush, hush, don't rock.
Don't scare my guys
Well they are worth it.
So we returned to our group.
I propose to continue the games started earlier; the hats remain in use for the children at their request.
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Subject: “Reading N. Teleshov’s fairy tale “Krupenichka”
Goal: To introduce children to a new fairy tale, with the author - N. D. Teleshov.
Tasks:
Educational: To cultivate interest in fairy tales and Russian traditions.
Developmental: Develop children's active vocabulary, coherent speech, attention, memory, thinking, imagination.
Educational: Continue to teach children to tune in to listening to a fairy tale, to be able to express their emotions: surprise, joy, experience.
Expected result: Expresses positive emotions (surprise, admiration) while listening to a fairy tale by N. Teleshova "Krupenichka" ; knows how to conduct a conversation on the content of the work, actively and friendly interacts with the teacher and peers.
Methods and techniques: reading, questions, conversation,
Visual teaching aids: book by N. Teleshov "Krupenichka" , buckwheat, portrait of a woman - Yaga (several options, porridge, book "Tales of Baba Yaga" .
Preliminary work: Reading Russian folk tales, looking at illustrations, talking about economic crops, d/i "Cereals"
GCD structure
I. Org. moment (examination of the exhibition on the topic "Russian folk tales" ) .
II. Main part.
- Looking at portraits of Baba Yaga and talking about her.
- Reading a fairy tale, talking about the content.
I. Children approach the exhibition and look at the books.
II. 1) Do you like fairy tales?
2) Why do you love them?
3) Guys, you and I know a lot of fairy tales.
4) Which fairy-tale hero is most often found in fairy tales?
Well, of course - Baba Yaga?
IN different fairy tales B. Yaga is different. Now we will look at our exhibition. Here is B. Yagi (grandmothers) They organized a whole competition. Take a closer look at them and tell me, are they all the same or different?
Yes, all B. Yagi are different, some are good, some are evil and evil.
Let's remember the fairy tales where B. Yaga lives and what she is like. (Children's answers)
- Geese - swans - evil?
- Is the frog princess kind?
- Are sister Alyonushka and brother Ivanushka evil?
- Masha and B. Yaga - kind?
- Tsar - maiden - B. Yagi?
Well, today, guys, I will introduce you to a new fairy tale, written by N.D. Teleshov. It's called a fairy tale "Krupenichka" , and why it’s called that, you’ll understand now.
The teacher reads a fairy tale and asks questions after reading.
- Who is Krupenichka?
- What happened to her?
- Who rescued Krupenichka from trouble?
Guys, do you want to know why the princess has such a name?
It was given to her by chance, it was the name of a simple woman who her father met. You know what happened to Krupenichka next. And where she turned from a simple grain into a girl again. pink small flowers grow, grains appear from them. In honor of the princess girl, these grains were called cereals, Krupenichka. They make a very tasty porridge, (show grains).
And then they treat each other to porridge, sing songs so that the beautiful princess can hear and help grow a good harvest of buckwheat.
And after eating this porridge, people said: “Buckwheat porridge is our breadwinner!”
III. – What fairy tale did we meet today?
What other fairy tales are there?
Why did you like it?
And now I invite you to the table to try real porridge - "krupenichku" .
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Topic: Learning by heart an excerpt from a poem by I. Surikov "Childhood" .
Objectives: Activate vocabulary using words "multi-story" , "one-story" , "fun" ; strengthen the child’s experience in the formation of exaggerated meanings of adjectives; learn to select signs for given nouns; develop the child’s ability to form words of the same root without naming the term. Cultivate a love of fiction.
Progress of the lesson
Illustrations of houses are hung in front of the children.
Educator: What do you see in these illustrations?
Children at home
Educator: What kind of houses are these? Compare!
Children: Tall and short.
Educator: Where are tall houses built? Where are the low ones?
Children: Tall houses are built in the city, low ones in the countryside.
Educator: There are many floors in a tall house. It's called multi-story. A low house is called one-story.
Educator: Who lives in the houses?
Children: People.
3. Educator: Now let's play a game "Good, kind" . We will find out what kind of people live in houses. For example: I say the word kind, and you add the word “pre” at the beginning. – Pre means very.
Kind - kind
Angry - despicable
Cheerful - cheerful
Sly - cunning
Beautiful - beautiful
Sloppy - sloppy
Brave - very brave
4. Children also live in the houses. All children love one season, and a riddle will help you guess which one.
I have a lot to do -
I'm a white blanket
I cover the whole earth,
I remove the ice from the river,
Whitewashing fields and houses.
My name is…
Children: Winter.
Educator: What do children like to do in winter?
Children: Run, jump, ride on ice skates, build a snowman.
Educator: How can you call all this in one word? (Fun).
What is fun? (These are jokes, fun games, entertainment, interesting activities)
5. About one of these amusements, I will now read you an excerpt from a poem by I. Surikov "Childhood" .
The teacher reads:
This is my village
This is my home
Here I am sledding
The mountain is steep.
The sled has rolled up
And I'm on my side - bang!
I'm rolling head over heels
Downhill into a snowdrift.
And friends are boys
standing above me
They laugh merrily
Over my misfortune.
Whole face and hands
Covered me with snow
I'm in grief in a snowdrift,
And the guys laugh.
Educator: Now, listen to the excerpt again. Listen carefully, we will learn it by heart.
To easily memorize a poem, symbols will help us.
(The teacher reads the poem, discussing the designations with the children).
(Then read to 2-3 children)
Physical education minute "Fun"
It's easy fun
Turns left - right
We all know for a long time
There is a wall, and there is a window.
We squat quickly, deftly
This requires skill
To develop muscles
You have to do a lot of squats
And now walking in place
This is also interesting!
6. Word games
A game "Who is which"
Educator: I name the word, and you name the sign (Which).
