Analysis of the obtained results. Analysis of the lesson educational and methodological material for the development of speech (younger group) on the topic How to organize an open viewing of a lesson in reading fiction

Are you here: Children's games

Sample self-analysis of a lesson in a preschool educational institution

Target: To form in children an interest in knowledge about vegetables through the integration of educational areas: knowledge, communication, socialization, artistic creativity, health.
Tasks:
- To form children's ideas about vegetables, about the place of germination and harvesting them for the winter;
- To consolidate the ability of children to describe vegetables according to characteristic features,
according to the scheme;
- Improve the ability to grammatically correct, consistently build their statements;
- Expand the active vocabulary, activate the names of vegetables in the speech of children.
- Continue to develop in children the ability to distinguish and name colors, exercise in comparing objects by color;
Encourage children to answer questions by speaking the words clearly.

To form the ability of children to coordinate movements with the text, to understand and follow verbal instructions;
- Develop visual perception and memory, motor imagination and coordination of movements;
- Develop fine general and fine motor skills of the hands;
- Cultivate a friendly attitude towards peers;
- Create a favorable emotional atmosphere and conditions for active play activities of children.
Organizational activities, preparation for the lesson
The lesson was carried out in accordance with the abstract. The summary was compiled independently, in accordance with the tasks of the main general educational program, corresponding to the given age of children. For the implementation of each task, techniques were selected in an interesting and entertaining way.
At every moment of the lesson there were visual aids that stimulated and activated children for mental activity. Benefits of sufficient size, aesthetically decorated. Their placement and use was rational, thoughtful in the learning space and in the classroom.
Music was used during the lesson to enhance emotional perception.
The organizational reception "Greeting" in poetic form "was aimed at developing communicative qualities, establishing friendly relations both within the children's team and between guests and children.
The occupation is dynamic, it includes techniques that provide for a quick change of activity. Conversation - sitting on chairs, moving around the group while looking for a way out of a problem situation with a hare - going to the garden, working with the test, developing fine motor skills of the hands - sitting on chairs, search activity - standing, working with cereals "Find a vegetable", logarithmic exercise - "walking in the garden." The quick change of techniques and change of postures during the lesson made it possible to avoid the fatigue of children.
Didactic activity of the educator:
All moments of the lesson are logical and consistent, subject to one topic. Moments from the educational areas were integrated into the lesson Cognition: Consolidated the ability to describe a vegetable by characteristic features, according to the scheme; formed the ability to distinguish and name color; Communication: children participated in a general conversation, listened without interrupting their peers; activated the children's vocabulary at the expense of words - the name of vegetables, exercised in coordinating nouns, adjectives; "Socialization" independently express benevolence, empathize. Artistic creativity: Improved the ability of children to roll plasticine between their palms with direct movements, consolidated indentation techniques, developing fine motor skills of the hands., Physical culture; developed motor imagination and coordination of movements; Health: formed children's ideas about vitamins and their importance. Receptions in the lesson were of a game nature, were based on game learning situations,
The use of the "Garden Garden" model helped in an interesting game form to realize the main educational task - the formation of children's ideas about vegetables and their place of growth. My role was to learn to give detailed answers. This helped to achieve optimal results.

At every moment of the lesson, I tried to guide the kids to find solutions to the problem, helped them gain new experience, activate independence and maintain a positive emotional mood.
The creation of search, problem situations activated the mental and speech activity of children,
The specifics of working with children in the classroom was reflected in a student-centered approach. She encouraged and praised timid children in order to consolidate their situation of success.
During the lesson, I tried to communicate with the children on the same level, tried to keep the children interested in the lesson throughout the whole time.
The result of the lesson was organized in the form of a game problem situation "Guess the treat?" so that in the course of it to check the quality of assimilation of the material.
Due to the fact that the children are small and there were many choral responses, I plan to pay special attention to individual responses. It is also necessary to achieve a clear pronunciation of words. Work on sound pronunciation, replenish the active and passive vocabulary. But, despite these difficulties, I believe that all the program tasks I set during the lesson were solved.

Municipal preschool educational institution

Child Development Center - Kindergarten "Korablik"

Samoa analysis

classes on familiarization with fiction

and speech development

Senior group

Educator:

Mazepa Svetlana Alexandrovna

Udomlya

Group characteristics.

There are 23 people in my group, 13 of them are girls, 10 are boys. The lesson was attended by 10 children, according to the conditions of the competition.

The degree of learning ability of children in this subgroup is quite high, and the skills necessary for successful work in the classroom are formed as follows:

High level of learning: 100% - 4 people

Average level of learning: 89% - 3 people

78% - 3 people

Low level: no

Subgroups of children are not constant, they change.

Project characteristics.

The lesson given in the block is the first acquaintance with the Russian folk tale "Geese-Swans". I took the reading of the fairy tale into preliminary work, since the volume of the fairy tale is large in content, thereby saving time for the creative task of the children.

The purpose of the lesson: to continue acquaintance with the Russian folk tale "Geese-Swans". Strengthen the ability of children to answer questions about the content of the tale. Develop imagination; inventing new episodes of the fairy tale. The development of the ability to indicate one's attitude to the characters of a fairy tale using symbolic means.

I brought into my lesson: game motivation - the arrival of the Storyteller, a problematic situation at the end of the lesson - “What would the geese be like if they lived not with Baba Yaga, but with Masha and Vanya?” The lesson ended with poetic lines, allowing children to more clearly comprehend the content, because. poems contribute to easier memorization of the material, and also activate the attention of children who perfectly absorb information by ear.

A brief structural presentation of the lesson: for better assimilation of the program material, I thought over the landing of children, inviting them to an improvised meadow of flowers, and also used technical means: musical works by Pyotr Ilyich Tchaikovsky "Snowdrop" (modern processing using bird voices).

The structure of the lesson included several blocks of tasks, namely:

entry into a fairy tale

children's creative task

outcome of the lesson.

The following methods were used in the course:

verbalmethods(this is a perceptual aspect) have been used repeatedly:

when creating a game motivation "Visiting the Storyteller",

inventing new episodes of a fairy tale,

analysis of work performed.

Visual Methods used in the next moment. Showing illustrations from a fairy tale (book-theater "Geese-swans")

This method was aimed at children who perceive information more on a visual image.

Practical Methods(perceptual aspect). Fulfillment of a creative task - the creation of rugs for the hut of Baba Yaga, and for the house of Masha and Vanya.

To relieve the children's fatigue, she spent a short physical education minute: a plastic sketch of "Butterflies".

Control methods. Since the lesson was conducted with a subgroup of children, and their number was small, it was appropriate and possible to conduct a frontal test of the knowledge and skills of children. Individual assistance was provided only to children in need. At the lesson, stimulation methods were also used, the result was summed up after each part of the lesson, in the form of approval, praise.

The duration of the lesson is 24 minutes, which corresponds to the norms of San Pina.

Analyzing the lesson, we can say that the tasks

have been successfully completed.

I think that the lesson is built logically, and the stages of the lesson are interconnected.

The logical construction of the lesson made it possible to conduct it without going beyond the time allotted for the task.

I think that the game motivation aroused interest among children and the activity was quite high. However, two children worked at their own pace, and the creative task was completed a little later due to slowness, due to their individual capabilities. Although this does not indicate that they have less skills and knowledge.

The children pleased me with the fact that the kindness of a child's soul was reflected in their own compositions. Every character was positive.

But, however, the children surprised me that the creative stories were less meaningful than they could be. After a survey of children after the lesson, it was revealed that the children liked the lesson, and they would like to have a continuation.

Analysis of cognitive activity

The new topic contains many new words, which enriches and activates their vocabulary. The equipment was prepared by the teacher in advance. Structure: organizational moment, repetition, new material, physical minute, consolidation, results. The stages are logically linked from the repetition Lesson by time 10 min. The volume and complexity is selected in accordance with age characteristics. To consolidate, a game was organized on the topic; in the game, children will better and more effectively consolidate their knowledge. Each child took part in the game. The objectives of the lesson have been achieved.

Analysis of the lesson on communication and reading fiction

Type - new material. Structure: org. moment, new material, physical. minute, consolidation, results. The stages are logical and consistent, interconnected. The work used is accessible to the understanding of children.

I used the following methods and techniques: reading, showing illustrations, talking, asking questions. Children actively participated in the conversation and answered questions. The objectives of the lesson have been achieved.

ANALYZING THE LESSON

The intensive development of innovative processes in the social, economic, political life of the country poses new problems for education, both on a national scale and in a particular educational institution.

Analysis is the division of a phenomenon into parts, elements, followed by their study separately, as parts of a given whole.

Pedagogical analysis is a management function, together with guidance, control, coordination, correction, aimed at studying the actual state of affairs and the validity of using various methods, means to achieve goals, as well as an objective assessment of the results of the pedagogical process and the development of regulatory mechanisms for transferring the system to a new one. quality condition.

In my practice, there were enough schemes for analyzing various types of activities (these are schemes taken from the recommendations of K.Yu. Belaya, and schemes developed by our pedagogical institute, etc.), everything would be fine, but our kindergarten works according to the program of O.M. Dyachenko (L.A. Vengera) "DEVELOPMENT" and many schemes for analyzing classes are not suitable for us. As a methodologist, I faced the problem of how best to develop a developmental lesson and analyze it from all sides.

After thinking, reading the methodological literature and establishing contact with the teachers of the IGPI them. P.P. Ershova, we have developed a memo for educators on setting the goals of a developmental lesson (Appendix No. 1).

I also had to think and develop a reference scheme for the analysis and design of classes (Appendix No. 2).

Based on these schemes, it is easier for me to analyze how to do self-analysis as a leader and teacher.

At the end of the school year, I invite my educators to propose their own open events for the next school year, and then I analyze and schedule open events. And in the annual plan I reflect the plan for visiting groups and the schedule for monitoring educational work and open viewings.

For me, as a methodologist, it is most important for me to see a creative spark in the work of a teacher with children during a lesson, that is, how a teacher will creatively and extraordinary lead children into the world of knowledge, which way he will use, what methods, forms, techniques and novelties he uses in this lesson.

EDUCATIONAL ASPECT:

Specification of norms and level of learning for each child

A clear definition of the level of the formation of any skills and abilities

Elimination of specific gaps in the knowledge and skills of a particular child

EDUCATIONAL ASPECT:

To ensure the advancement of the child in activities that contribute to the formation of the experience of creative activity, socially significant personality traits (hard work, independence, initiative), moral qualities (sympathy, empathy, humane attitude)

Provide situations aimed at the formation of skills and abilities of cognitive activity, social experience.

STATEMENT OF THE GOALS OF THE DEVELOPING LESSON.

Setting the goal of a developmental lesson is not an elementary definition of ideas, but a logical definition of the direction and results of movement (points of gradual movement towards the goal along a certain route).

The goal of pedagogical activity is the mental anticipation of the results of the process. In its formulations, the pedagogical goal should reflect the qualities that the pedagogical process is aimed at developing.

DEVELOPING GOALS:

1. Goals focused on the development of a personal-semantic attitude to the material being studied and the process of one's own cognitive activity: the relevance and personal meaning of the topic being studied for children, helping children to realize the social, practical and personal significance of the material being studied.