Educator: Sledge
Children: Fast
Educator: Boys, slide, house, snowdrift, face, hands, laughter.
(Children name adjectives for these words)
A game "Who's doing what"
Educator: I name the object, and you name the action (what is he doing)
Educator: Sledge
Children: They are going
Educator:
boys
Sun
Snowflake
A game "Guess by the action"
Educator: I name the action, and you name the one who can perform this action.
Educator: Jumping
Children: Child, ball, grasshopper
Educator:
Smiling
Screamed
Washing up
Looked out
A game "Professions"
Educator: Boys and girls have fathers and mothers who work. I will name the profession, and you – what they do at work.
Educator - educates
Chauffeur - chauffeur
Salesman
Builder
Educator: Now I’ll read the passage again. Did you enjoy today's lesson? Today in class there was one interesting task. Which? There was also one easy, easy task. Which?
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Topic: retelling the story of Leo Tolstoy "The Lion and the Dog"
Program content: teach children to retell the text, improve intonation expressiveness of speech, achieve consistency in the presentation of content, enrich the vocabulary with definitions, adverbs, verbs, anonymous names.
Progress of the lesson
Guys, listen to one of the works of L. Tolstoy "The Lion and the Dog" (the teacher reads the story).
Guys, what genre do you think this work is? Fairy tale, poem, story?
Why? (there is no fairy tale plot, no rhyme).
It was a true story because it was based on real events that actually happened.
What events happened: sad or happy?
What other words can you call this work, these events? (sad, sorrowful, dreary).
Where do the events take place? (in the menagerie).
Who is the main character? (lion and dog).
What can you say about a lion? What is he like? (majestic, big, mighty, shaggy, king of beasts, beautiful, graceful).
What kind of dog? (small, cowardly, plaintive, kind, playful, cheerful, friendly).
What happened in the beginning? (the dog was thrown into the lion's cage to be eaten).
How did the lion behave when the dog was thrown to him? (the lion sniffed the dog, touched it with his paw, looked at the dog, turning his head from side to side, and did not touch the dog).
How did the dog behave? What did she do? (at first she tucked her tail and pressed herself into the corner of the cage, then she lay on her back, raising her paws, and began waving her tail, standing on her hind legs in front of the lion).
How did a lion and a dog live in the same cage? (They became friends. When the lion was given a piece of meat, he tore off a piece and left it for the dog. The dog slept with its head on the lion's paw. They ate together, slept together, and sometimes played.)
What happened one day? (The master came to the menagerie and, recognizing his dog, wanted to take it back.)
How did the lion behave when they tried to take the dog from the cage? (The lion bristled and roared).
How long did the lion and the dog live in the same cage? (The whole year.)
What happened next? (the dog got sick and died).
How did the lion behave after the death of the dog? (He stopped eating, sniffed, licked the dog, touched it with his paw. He was sad, sad, rebelled, growled).
When another live dog was thrown into the lion's cage, what did the lion do?
(he immediately tore it into pieces. He hugged his dog with his paws and lay there for five days)
What happened to the lion? (He died.).
Guys, why do you think the lion died? (He died of grief, melancholy, pain, sadness.).
What would you call this true story? ("Sad story" , "An Incident at the Menagerie" , “How a lion fell in love with a dog” , "The Dog and the Lion" .) .
Guys, would you like the ending of this story to be different?
How do you think this story could end?
Now I will read you the true story of L. Tolstoy "The Lion and the Dog" again; listen carefully and remember.
I'm reading the text.
Guys, when retelling, do not forget that you need to speak clearly, clearly, distinctly, loudly, consistently and expressively.
Retelling the story.
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Subject: “Memorizing the poem by I. Belousov “Spring Guest”
Program content: cultivate love for native nature, to form an interest in poetry. Learn to listen carefully, remember, answer questions, read a poem expressively. Develop memory, perception, creativity.
Materials: illustrations depicting spring, migratory birds, sketchbooks, colored pencils.
1. Introductory conversation:
– What time of year is it?
What birds came to us?
Showing a picture of a swallow
Who is this?
2. Subject message.
Expressive reading of a poem by I. Belousov "Spring Guest" by a teacher without a memorization mindset.
3. Perception check.
What did you mentally picture as if you saw while I was reading?
How did you feel? Why?
4. Conversation on the content of the poem and how it should be read.
5. Repeated reading of the poem by the teacher with a focus on memorization.
6. Reading a poem by children.
7. Final reading by the teacher.
Physical education minute
Offer to draw a picture for the poem
Lesson summary
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Subject: “Memorizing the poem by E. Trutneva “Autumn”
Software tasks:
Correctional and educational:
- Intensify the use of verbs;
- Strengthen the skill of sound and syllabic analysis of words.
- Activate and expand your vocabulary by topic "Autumn" ,
- continue to develop children’s poetic ear: the ability to feel, understand and reproduce the figurative language of a poem;
- practice selecting epithets, comparisons, metaphors to describe autumn landscapes;
- continue to develop children's poetic ear;
- Teach children to expressively recite a poem by heart "Autumn" - conveying the intonation of calm, sadness, autumn nature.
Correctional and developmental:
- Develop fine finger movements and coordination of movements.
- Develop attention, memory, logical thinking and creative imagination.
- To develop and encourage children's cognitive activity and interest in learning new things.
- Develop logical thinking and the ability to make inferences.
- Develop the ability to construct statements such as reasoning.
Correctional and educational:
- To develop skills of cooperation, mutual understanding, goodwill, independence, initiative, and responsibility.
- Develop the ability to defend your opinion and prove that you are right.
- To develop knowledge about the interconnection of all living things in nature.
Equipment: Children's drawings on the topic: “Birch tree in golden autumn decoration” , leaves of poplar, birch, linden, oak, maple.
Types of activities: gaming, communicative, motor, productive.
Preliminary work:
- Examination of trees and leaves in illustrations;
- Reading "Children's encyclopedia about animals" ,
- Listening to an audio recording "The Sound of the Forest" ; photo quiz “Find out by leaflet” .
Form of conducting GCD: group.
Total duration of educational activity: 30 minutes
Progress of direct educational activities
Main part:
Poem by E. Trutneva "Autumn"
Suddenly it became twice as bright,
The yard is like a ray of sunshine,
This dress is golden
On the birch tree's shoulders
In the morning we go to the yard
Leaves are falling like rain,
They rustle underfoot
And they fly... they fly. flying
Cobwebs fly by
With spiders in the middle.
And high from the ground
The cranes flew by.
Everything flies! This must be
Our summer is flying away.
Educator: Guys, what period of autumn is this poem about? (Gold autumn)
Educator: How did you understand this? Why did the yard become twice as bright? (The trees turned golden.)
Educator: Remember what was said about the autumn decoration of the birch tree. (“This is a golden dress with a birch tree on the shoulders” ) .
Educator: And indeed, the birch tree, like a girl in a golden dress, stands as a fashionista, she wore a green dress in the summer, and a gold one in the fall. Or maybe it's better to say "In a golden coat" ? Why not better?
Educator: The wind tears off the leaves, and what do they do? (They fly, fall, rustle.)
Educator: The poem says: leaves fall like rain.” Think about why the poetess said that? (Leaf fall).
The teacher reads the poem again.
Educator: From the end of summer until the leaves fall, spiders weave cobwebs, as if they want to hold the leaves on the trees, but the wind carries away the spiders along with the leaves. Remember how this is said in the poem.
Physical education moment with leaves.
Educator: I will read the poem again. Try to remember it. Notice in what voice I will read. And now you will read the poem yourself.
Children read the poem from memory; if there is a difficulty, the teacher helps.
After reading the poem, the teacher approaches the drawings.
Educator: Look at your drawings. Find in them what the poem is talking about.
Educator: the poem talks about a golden outfit, but autumn also has other colors. What trees are there in autumn? Colorful, multi-colored. ...
Educator: What are they like? autumn leaves? Find comparisons for the word leaves. The leaves are flying like... (birds, parachutes, seem to be dancing). A maple leaf looks like (star, on a horse, acacia leaf on (coin, birch leaf on (golden heart). What do leaves do? They fly, fly around, break down, rustle, fly, get carried away.
Educator: And if we want to say that this has already happened to the leaves, then how do we say it?: (They turned yellow and flew around).
Educator: Well done, everyone did the task well
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Topic: Reading a fairy tale by V. Kataev "Flower - seven-flowered" .
Let's smile at each other. I'm glad to see your faces and smiles. Let's play a game “I’ll start, and you will continue...” .
(children stand in a semicircle on the carpet).
On the magnetic board: portrait - V. Kataev; drawing – girl Zhenya; drawing - "Flower - seven-flowered" .
Didactic game “I’ll start, and you will continue...” , creating motivation to practice.
Rule of the game: I will start, and the one I point to will continue...
Are you familiar with these words:
Fly, fly, petal,
Through west to east,
Through the north, through the south,
Come back, having made a circle,
As soon as you touch the ground -
Be it my way!
Who spoke these magic words? (girl Zhenya)
From what fairy tale? ("Flower - seven-flowered" )
Who wrote this fairy tale? (V. Kataev, showing a portrait of the writer)
(children move to the second zone)
Movement exercise "We are walking" .
We walk along the paths
We walk along the paths.
We walked along the path
And they found a flower.
(children sit on chairs)
Working with a model of a magic flower.
On the easel "Flower-seven-flowered" with missing petals.
- petal –
- petal –
- petal –
- petal –
- petal - orange,
- petal - purple,
- petal - blue.
What happened to the magic flower? (children's answers)
What petals are missing? (yellow, red, blue, green)
Where have the petals gone? (children’s answers: they fulfilled Zhenya’s wishes)
(there are pictures from a fairy tale on the table "Seven-flowered flower" )
Task: remember the color of the petal and the girl’s desire.
Yellow - Tell me to be at home with the steering wheels!
Red - Order that mother’s favorite vase be made whole!
Blue - Command me to be at the North Pole now!
Green - Tell me to immediately find myself back in our yard!
Difficulty in a game situation.
"Fairy tale mazes game" (TRIZ)
Guys, do you want Tsvetik - the seven-colored flower to fulfill your wish? (children's answers)
Well, he will fulfill your wish on the condition that you will end up on a desert island and you will be alone there.
Will you take advantage of the desire?
How will you get off a desert island if you get tired of being alone? (children's answers)
Movement exercise "Let's run" .
Let's run, let's run,
Only the legs flickered.
There is a path through the forest -
Here is a birch tree, here is a mountain ash.
They ran to the clearing
And they rode merrily there.
(stop at signal "blow of a tambourine" )
(children sit on chairs)
Discovery of new knowledge or skill.
Guys, would you like to know what wishes the magic flower fulfilled for Zhenya? "Flower - seven-flowered" ? (children's answers)
A fairy tale invites us into a magical world so that children can wonder
surprise and amuse, and teach something.
Reading a new text with stops.
(the main techniques for reading this text are joint pronunciation and negotiation)
She tore off an orange petal, threw it and said: (Fly, fly...)
Zhenya on the stairs - (toys behind her)
Zhenya on the balcony - (toys behind her)
Zhenya in the attic - (toys behind her)
She tore off a purple petal and said: (Fly, fly...)
I tore off the last petal - blue...... (and sang in a thin voice, trembling with happiness: Fly, fly...)
Conversation about what you read
Which of the girl's wishes was the best?
(healing a sick boy)
Why didn’t the fulfillment of other desires bring great joy to Zhenya? (children's answers)
Reproducing something new in a typical situation.
There is a picture on the easel: a girl Zhenya surrounded by toys.