2. Goals focused on the development of value relations of children to the surrounding reality: to promote children's awareness of the values of the material being studied, to help children realize the value of joint activities.

3. Goals aimed at developing intellectual culture in children: equip (i.e. create organizational and content conditions for the development of children's skills) in ways (methods) of mental activity: teach children to analyze a cognitive object, develop the ability to compare, generalize, classify, correlate, see patterns, find contradictions, etc.

4. Goals focused on the development of a research culture (research skills): to promote the development in children of the ability to use various methods of cognition: observation, hypotheses, the ability to analyze an object, highlight its essential features, compare various facts, draw conclusions.

5. Goals focused on the development of an organization of active culture in children: the development in children of the ability to set a goal, plan their activities (to exercise control, self-assessment and self-correction of their activities).

6. Goals focused on the development of communication skills (culture) of children: to promote the development of children's ability to communicate, to ensure the development of monologue and dialogic speech in children.

7. Goals focused on the development of the reflective culture of children: to create conditions for the development of children's skills to suspend their activities, highlight the key moments of their own or someone else's activities, ensure the development of skills to objectify activities.

7.9. Observation and analysis of the organization

physical culture activities of the group

Complex of morning exercises

General developmental exercises

1-2 weeks of practice

Sharik I.P.: legs slightly apart, hands behind the back. Bend your arms, fist into a fist, closer to your mouth and inflate the balloon. Spread your arms to the sides, straighten up - pouted. Hands up look - flew away, return to I.P. Where are the knees of I.P. sitting, legs apart, hands resting behind. Tilt forward, palms on the deer, look at the deer, straighten up. Say "here" Myachik I.P. legs slightly apart, arms down. Slightly bend and straighten your legs - soft balls. 8-10 jumps - balls jump, alternating with walking 3 times

3-4 weeks of practice - With a handkerchief

Blow I.P. legs slightly apart, handkerchief lowered. A handkerchief in front of the chest, blow on it, a strong wind. Lower, say "no wind" Let's hide I.P. legs apart, handkerchief lowered. Tilt forward, handkerchief in front of the face - hid. Lower the handkerchief, straighten up Sit up stand up I.P. legs slightly apart, handkerchief on the floor. Sit on a handkerchief, in front of him, behind him, about. Stand up, say "sit down"

Outdoor games

Gingerbread man is rolling

Purpose: to develop the large muscles of the body, unload the spine. To evoke a sense of satisfaction from the movements performed

shaggy dog

Purpose: to teach children to listen to text and quickly respond to a signal

Pass through the stream

Purpose: to develop in children a sense of balance, dexterity, eye

Sunshine and rain

Purpose: to develop in children the ability to run in all directions, without bumping into each other, to quickly respond to a signal

Analysis of morning exercises

Gymnastics is carried out in the gym, after each group, airing is carried out, at the end, wet cleaning of the premises and equipment, which corresponds to hygienic conditions.

Gymnastics begins with warm-up exercises, ORU correspond to the age dosage, exercises are performed first for the neck, for the limbs, then for the torso. The main types of movements are used: walking, running, jumping, duration and intensity correspond to age norms. The end of gymnastics is smooth, exercises to restore breathing. Children are organized and actively perform movements. The teacher gives clear, accessible instructions and commands. Follows the correct execution, posture. Musical accompaniment is not used. Carrying out morning exercises for educators corresponds to hygienic conditions and age standards, individual characteristics are taken into account.

An urgent problem of modern society is introducing children to reading. It is no secret that already at preschool age, many kids prefer watching cartoons and computer games to listening to fairy tales. Naturally, it will be difficult for such a child to fall in love with reading even at school. Meanwhile, literature is a powerful means of intellectual, moral and aesthetic education. It enriches children's speech, emotions, forms humane feelings, makes it possible to think, fantasize. On the part of adults, it is extremely important to arouse the preschooler's interest and love for the book in time, to open the reader in the baby. And the first stage here will not be the library, but the activity of the educator, his pedagogical skills.

Why preschoolers need fiction

The tasks of reading fiction with children of the middle group include:

Formation in children of the idea that books contain a lot of interesting and informative information.
Deepening knowledge about illustrations, their meaning in the book.
Formation of the skill of moral evaluation of the work.
Developing the ability to empathize with characters.

In the middle group, children understand that you can learn a lot of interesting and informative things from books.

In the senior group, the list of tasks is expanding:

The teacher teaches preschoolers to listen to great works (in chapters).
The teacher encourages children to express their emotional attitude to what they read, to talk about their perception of the actions of the characters, to reflect on the hidden motives of their behavior.
A sensitive attitude to the artistic word is brought up, the ability to notice vivid descriptions, epithets, comparisons, to feel the rhythm and melody of the poem.
The formation of skills of expressive reading of poems, reading by roles continues.
The concept of a genre, genre features of a fairy tale, story, poem are explained in a form accessible to children.
Preschoolers learn to compare illustrations by different artists to the same work.

Not a single event is complete without poetry in kindergarten

The tasks of the preparatory group include:

Improving the ability to understand the expressiveness of the language of a work of art, the beauty of a poetic word.
Developing a sense of humor in preschoolers.
Developing the ability to put yourself in the place of a literary character.
Development of expressive reading skills, dramatization of a work (manifestation of emotions through intonation, facial expressions, gestures).
Deepening the concept of "genre", developing the ability to distinguish them.

How to Plan and Conduct a Fiction Reading Class

In order to competently build a lesson to familiarize kids with any literary work, the teacher needs to think through a lot.