Let's try "revive" fairy tale heroes.
(masks and toys on the table)
Music is playing.
"Revival" Pictures.
Repetition and developmental tasks.
(children take seats at the tables)
On the easel: a picture of a girl in a Russian folk sundress; picture - a girl in a children's dress.
The girls are different at first glance, but I’ll tell you a secret that they are somewhat similar to each other. Want to know... Help!
A game "Confusion" .
(there are pictures from fairy tales on the tables)
Assignment: which girl owns these things?
Comparison of fairy tales "How similar..."
The girls are capricious: one - I don’t want it, the other - I want it!
Travel: Geese - swans, dog.
Assistant: hedgehog, magic flower.
Deed: saving a brother, healing the boy Vitya.
Predicting the topic of future reading.
On a magnetic board: drawing of a girl from a fairy tale "Ayoga" .
Next time we'll read a fairy tale "Ayoga" and learn a lot of interesting and instructive things.
Summary of the lesson.
Why is it important to do good?
What good deeds can you do yourself without relying on magic? (be kind, honest, attentive to others)
I wish you to always be kind and responsive, attentive and honest, so that Tsvetik - the seven-colored one does not have to correct your mistakes.
After all, magic only happens in fairy tales!
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Subject: “Reading the fairy tale “Moroz Ivanovich” (V. Odoevsky)»
Software tasks:
- Introduce children to a new fairy tale, teach them to express their opinions about the actions of the heroes.
- Strengthen the ability to fully answer questions about the content of the text.
- Vocabulary: needlewoman, lazy, affectionate, rude, fair.
- To cultivate interest and love for Russian folk tales.
- Development of theatrical and artistic skills.
Preliminary work:
Reading fairy tales, looking at illustrations, talking about the heroes of fairy tales.
Materials and equipment:
Prepare paper and markers for drawing. An envelope with a letter, costumes of Moroz Ivanovich, Lenivitsa and the Needlewoman. Song phonogram "Father Frost"
Progress of the lesson.
1 part. Introductory:
Organizing time:
I seat the children on chairs.
Creating a Lead:
Educator. Guys, look at some envelope lying on the table. The teacher opens the envelope and takes out a note. Is reading. “Children, do you want to receive a gift from me? Then you have to make envelopes, write the address and put a drawing of the gift you want to teach in the envelope.
Your Santa Claus."
Children, what a kind Santa Claus! He wants to do a good deed for everyone. Does he do good deeds to everyone? Listen to a fairy tale about Santa Claus, and from it you will learn about this.
Part 2. Main:
The teacher reads a fairy tale.
Educator. What is the name of the fairy tale? - This is a Russian folk tale.
What were the names of the girls in the fairy tale? – The Needlewoman and the Sloth.
Why was one girl called needlewoman? “She knew how to do everything: sweep, cook, embroider.”
Educator. Why was the other Lenivitsa? “She was lazy and didn’t want to do anything and couldn’t do anything.”
Which girl was good? – A needlewoman, because she was also kind, affectionate and patient. Whatever Santa Claus asked her, she did everything.
What about the other one? – Sloth was bad: lazy, rude.
Tell us who Santa Claus awarded gifts to and how. Children talk.
Why is it not just Santa Claus in this fairy tale, but Moroz Ivanovich? - He is kind and fair.
Such people are respected and respectfully called by name and patronymic. The teacher reads passages at the request of the children.
Physical education minute:
Educator. Let's sing a song about him. Children stand in a round dance, sing and make movements (Father Frost)
And now we will watch a scene in the forest, when Moroz Ivanovich talks with the Needlewoman, and then with Sloth.
The teacher distributes roles and the children play.
Final part:
Well, our lesson is over. What new and interesting things did you learn from the fairy tale? What did you like most? Now all the guys will help their parents and teachers, in our group there will only be Needlewomen, and not Sloths. And at home, you and your parents will glue an envelope and write a letter to Grandfather Frost, this will be your homework.
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Subject: “Memorizing the poem by S. Yesenin “Birch”
Objectives: to continue to improve children’s artistic and speech performance skills when reading a poem, intonation conveying tenderness and admiring the picture of winter nature. Continue to develop children's interest in fiction. Use expressive means (figurative words and expressions, comparisons). Help to feel the beauty and expressiveness of the language of the work. Develop children's productive activities. Cultivate love for native nature by means visual arts. Help children explain the main differences between literary genres: fairy tale, story, poem.
Representative work: observing a birch tree on a walk, looking at illustrations, excursion to the library, drawing a birch tree, sculpting a tree.
Activation of the dictionary: border, tassels, silver, fringe, feeling, artist, poet, composer.
Individual work: improve artistic and speech performance skills when reading a poem.
Demonstration material: reproductions of paintings about nature by Russian artists, a portrait of S. Yesenin, CD - recording of P. I. Tchaikovsky “The Seasons”, border, fringe.
Handouts: colored cardboard, gouache, brushes, plasticine, napkins, nail polish.
Children, we are in a mini-art gallery where reproductions of paintings are exhibited.
Who paints the pictures?
The artist Isaac Ilyich Levitan painted the painting "Spring. Big Water."
Igor Grabar depicted a birch tree in February, and famous artist I. Shishkin "Birch Grove".
Did you like these pictures? What did you like?
What mood do these paintings evoke in you? What do they all have in common?
It was not by chance that artists depicted Russian birch in their paintings. Birch is a symbol of Russian nature.
Now I’ll read Sergei Yesenin’s work “Birch”.
In this work the words border, fringe are found, as the author compares the brushes and decoration of birch. (The teacher examines the border and fringe with the children). Reading.
Questions for children:
Which literary genre refers to the work of S. Yesenin "Birch"?
What is the difference between a poem and a story? And from a fairy tale?
What is this poem about?
Did you like it?
Read the poem again.
White birch
Under my window
What did the white birch cover with?
Covered with snow
Exactly silver.
What does the poet compare snow to?
On which branches did the brushes bloom?
On fluffy branches,
Snow border,
The brushes have blossomed,
White fringe.
How quiet is the birch tree?
And the birch tree stands
In sleepy silence,
And the snowflakes are burning
In golden fire.
And the dawn is lazy,
Going around.
Sprinkles branches
New silver.
What would you compare snowflakes to?
Insert your words into the poem. Got a rhyme?
Sergei Yesenin chose the words to rhyme
And the snowflakes are burning,
In golden fire.
Reading a poem by children (entirely, in pairs, in a chain)
Nature has always been a source of inspiration for poets, writers, artists, and composers. And now you will be little creators when creating New Year's cards.
The teacher offers children a choice of colored cardboard, gouache, plasticine, and brushes for productive activities.
During work, the music of P. I. Tchaikovsky “The Seasons” is played.
What kind of birch do you have?
What words from Sergei Yesenin’s poem can be said about your birch tree?
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Subject: "The Tale of Morozko"
Tasks:
To develop the ability to distinguish fairy tales from other genres.
Develop the ability to talk about your perception of a specific act of a literary character.
Encourage you to determine your attitude to the dispute situation and explain your point of view.
Develop the ability to model a fairy tale using geometric shapes and retell it using an algorithm.
Develop the ability to understand a fairy tale, the ability to retell it using models.
Materials: homemade baby books, geometric figures made from adhesive paper, multi-colored circles for self-esteem, Su-Jok balls for finger gymnastics.
1. Organizational moment
Where can you see miracles?
Everywhere! Enter the forest and look at the heavens.
Nature gives us its secrets.
Just look around carefully.
Where do animals talk like people?
And good wizards work miracles there?
You will answer without prompting.
Well, of course it is... (Fairy tales)
2. Guessing riddles.
As you may have guessed, today we will talk about a fairy tale, and riddles will help you understand what it is called.
Draws without hands
Bites without teeth (freezing)
It's not fire, it burns (freezing)
So that autumn doesn't get wet,
Not soggy from water,
He turned puddles into glass,
Made the gardens snowy (freezing)
Who builds bridges without logs? (freezing)
– You guessed correctly that all these riddles have the same answer – Frost. And our fairy tale is called "Morozko" .
We stood up together
We stretched ourselves.
We are birch trees
We woke up.
Our branches swayed
The sun has gained strength,
Now it's time for us to sit down.
I have questions for you, friends.
3. Conversation based on a fairy tale
Guys, we recently became acquainted with Morozko’s fairy tale.
Did you like the fairy tale? (Yes)
Why does this work belong to the fairy tale genre? (Because it contains fairy tale characters Morozko, Baba Yaga, old man Lesovichok, talking dog, magic road).
– Let’s compare the stepdaughter and the daughter from the fairy tale. Their attitude towards other people, towards work, their intelligence and modesty.
– What are the qualities inherent in a stepdaughter? (Kind, hardworking, modest, respectful of elders).
– What about the woman’s own daughter? (Lazy, angry, disrespectful to elders).
– Who do you want to be like? (To Nastenka)
– Let’s clarify the heroes of the fairy tale "Morozko"
– Which of the characters did you like best and why?
– How was life for the old man’s daughter? (Badly)
Why did the old man take his daughter to the forest? (Stepmother ordered)
– Why did Morozko feel sorry for Nastenka? (Because she is kind, modest and treated him with respect).
Why did the old woman send her daughter to the forest? (Out of greed, she wanted Morozko to also give her daughter a chest of silver).
– What does a fairy tale teach us? (The fairy tale teaches us kindness, resourcefulness, respect for elders, hard work. It makes fun of bad character traits. Teaches us not to judge a person by appearance, look deeper, evaluate people by their spiritual merits, their deeds.)
Guys, now I suggest you play a little, do you agree?
4. Outdoor game.
Along the path, along the path,
We gallop on our right leg,
And along this path,
We jump on our left leg.
Let's run along the path,
We'll run to the lawn.
On the lawn, on the lawn
We'll jump like bunnies.
Stop. Let's rest a little
Let's continue the story. (Perform movements according to the text).
5. Problem situation
You can't believe a fairy tale
You can check the fairy tale
A fairy tale may be true
The fairy tale must not be forgotten.
And so that we don’t forget it, I made small books with pictures so that we could look at and remember the plot of the fairy tale. But why are all the pictures from my fairy tale gone? Baba Yaga probably stole all the pictures. What to do now, what to do? (You can draw).
It is possible, but it will take a lot of time.
What can replace the pictures? (They can be replaced with models of geometric shapes).
6. Conspiracy to model a fairy tale.
To model a fairy tale, we will use geometric shapes from adhesive paper: circle, triangle, square.
Guys, in our fairy tale there are both positive and negative heroes. Let's define this too. Who knows how this can be done?
Let's remember and name the positive characters. (Nastenka, Morozko, old man Lesovichok).
Negative characters. (Stepmother, Marfusha, Baba Yaga, old man).
We will denote the negative heroes from the fairy tale with black geometric figures, and goodies red or blue.
7. Failure situation.
8. Finger gymnastics
Guys, before we begin the task, I suggest we stretch our fingers and play with our hedgehog. Do you agree?
There lived a prickly hedgehog in the forest,
He was a ball and had no legs.
The hedgehog is prickly, but not evil!
Hedgehog, prickly hedgehog
Hide your needles.
Once, and no more needles!
Start making books.
9. Modeling a fairy tale (Independent work children).
10. Retelling a fairy tale based on an algorithm.
Guys, did everything work out as you planned?
Was it difficult to create the plot of a fairy tale using models?
We'll check this now. With the help of your book you will retell the fairy tale. You will tell one page from the book at a time, passing it to each other. (Retelling of a fairy tale by children based on an algorithm).