What techniques and methods can be used

In a lesson on reading fiction, the educator uses the following methods:

Reading by the teacher from the book or by heart. Such a literal transmission of the text preserves the author's language, best of all conveys the shades of thoughts of the prose writer.
Narrative (retelling). This is a freer transfer of content: the teacher can rearrange the words, replace them with synonyms. But this form of narration gives more opportunities to attract children's attention: you can once again pause, repeat key phrases, etc.
Staging is a method of secondary acquaintance with a literary work.
Memorization or retelling of the text by preschoolers (depending on the genre of the work).

In order for the lesson to be successful, the following must be considered:

The activity must be emotionally charged. First of all, this concerns the manner of speech of the educator, which should convey the nature of the work and influence the mind and feelings of children. The children should see the interested face of the teacher, his facial expressions and articulation, and not just hear the voice. To do this, he must look not only at the book, but also at the faces of the children in order to see their reaction.
Prose works (fairy tales, stories) can be told, not read. As for poems, they are usually read in a medium volume voice (although some need to be told quietly or, conversely, loudly) and slowly so that preschoolers understand what is being said.
To make the lesson more complete, you can include audio recordings in it (for example, where K. Chukovsky himself reads his poetic tales).
In the process of reading, it is not necessary to distract pupils with disciplinary remarks: for this purpose, the teacher can raise or lower his voice, pause.

Children should see the interested face of the teacher, see his facial expressions while reading

A better understanding of the content of the work, the assimilation of the expressive means of the language is facilitated by repeated reading. Short texts can be repeated immediately after the initial reading. For works of a larger volume, it takes some time to comprehend, and then the teacher re-reads separate, especially significant parts. You can also remind children of the content of the material after some time (2-3 weeks), but short poems, nursery rhymes, stories can be repeated often (for example, on a walk, during regime moments). Usually, children like to listen to their favorite fairy tales many times, they ask the teacher to tell them.

How to explain unfamiliar words to children

The teacher should explain to preschoolers the meaning of unfamiliar words in the work. This technique provides a full-fledged perception of the literary text: the characters of the characters, their actions. Here you can use various options: in the course of the story, stop at a word incomprehensible to children and select synonyms for it (for example, a bunny’s bast hut means wooden; a room is a room), explain unfamiliar words even before reading begins (for example, before telling a fairy tale " A wolf and seven kids," the teacher shows a picture of a goat, pronounces the phrase: "Milk flows through the notch, and from the notch to the hoof" and clearly explains what the animal's udder is).

Illustrations help explain the meaning of unfamiliar words

However, not all words require detailed interpretation: for example, when reading A. Pushkin's “The Tale of the Fisherman and the Fish” to older preschoolers, it is not at all necessary to dwell in detail on the phrases “pillar noblewoman”, “sable soul warmer” - they do not interfere with understanding the content of the work. Also, you don’t need to ask the guys what is unclear to them in the text, but if they are interested in what a word means, you need to give an answer in an accessible form.

How to conduct a conversation with children about a read work

After reading the work, an analytical conversation should be held (this is especially true in older preschool age). During the conversation, the teacher leads the children to assess the actions of the characters, their characters. There is no need to strive to ensure that children simply reproduce the text in detail: questions should be thought out, contributing to a better understanding of the meaning, deepening emotions. The content does not need to be torn away from the form: be sure to pay attention to genre, language features (for example, focus the attention of the kids on the repeated appeals “Kids, kids, open up, open up!” Or name which epithets refer to a fox, wolf, hare in a certain fairy tale).

Examples of questions to identify the emotional attitude towards the characters:

Who is your favorite character in the story and why?
Who would you like to be like?
Who would you not be friends with?

Questions to identify the key meaning of the work:

Who is to blame for the fact that the sparrow mother lost her tail (M. Gorky "Sparrow")?
Why is the fairy tale "Fear has big eyes" so called?

Questions to discover the motive:

Why did Mashenka not allow the bear to rest on the way to her grandparents (“Masha and the Bear”)?
Why did the fox smear dough on her head (“The Fox and the Wolf”)?
Why did the mother turn into a bird and fly away from her children (Nenets folk tale "Cuckoo")?

Analytical conversation is especially necessary when reading works about nature or human labor (for example, S. Marshak “Where did the table come from”, V. Mayakovsky “Horse-fire”, S. Baruzdin “Who built this house?” and others).

Children need to discuss and analyze poems dedicated to human labor

The teacher should not move from the content of the book to moralizing and moral conversation about the behavior of individual children in the group. We should only talk about the actions of literary heroes: the power of the artistic image sometimes has a greater impact than notations.

How to memorize poems with children using mnemotables

For memorizing poems and retelling fairy tales, it is good to use mnemotables. They are a schematic representation of the plot of the work in the form of a series of pictures. This technique, which facilitates the memorization of the text, can be practiced already from the middle group.

Photo gallery: mnemonic tables for preschoolers

The key events of the fairy tale are presented in the form of diagrams. The poster shows the main characters (a girl, a bear) and the key moments of the story (a forest, a hut, pies, a box) schematically. Each schematic picture corresponds to a line of a poem

How to show pictures to children

A deeper understanding of the text and the artistic images embedded in it is facilitated by examining illustrations. The method of using visualization depends on the age of preschoolers and the content of the book. But in any case, the perception of text and pictures should be holistic. Some books consist of a series of pictures with captions (an example of this is A. Barto, “Toys” or V. Mayakovsky, “Every page is an elephant, then a lioness”) or are divided into separate chapters (“The Snow Queen” G.- H. Andersen. In this case, the teacher first shows the picture, and then reads the text. If the work is not divided into parts, then you should not interrupt the story by showing illustrations: this can be done after reading or shortly before it (looking at the book will cause preschoolers to be interested to the plot.) When reading cognitive literature, the picture is used to visually explain the information at any time.

Both younger and older preschoolers always look at illustrations for works with great interest.

The general structure of a reading lesson

The structure of a lesson in reading fiction depends on its type, the age of the pupils and the content of the material. Traditionally, there are three parts:

Acquaintance with the work, the purpose of which is the correct and emotionally rich perception.
A conversation about what was read, aimed at clarifying the content, language means of expression.
Re-reading the text (or its key episodes) to deepen perception and consolidate the impression.

Types of reading classes in kindergarten

There are several types of classes for reading fiction with preschoolers:

Motivating start to class

The key task of the educator is to prepare preschoolers for the perception of the work, to motivate them to listen. Various methods are used for this.

The appearance of the playable character

In younger and middle age, it is better to start classes with a surprise moment with the appearance of a game character. It is always with the content of the work. For example, this is a fluffy plush kitten (V. Berestov’s poem “Kitten”), a funny yellow chicken (K. Chukovsky’s fairy tale “Chicken”), Masha doll (Russian folk tale “Masha and the Bear”, “Three Bears”, “Geese Swans and others where a little girl appears).

The toy conveys the mischievous nature of the kitten from the poem of the same name by V. Berestov

The teacher can show the kids a magic chest in which the heroes of the fairy tale find themselves. As a rule, these are works where many characters appear (“Turnip”, “Teremok”, “Gingerbread Man”).

Message from a hero

You can also use the motive of the letter - a message comes to the group from the brownie Kuzenka. He says that he lives in a kindergarten - he guards it at night, and during the day he really likes to listen to the guys sing songs, play, play sports. And so Kuzya decided to give the children a gift - to give them his box with fairy tales. Now, at any time, kids can get acquainted with a new fairy tale that the teacher will read to them.

Brownie Kuzya gives the kids his box with fairy tales

preliminary conversation

At older preschool age, it is already possible to use the personal experience of preschoolers to create motivation for reading. This can be an introductory mini-conversation that connects life events with the theme of the work. For example, a teacher asks children if they like to fantasize. Then they all discuss together: why do people fantasize at all (to amuse their interlocutor, to please him, etc.). Then the teacher smoothly proceeds to reading N. Nosov's story "Dreamers". By the way, in the lesson on this topic, you can also introduce a game character - Dunno, because he also liked to invent and compose fables.

Additionally, children can be offered to color Dunno

Another example is when a teacher starts a conversation about a dream. After all, every person has it. An adult asks to tell the guys what they dream about. After that, the teacher leads the preschoolers to the conclusion that in order to fulfill their desire, one cannot sit back, but one needs to work hard, make efforts, although, of course, there are times when luck smiles at a person, and a dream comes true by itself, as if by magic. And very often this is found in Russian folk tales, for example, in the work “By the Pike’s Command” (or another, where magical heroes or things appear that help the main character).

Familiarization with visual materials

To create motivation for reading, the teacher can also start the lesson by looking at a picture, for example, the work of V. Vasnetsov “Three heroes”. After getting acquainted with this work of art, children will surely listen with great interest to the epic about Ilya Muromets or another Russian knight.

After examining the brave heroes, it will be very interesting for preschoolers to listen to the epic about Ilya Muromets

Shortly before the lesson, you can interest the children in the colorful cover of the book or its illustrations: the children will want to know who is depicted on it and what happened to the characters in the work.

After looking at the illustrations, the children will probably want to know who is depicted on them and what happened to the heroes.

Before reading poems about some time of the year, it is good to take the children for a walk or arrange an excursion to an autumn or winter park.

Examples of class notes

Sample lesson plans can be found here:

Karanova M.S., "Bear cub Burik" (second junior group);
Romanova N., “Reading and memorizing the poem by M. Khudyakov “Autumn” (middle group);
Konovalova D.V., “Let's talk about friendship (reading the story of V. Oseeva “Who is the boss”)” (preparatory group).

Topic options for classes in reading fiction

In each age group, the teacher selects interesting topics for classes, focusing on the list of works of fiction recommended by educational programs. Some works may be repeated: if at an early age it is just listening, then at an older age there is already an in-depth analysis, retelling of the text by preschoolers, staging, reading by roles, etc.