11. Reflection
You tried, you worked hard, it was hard not to get tired! We worked hard, all the work is good!
Why did we make these books? (In order not to forget the fairy tale).
Why shouldn't we forget this fairy tale?
What does she teach us? (Kindness, resourcefulness, respect for elders, hard work, not judging a person by appearance, look deeper, evaluate people by their spiritual merits, their deeds).
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Topic: Russian folk tale "Khavroshechka"
Goal: Formation of an emotional attitude towards a literary work
Tasks:
To develop children's interest in fiction.
Draw children's attention to the design of books and illustrations
Develop the ability to listen carefully and interestedly to fairy tales.
Form an emotional attitude to literary works.
Develop the ability to maintain a conversation.
Improve the dialogical form of speech.
Develop speech as a means of communication.
Improve the ability to convey images of fairy tale characters.
Equipment: Book and illustrations; mystery; a toy cow with a bell around its neck; fairy tale "Khavroshechka"; colour pencils; album sheet A4.
Previous work. In the morning I put the book “Khavroshechka” in the book corner, and, if possible, separate drawings by artists based on this work. Children, looking at the illustrations, try to determine what kind of book it is and what it is about. At the beginning of the GCD, I ask the children about their assumptions.
Progress of the lesson.
Introductory part.
I give the children a riddle:
There are hooves and horns,
In summer he goes to the meadows.
So that everyone is healthy,
They give milk. (cows)
That's right, guys. Look, a cow came to visit us. -Do you want to get acquainted with the fairy tale from which it came to us? Children: Yes. -To do this, you need to touch her, ring the bell that is on her neck, and then we will be transported with you to a fairy tale. Ready? Children: Yes. -Close your eyes and wait for my touch. Whoever I touch will immediately end up in a fairy tale called “Khavroshechka”.
Main part. I read a fairy tale, periodically showing illustrations. Unclear words and expressions (bored, starved, greet, want, hard, tomorrow, look, got angry, didn’t find out, closed, fell, bequeathed, leaves, curly, touched, no shame) I replace them with synonyms without interrupting reading.
Guys, did you like the fairy tale? Children: Yes. - What is it called? Children: Khavroshechka. - What kind of people did Little Khavroshechka end up with? Sonya: To an evil stepmother and her lazy daughters. - How many daughters were there and what were their names? Masha: The stepmother had three daughters - One-Eyed, Two-Eyed, Three-Eyed. - What were they like? Rita : They were lazy. - What did Khavroshechka do? Oleg: She worked for them. - Who helped Khavroshechka? Nastya: The cow helped her. - What did she help her do? Varya: The cow helped do all the work. - What did she say? ? Borya: Get in one ear, get out the other and everything will be ready. - How did the hostess find out who was helping Khavroshechka? Alina: The hostess sent her daughters to find out everything. - And which of the daughters told everything to the stepmother? Zakhar: Three-Eyes I told my mother everything. - What happened next? Rita: The stepmother ordered the cow to be slaughtered. - And what did Khavroshechka do? Dasha: She collected all the seeds and planted them. - What grew in the place where Khavroshechka planted the seeds? Oleg: In that place an apple tree with plump apples grew. - Who drove past the garden, and what happened next? Vika: A gentleman drove past the garden and asked to be treated to an apple. - Why couldn’t the stepmother’s daughters treat the master? Masha: Because the apple tree started hitting them and lashing them with branches. - Who treated the master? Maxim: Tiny - Khavroshechka. - How did the fairy tale end? Grisha: The master married her. -Well done, children.
- Guys, let's rest a little. Get into a circle. Let's do some physical education:
One, two, three, four, five Let's start playing! All your eyes are closed (cover eyes with hands) And they lowered their heads, (squats) And when we open our eyes (get up) Let's get into stories, fairy tales (raise hands up) A fairy tale will give us a rest. Let's rest and hit the road again.
Final part.
Guys, who did you like in this fairy tale and why? Rita: I liked Khavroshechka, she was very kind and hardworking. - What were the stepmother and her daughters like? Masha: They were angry and envious. - What does this fairy tale teach us? Children (one by one): The fairy tale teaches us to be kind, hardworking, help each other, love each other.
(I take the bell and ring it)
The fairy tale ended, the bell rang and fairy tale took us back to our group. - Look around, you see, as a memory of today’s lesson, Khavroshechka sent you treats - apples from her magic apple tree. - Guys, our lesson is over, everyone did well, listened carefully and actively answered questions.
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Abstract of an integrated GCD for OO "Speech development" (fiction)
Topic: Your defenders. Reading and retelling of the story by L. Kassil "Air"
Goal: Continue to introduce children to the defenders of the Russian army. Develop interest in fiction through the story of Lev Kassil "Air" from book "Your protectors"
Tasks:
Educational:
- Introduce children to the story of Lev Kassil "Air" from book "Your protectors"
- Learn to understand the content of the work.
Educational:
- Develop the ability to answer questions using compound and complex sentences.
- Develop the ability to retell a story based on diagrams (joint retelling), listen to your comrades, do not interrupt, do not repeat yourself.
Educators:
- To cultivate patriotic feelings, an emotionally positive attitude towards warrior-defenders.
- To consolidate children's understanding of the defenders of the Russian army.
- "Speech development" (speech development)
- To develop coherent speech, memory, and thinking in children.
Preliminary work:
- Conversations about the Russian army, about the Motherland, soldiers;
- memorizing poems about the military;
- learning songs for the holiday on February 23;
- examination of albums, illustrations depicting types of troops, military equipment;
- viewing the painting – V. Vasnetsova "Three heroes" ;
- reading epics "Ilya Muromets and the Nightingale the Robber" ,
stories by L. Kassil from a book about the military "Your protectors" ,
stories by S. Baruzdin “A soldier was walking down the street”
Educator: Guys, I am now standing in front of you in military uniform, guess who we will talk about today? (About the military, about the defenders of our Motherland)
In ancient times, in Ancient Rus', stood guard over our Motherland, very strong people - heroes. People composed songs, fairy tales, and epics about them. In our time, the protector of the country is Russian army. As before, our Motherland is defended by strong, brave men. Our warriors are distinguished by their resourcefulness and endurance.