First junior group

A. Barto's poem "Bear".
A. Barto's poem "The sun is looking out the window."
Russian folk song "The cat went to Torzhok ...".
Russian folk song "Cockerel, cockerel ...".
Russian folk song "Like a meadow, a meadow ...".
Russian folk song "Like our cat ...".
"Bai-bye, bye-bye, doggy, do not bark ...".
Russian folk song "Ryabushechka Hen".
Russian folk tale "Kids and the Wolf" in the processing of K. Ushinsky.
Russian folk song "Oh, how I love my cow ...".
Poem A. Barto "Truck".
S. Kaputikyan's poem "Everyone is sleeping."
Poem by V. Berestov "Sick Doll".
Russian folk song "Koza-dereza".
Russian folk song "Yegorka Hare ...".
The story of L. N. Tolstoy "The cat was sleeping on the roof ...".
The work of S. Marshak "The Tale of the Silly Mouse".
Many fairy tales for children can be included at any regime moments (for example, the transition to daytime sleep)
The story of L. N. Tolstoy "Petya and Masha had a horse ...".
K. Chukovsky's poem "Kotausi and Mausi".
A. Barto's poem "Elephant".
The nursery rhyme “Oh, you, a hare-shooter ...” (translated from Moldavian by I. Tokmakova).
Russian folk tale "Teremok" (arranged by M. Bulatov).
Russian folk song “Ai doo-doo, doo-doo, doo-doo! A raven sits on an oak tree.
S. Kaputikyan's poem "Masha is having lunch".
Poem by N. Saxonskaya “Where is my finger”
P. Voronko's poem "New clothes".
Poem by N. Syngaevsky "Helper".
An excerpt from a poem by Z. Alexandrova "My Bear".
Poem by V. Khorol "Bunny".
Khorol's poem about a bunny is very rhythmic, which allows it to be used for motor exercises
M. Poznanskaya's poem "It's snowing."
Tale of L. N. Tolstoy "Three Bears".
Poem O. Vysotskaya "Cold".
Poem by V. Berestov "Kitten".
A. Barto's poem "Bunny".
A. Barto's poem "Who screams like that?".
Tale of V. Suteev "Who said" meow "?".
German song "Snegiryok" (translated by V. Viktorov).
A. Barto's poem "Ship".
Russian folk song "A fox with a box ran through the forest."
"In the toy store" (chapters from the book by Ch. Yancharsky "The Adventures of Mishka Ushastik", translated from Polish by V. Prikhodko).
Russian folk nickname "Sun-bucket".
The call "Rain, rain, more fun ...".
Calls and nursery rhymes can become the basis for a physical education session or finger gymnastics
Russian folk tale "Masha and the Bear" (arranged by M. Bulatov).
A. Pleshcheev's poem "Rural Song".
“The wind walks on the sea ...” (an excerpt from the fairy tale by A. S. Pushkin “The Tale of Tsar Saltan”).
Poem by A. Vvedensky "Mouse".
G. Sapgir's poem "Cat".
Russian folk amusement "Because of the forest, because of the mountains ...".
Tale of V. Bianchi "The Fox and the Mouse".
G. Ball's story "Yeltyachok".
A poem by A. and P. Barto “The Roaring Girl”.
This poem is useful for working with whiny children, but do not allow such a child to be teased by others.
Poem by K. Chukovsky "Confusion".
Tale of D. Bisset "Ha-ha-ha" (translated from English by N. Shereshevskaya).
Russian folk amusement "Cucumber, cucumber ...".
The poem "Shoemaker" (translated from Polish in the processing of B. Zakhoder).
B. Zakhoder's poem "Kiskino grief".
A. Brodsky's poem "Sunny Bunnies".
"Friends" (chapter from Ch. Yancharsky's book "The Adventures of Mishka Ushastik").

Second junior group

Reading of Sasha Cherny's poem "Helper".
Reading the Russian folk tale "Cat, rooster and fox".
Reading the Russian folk tale "Gingerbread Man" (arranged by K. Ushinsky).
Reading poems by A. Barto from the cycle "Toys".
Reading the Russian folk tale "Three Bears".
Reading poems by A. Pleshcheev "Autumn has come", A. Blok "Bunny".
Russian folk songs-rhymes: "Kisonka-murysenka".
Fairy tale "Sister Alyonushka and brother Ivanushka".
Reading poems by S. Ya. Marshak from the cycle "Children in a Cage".
Reading the Russian folk tale "Masha and the Bear".
Russian folk tale "Turnip".
Reading the Russian folk tale "The Fox and the Wolf".
"Tales about a stupid little mouse" by S. Ya. Marshak.
A. Bosev's poem "Three".
Reading the story of L. Voronkova "It's snowing."
Reading the Russian folk tale "The Snow Maiden and the Fox".
Reading the Russian folk tale "Geese-swans".
The fairy tale "Geese Swans" is perfect for talking about obedient and naughty children.
Reading a poem by Z. Alexandrova "My bear".
Reading the stories of V. Bianchi "The Fox and the Mouse", E. Charushin "Volchishko".
Reading the Russian folk tale "The Wolf and the Seven Kids".
Reading the Russian folk tale "The Fox and the Hare".
Reading the Russian folk tale "The Cockerel and the Bean Seed".
Russian folk tale "Mitten".
Memorization of V. Berestov's poem "Petushki".
Reading the Russian folk tale "Goat Dereza".
Reading a poem by I. Kosyakov "She's All".
Reading the Russian folk tale "Fear has big eyes."
Reading a poem by S. Ya. Marshak "Mustache-striped".
Russian folk tale "Teremok".
"Teremok" is very popular in the preschool educational institution as a theatrical production with the participation of the children themselves, although more often it is staged already in the middle and older groups
Reading the stories of L. N. Tolstoy "Truth is more expensive than anything", "Varya and Siskin".
Memorizing the poem by S. I. Belousov "Spring Guest".
Reading a poem by A. Pleshcheev "Spring".
The story of the Russian folk tale "Ryaba the Hen".
Reading the story of Y. Thais "Holiday".
Reading a poem by E. Blaginina "That's what a mother!".
Reading the fairy tale by K. Chukovsky "Chicken".
Memorizing V. Berestov's poem "Kitten".
Reading the Russian folk tale "A bull - a black barrel, white hooves."
Poem by V. V. Mayakovsky “What is good and what is bad?”.

middle group

The story of V. Oseeva "Watchman".
The story of N. Sladkov "Autumn on the threshold."
Russian folk tale "The Man and the Bear".
The story of V. Oseeva "Blue Leaves".
Russian folk tale "The Fool and the Birch".
S. Mikhalkov's poem "What do you have?".
Russian folk tale "Ship".
The story of L. Voronkova "How the Christmas tree was decorated."
Russian folk tale Frost and the Hare.
The fairy tale "Frost and the Hare" will enrich children's knowledge about seasonal changes in nature
N. Kalinina's story "About the snow bun".
The story of V. Karaseva "Olya came to the kindergarten."
Fairy tale by V. Dahl "The fox-bass".
Russian folk tale "The Fox, the Wolf and the Bear".
Mordovian folk tale "Like a dog was looking for a friend."
Russian folk tale "The Cockerel and the Bean Seed"
The story of V. Borozdin "Starfighters".
Fairy tale by N. Sladkov "The Bear and the Sun".
The work of S. Prokofieva "The Tale of Mom."
The story of S. Vangeli "Snowdrops".
Tale of V. Oseeva "Three Magpies".
For greater immersion in the theme of a fairy tale, you can turn on an audio recording with the voice of a magpie for children.
Fairy tale by D. Bisset "Grasshopper Dandy".
The work of M. Plyatskovsky "The Tale of the Inverted Turtle".
Reading a poem by V. Paspaleeva "Forest Violet".
The story of A. Gaidar "Campaign".
The story of L. Tolstoy "The jackdaw wanted to drink ...".
The story of N. Sladkov "Non-rumour".
Tale of N. Pavlova "Strawberry".
Tale of V. Suteev "Under the mushroom".

Senior group

Reading the story of L. Tolstoy "The Lion and the Dog".
A story on the theme of the poem by E. Trutneva "Summer is flying away."
A story on the theme of the poem by E. Trutneva "Autumn is flying away."
Memorizing a poem by M. Isakovsky "Go beyond the seas and oceans."
Retelling of the fairy tale by K. D. Ushinsky "Know how to wait."
T. Alexandrova "Kuzka Brownie".
The story of P. Bazhov's fairy tale "Silver Hoof".
Reading the story of Viktor Dragunsky "Childhood Friend".
Memorizing a poem by E. Blaginina "Let's sit in silence."
Poems and fairy tales teach the child kindness, respect for others, support curiosity
Retelling of the story by V. Chaplina "Squirrel".
The story of the Russian folk tale "The Frog Princess".
Reading the fairy tale by N. Teleshov "Krupenichka".
Reading the chapters of Astrid Lindgren's story "The Kid and Carlson, who lives on the roof."
Memorizing I. Surikov's poem "Here is my village."
The story of the Russian folk tale "Hare-boast" (in the processing of A. Tolstoy).
Reading the story of N. N. Nosov "The Living Hat".
The story of the work of V.P. Kataev "Flower-seven-flower".
Memorizing S. Yesenin's poem "Birch".
Telling the Nenets fairy tale "Cuckoo" (arr. K. Shavrova).
S. Gorodetsky "Kitten" (reading in faces).
Retelling of N. Kalinina's story "About the snow bun".
Memorizing a poem by M. Yasnov "Peaceful counting rhyme".
The story of the Russian folk tale "Nikita Kozhemyaka".
Reading the work of G. Snegiryov "Penguin Beach".
Reading chapters from the story of A.P. Gaidar "Chuk and Gek". Modeling "Puppy"
Reading a poem by A. Fet "The cat sings, his eyes screwed up ...".
Reading a poem by Y. Akim "My relatives".
Narration of the folk tale "Sivka-burka".
Many plots of Russian literature passed through the years, they were also known to the grandparents of today's kids
Reading the story of L. Tolstoy "Bone".
Reading excerpts from the work of B. S. Zhitkov "How I caught little men."
Memorizing I. Belousov's poem "Spring Guest".
Reading a poem by G. Ladonshchikov "Spring".
Russian folk tale "The Fox and the Hare"
Retelling of the story by Y. Thais "Train".
The story of the Russian folk tale "Fear has big eyes."
The fairy tale "Fear has big eyes" is essentially psychological
Reading the work of I. Leshkevich "Traffic Light".
Dramatization of an excerpt from the Russian folk tale "Masha and the Bear".
Memorizing G. Vieru's poem "Mother's Day".
The story of the Russian folk tale "The wolf and the seven kids".
Retelling of the Ukrainian folk tale "Spikelet".
Reading an excerpt from the work of K. Paustovsky "Cat-thief".
Memorizing the excerpt “At the seashore there is a green oak ...” from A. S. Pushkin’s poem “Ruslan and Lyudmila”.
Favorite tales of A. S. Pushkin.
Reading R. Kipling's fairy tale "Elephant".
The story of the Russian folk tale "Havroshechka".

preparatory group

Acquaintance with an excerpt from the poem by A. S. Pushkin "Eugene Onegin" "Already the sky was breathing in autumn ...".
Reading and retelling of the Nanai folk tale "Ayoga".
Russian folk tale "The Little Fox and the Wolf"
The story of K. Ushinsky "Four wishes".
Epic "Ilya Muromets and the Nightingale the Robber".
The story of K.G. Paustovsky "Warm bread".
Memorizing N. Rubtsov's poem "About the Hare".
Reading the story of A. Kuprin "Elephant".
Reading the story of V. Bianchi "Bathing the cubs."
Acquaintance with the work of D. Mamin-Sibiryak "Medvedko".
Fairy tale by Ch. Perro "Puss in Boots".
M. Zoshchenko's story "Great Travelers".
Children are more interested in stories about their peers
Epic "Sadko".
Reading the fairy tale by V. Suteev "The Magic Wand".
Tale of K. Ushinsky "The Fox and the Goat".
Acquaintance with the work of I. Surikov "Winter".
E. Permyak's story "The First Fish".
Fairy tale based on folk stories "The Snow Maiden".
Learning the poem by S. Marshak "The young month is melting ...".
E. Moshkovskaya's poem "They ran until the evening."
Acquaintance with the work of P. Ershov "Humpbacked Horse".
Russian folk tale "Cockerel - a golden comb and millstones."
Retelling of the work of E. Charushin "The Bear".
S. Yesenin's poem "Birch".
Retelling of the fairy tale "Fear has big eyes."
Reading the fairy tale H.-K. Andersen "The Ugly Duckling".
The story of V. Bianki "Adapted".
Russian folk tale Vasilisa the Beautiful.
The story of V. Dahl "The old man-year-old".
At older preschool age, fairy tales are perceived by children more fully, they can be correlated with the past and future seasons.
F. Tyutchev's poem "Winter is not without reason angry ...".
Fairy tale H.-K. Andersen "Thumbelina".
The story of E. I. Charushin "Boar".
The story of M. Prishvin "Golden Meadow".
Poem "Limerick" by Edward Lear.
The story of V. Bianchi "Forest houses".
Fairy tale by the Brothers Grimm "The Pot of Porridge".
The story of S. Alekseev "The first night ram".
A. Blok's poem "In the Meadow".
Pushkin's Tales.
Russian folk tale "Sister Alyonushka and brother Ivanushka"