Guys, what holiday will our country celebrate on February 23? (Defenders of the Fatherland Day)
Who do you think are the defenders of the Fatherland? (These are those who guard, protect, defend the Motherland. These are warriors who warn of danger. These are soldiers, officers, sailors, tank crews, paratroopers...)
What qualities should defenders have? (They must be brave, courageous, courageous, strong, patient, dexterous, courageous. They must be honest, courageous, seasoned, hardy, disciplined. They must be able to endure difficulties, know a lot, be able to play sports, shoot well, run fast.)
1. Guess the riddles and name the profession of the defender.
Di: "Guess the profession"
1. The fortress is rushing, all in armor.
Carrying a gun on himself
(Tank, profession - tank driver)
4. What a brave bird
Did it fly across the sky?
Only the path is white
Left from her.
(Airplane, profession – pilot)
2. There is such a huge house,
He doesn't stand still.
There is no way to enter it,
After all, he runs on the waves.
(Ship, profession – sailor)
5. Rockets are launched into the air,
And the guns fire them loudly,
They are always ready in battle
Fire a projectile at the enemy!
(Gunners)
3. Underwater iron whale,
The whale does not sleep day or night.
That whale has no time for dreams,
Day and night on duty
(Submarine - submariner)
6. He guards the border,
He can and knows everything.
The soldier is excellent in all matters
What's the name? (Border Guard)
The guys who the riddles were about. (About the military guarding our Motherland)
2. What poems do you know about the military? Which one of you wants to read?
Children recite poems about the military by heart
Border guards
The birds fell asleep on the branches,
The stars don't shine in the sky.
A detachment of border guards was hiding at the border.
Border guards do not sleep at their native border:
Our sea, our land, our sky are guarded. S. Marshak
On the mast is our tricolor flag,
A sailor is standing on the deck.
And he knows that the seas of the country
Ocean boundaries
Both day and night there must be -
Under watchful guard.
N. Ivanova
It’s like an all-terrain vehicle everywhere,
The tank will pass on tracks
The gun barrel is in front,
It's dangerous, enemy, don't come near!
The tank is protected by strong armor
And he can face the fight! N. Ivanova
Paratrooper
Paratroopers in minutes
Descending from heaven.
Having unraveled the parachutes,
They'll comb the dark forest,
Ravines, mountains and meadows.
They will find a dangerous enemy. N. Ivanova
3. Today I would like to introduce you to the story of Lev Kassil "Air" from his book about the military "Your protectors"
Lev Kassil "AIR!" (step-by-step reading using diagrams)
1. It happened like this. Night. People are sleeping. Quiet all around. But the enemy does not sleep.
Fascist planes are flying high in the black sky. They want to throw bombs at our houses. But around the city, in the forest and in the field, our defenders lurked.
Day and night they are on guard. A bird will fly by - and it will be heard. A star will fall and it will be noticed.
Guys, what does the text say? (children's answers)
(The enemy does not sleep, but our defenders stand guard over the Motherland)
2. The defenders of the city fell to the auditory trumpets. They hear engines purring above. Not our engines. Fascist. And immediately a call to the head of the city’s air defense:
The enemy is flying! Be ready!
Guys, what planes are flying and want to attack our Motherland? (answers)
What did our defenders do?
(The defenders heard the rumbling of fascist planes and warned the head of the city’s air defense about the danger)
3. Now on all the streets of the city and in all the houses the radio began to speak loudly:
“Citizens, air raid alert!”
At the same moment the command is heard:
Guys, what did the radio notify the city residents about!
(That's right, about danger, about air raid warning)
4. And the fighter pilots start the engines of their planes.
And the far-sighted spotlights come on. The enemy wanted to sneak in unnoticed.
It didn't work out. They are already waiting for him. Local city defenders.
Give me a beam!
And the beams of searchlights walked across the sky.
Fire at fascist planes!
And hundreds of yellow stars jumped in the sky. It was hit by anti-aircraft artillery. Anti-aircraft guns shoot high up.
“Look where the enemy is, hit him!” - say the floodlighters. And straight light rays chase the fascist planes. The rays converged and the fascist plane became entangled in them, like a fly in a web.
How did the city's defenders begin to defend the city?
(Searchlighters aimed yellow beams at enemy planes, and anti-aircraft gunners fired at fascist planes)
5. Now everyone can see him. The anti-aircraft gunners took aim.
Fire! Fire! Once again fire!
Anti-aircraft gunners have a keen eye, a sure hand, and accurate guns. The spotlights have a strong beam. The fascist cannot escape.
Fire! Fire! Once again fire! - And an anti-aircraft shell hit the enemy right in the engine.
Black smoke poured out of the plane. And the fascist plane crashed to the ground.
PRIVATE PRESCHOOL EDUCATIONAL INSTITUTION
"ORTHODOX KINDERGARTEN No. 1"
SUMMARY: SOFTWARE SPEECH DEVELOPMENT OF CHILDREN OF THE PREPARATORY GROUP (6-7 YEARS OLD);
GCD : READING FICTION
STORY B.A. GANAGO "FOX"
Completed by the teacher:
Tsyganova Svetlana Ivanovna
Smolensk
Integration of educational areas:“Cognition”, “Communication”, “Reading fiction”.
Types of children's activities:gaming, communication, perception of fiction, viewing paintings.
Purpose of the lesson: teach to comprehend the content of the story, evaluate the actions of the characters; promote the development of coherent speech.
Tasks:
educational:
- introduce children to the work
- develop listening skills in children works of art, help them understand the content of the story
educational:
- respectful attitude towards parents
- create a friendly atmosphere in the classroom, work on the cohesion of the children's team
developing:
- encourage dialogue, helping to express your thoughts, teach you to evaluate the available actions of characters
Methods and techniques:
- verbal (conversation, explanation, artistic expression);
- visual (show, demonstration)
Planned results:
subject:
- knows how to evaluate and characterize the actions and character of the characters in the story;
meta-subject:
- uses appropriate vocabulary in speech;
- broadening one's horizons;
- takes an active part in the game;
personal:
- empathizes with the characters of the story;
- appropriation of spiritual and moral values
Vocabulary work: a fox cub is a small fox cub; a forester is a person who protects the forest; grew by leaps and bounds - quickly; lifeless body - a body that did not breathe, did not move; in captivity - not free, in a cage, in a zoo.
Materials and equipment:illustrations depicting characters, pictures of wild animals.
1.Organizational moment
Invented by someone
Simple and wise
Say hello when you meet!
Good morning! (all in chorus)
Good morning!
Sun and birds!
Good morning!
Friendly faces!
And everyone becomes
Kind, trusting!
Good morning lasts until evening!
Progress of the lesson
White snow, fluffy
Spinning in the air
And the ground is quiet
Falls, lies down.
Guys, what time of year is this poem talking about?(about winter)
Let's remember the signs of winter.(In winter it is cold, frosty, it snows; it is very difficult for animals to winter in the forest, there is not enough food, many animals die.)
2.Games
"Finish the sentences"
Listen to the beginning of the sentences and complete them:
Clumsy like... (bear)
Fleet-footed as...(hare)
Sly as... (fox)
Hungry as wolf)
Prickly like... (hedgehog)
"Who lives where?"
Show the picture - answer.
(Who?) ducked into the hollow.(squirrel)
(Who?) climbed into the den.(bear)
(Who?) hid in a hole.(fox)
(Who?) slipped into the lair.(wolf)
(Who?) climbed under the leaves.(hedgehog)
(Who?) hid under a bush.(hare)
3.Vocabulary work: a fox cub is a small fox cub; a forester is a person who protects the forest; grew by leaps and bounds - quickly; lifeless body - a body that did not breathe, did not move; in captivity - not in freedom, in a cage, in a zoo.
4.Reading the story by B.A. Ganago "Little Fox"
In a large friendly family there lived a boy, Andryusha. His father worked as a forester, and since childhood the kid often helped his father, tinkered with animals, and loved the forest.
One day dad brought a little miracle fox cub from the forest. Red-haired, with a black nose and button eyes, the little fox was very tiny, slightly larger than the palm of his hand. How he got lost is unknown, and if it weren’t for Andrei’s dad, he would definitely have died.
Everyone immediately fell in love with the little one, especially Andrey. The little fox was named Fluff. Dad explained to Andryusha how to care for him, and the boy happily got down to business. The fluff grew by leaps and bounds and after a few months it turned into a big fluffy fox. He became completely domestic and tame.
Andryusha increasingly thought about the future of the little fox and felt sorry for him, because he knew that all animals must live in the forest, and they feel bad in captivity. He asked dad to let the little fox out. And dad explained that Fluff had grown up among people since childhood, and did not know how to get food on his own or hide from enemies. He will simply die.
Andrei listened to all this and could not imagine how Fluff could not live in the forest, because foxes always live there. And the boy didn’t believe his dad.
It was winter. Andryusha went out into the clearing and opened the cage. Fluff ran out of her, sniffed and disappeared into the thicket.
Everyone at home was upset, but Andrei was not scolded. Only dad looked at his son thoughtfully and went to walk around his site. He walked around it every day. Returning in the evening, dad said:
It is very cold, the frost is getting stronger.
Everyone thought about the little fox: how is he doing?
Two days later, the father brought Pushka’s frozen, lifeless body and placed it in front of Andrei.
Andryusha cried bitterly. He understood that he was to blame for Pushka’s death: why, why didn’t he believe his father!
- What was the name of the main character of the story?(Andrey)
- What was Andrey's dad's job?(forester)
- What miracle did dad bring from the forest?(little fox)
- What was the little fox's name?(Fuzz)
- What size was Fluff?(slightly larger than a palm)
- Guys, who teaches little foxes (wolf cubs, bear cubs, etc.) to get food, hunt, defend themselves from enemies, build a home?(Mother)
- Guys, did anyone teach Pushka how to get his own food?(No)
- What did he eat then?(food provided by the foster family)
- When Fluffy became a big fox, what did Andryusha want to do?(let him go free, Andryusha wanted to fulfill his wish)
10. Why didn’t dad want his son to let Pushka go free?(dad knew he would die)
11.Who is to blame for the death of the little fox?(Andryusha)
12.What is Andryusha’s action called?(disobedience)
13. How did Andrei cope with Pushka’s death?(he cried and blamed himself for the death of the little fox)
14.What words does the story end with?(why, why didn’t he believe his father!)
Guys, is disobedience good or bad?(disobedience leads to trouble).
Children need to be obedient to their parents, because parents have lived more, know more and protect us from evil that we may not see or understand. Parents will always tell you what to do right.
There is a proverb:“He who honors his parents never perishes.”
Let's learn this proverb(children repeat in chorus 2-3 times).
Guys, let's remember fairy tales in which disobedience led to trouble.(Wolf and seven kids; Sister Alyonushka and brother Ivanushka; Cat, rooster and fox, etc.)
5.Reflection.
- Name the heroes of this work?
- What did the author want to talk about?
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- Accounting for individual entrepreneurs - rules and features of independent reporting under different tax regimes Primary documentation for individual entrepreneurs
- Accounting for individual entrepreneurs: features of accounting in individual entrepreneurs?
- How to privatize an apartment, everything about privatization List of documents for privatization of an apartment