Circle for reading fiction in kindergarten

In kindergarten, circle work on reading fiction is often practiced. This direction is very important: children's literature today has many "rivals" - cartoons, children's TV programs, computer games. They do not require reflection from the guys, unlike a work of art. There is also such a paradox: in bookstores there is a huge assortment of colorful, informative and interesting publications, but reading with a child requires strength, attention and time, which many parents do not have enough. In these cases, the task of introducing preschoolers to the book falls on the shoulders of the educator. And it’s good if, in addition to the works set by the educational program of the kindergarten, he introduces the children to other wonderful fairy tales, stories, epics, poems, as well as proverbs and sayings.

Today, books have many "competitors" in the struggle for the attention of the child.

As for the topics of the literary circle, it can cover:

works of various genres (variant titles: “Visiting a book”, “Literary living room”, “Magic world of books”);
only fairy tales (“Fairy tales are good friends”, “Visiting a fairy tale”, “A fairy tale is rich in wisdom ...”);
poems (children expressively read them and memorize them).

Classes in the circle are usually held once a week in the afternoon.

As an example, we can consider the work program and long-term work plan of the “Visiting a book” circle (designed for three years of study) of the educator E. V. Nazarova. Its peculiarity is that the reading of literature is combined with the holding of Russian folk games of a similar theme.

Elizaveta Vasilievna indicates the following tasks of the circle:

to develop in children the ability to fully perceive a work of art, empathize with the characters, and emotionally respond to what they read;
to teach children to feel and understand the figurative language of a work of art, expressive means that create an artistic image, to develop the figurative thinking of preschoolers;
to form the ability to recreate the artistic images of a literary work, to develop the imagination of children, associative thinking, to develop the poetic ear of children, to accumulate the aesthetic experience of listening to works of fine literature, to cultivate an artistic ear;
to form the need for constant reading of books, to develop interest in reading fiction, the work of writers, creators of works of verbal art;
enrich the sensory experience of the child, his real ideas about the world and nature;
to form the aesthetic attitude of the child to life, introducing him to the classics of fiction;
expand the horizons of children through reading books of various genres, diverse in content and topics, enrich the moral, aesthetic and cognitive experience of the child;

The goal is to in-depth acquaint children with children's literature and books, ensure the literary development of preschoolers, reveal to children the world of moral and aesthetic values and spiritual culture accumulated by previous generations, develop an artistic taste, form a culture of feelings, communication.

How to Organize an Open Viewing of a Fiction Reading Class

One of the important forms of reading work is open classes, during which the teacher demonstrates his innovative experience to colleagues. Novelty can affect various aspects:

the use of information and computer technologies - ICT (slides depicting episodes of a work, its individual characters);
retelling the fairy tale by children based on mnemonic tables (this direction is always of interest);
even a physical education minute can be innovative - an indispensable element of most classes (for example, using pebbles to enhance the rhythm, by the way, this technique can also be used when reading poems).

Classes using ICT always look advantageous

An interesting idea is to connect a music director to the event or use audio recordings. For example, in the same fairy tale “Masha and the Bear”, the music will convey how a girl gathers mushrooms and berries in the forest, and a bear walks through the forest with a heavy tread. Children will simply be delighted with such a deep immersion in the work.

The final of an open lesson can also be interesting to beat. For example, children give guests bookmarks for books they have made with their own hands.

Open viewing cannot be rehearsed in advance with the group, for example, memorizing poems or working out answers to questions. This is always visible from the outside: children will not be as intrigued as if they perceived the work for the first time.

Features of holding festive and leisure activities for reading

Various festive events also contribute to the upbringing of interest in the book: literary leisure, entertainment, evenings, quizzes. Their theme may be the work of a particular writer, poet (for example, A. Pushkin, S. Marshak, K. Chukovsky, A. Barto), especially if this is associated with his upcoming anniversary.

A literary event can be timed to coincide with a holiday, for example, Mother's Day, Bird's Day, May 9th. For this, works of different genres (poems, short stories, episodes from fairy tales, proverbs, sayings) are selected, which are played out in an original way.

The festive atmosphere is always created by the union of various types of art - literature, theater, dance, music, art. Sports elements can also be included in such leisure.

The structure of a literary holiday is similar to the construction of a matinee:

Grand opening with an introductory speech by the host.
Showing concert numbers.
Demonstration of the exhibition of books.
Completion.

Combine parts of the event, except for the leader, game characters. They do not let children's attention weaken.

Recitation of poems is an integral part of the literary festival

Older preschoolers can arrange a mini-concert for younger pupils with reading nursery rhymes, songs, and poems familiar to kids. In this case, it is desirable to use visual materials - toys, pictures, various objects.

An example of a synopsis of a literary event based on the works of S. Ya. Marshak (author A. G. Chirikova).