What fairy tales do I read in the 2nd junior group. Project in the second junior group on the theme "the world of a fairy tale"

Project in 2 junior group

"Reading fairy tales"

MDOU "Kindergarten No. 25"

The project "Reading fairy tales" in the 2nd junior group.

-Project type: creative, artistic and aesthetic

-The nature content: child and adults
-Project participants: teacher, children of the 2nd junior group, parents

-By number of participants: collective

Stages of work on the project.
1. Preparatory.

Project relevance:

Folk tales are the most ancient of the widespread forms of oral folk art, present among all peoples. The tale reflects the beliefs, views, dominant features national character denounces class relations, at the same time exposing the ancient way of life, which is often reflected in individual works - everyday fairy tales, fairy tales about animals, fairy tales. Mastery of the native language, the development of speech is one of the most important acquisitions of the child in preschool childhood and is considered in modern preschool education as a general basis for the upbringing and education of children. Working with children, we are faced with the fact that they have poorly developed coherent speech, they hardly talk about the events of their lives, they cannot retell a literary work.

To solve this problem, I chose to work on familiarizing myself with fairy tales, since I believe that fairy tales have firmly entered the child's life of the baby, and in essence the fairy tale is quite consistent with nature. little man, close to his thinking, representation.

Formulation of the problem:

Children know little of Russian folk tales.

2. Goal setting

Target:

Create a positive emotional state. To form in children ideas about the Russian folk tale through different kinds activities. Consolidation and systematization of children's knowledge about fairy tales.

Tasks:

1. Educational:

Create the necessary conditions for acquaintance with fairy tales.

Develop cognitive abilities child, curiosity, creative imagination, memory, fantasy.

Work on sound pronunciation, develop the sound culture of children's speech.

Develop the ability to retell stories.

2. Developing:

Develop group cohesion, self-esteem of children.

3. Educational:

Teach children to respect themselves and others.

Arouse interest in fairy tales.

3. Planning.

Estimated results of the project implementation
-Children will get acquainted with many Russian folk tales, will know their content.

Children will try in games - dramatizations, puppet theaters, table theaters to convey their hero.

Involving parents in further participation in group activities (competitions of drawings, crafts, replenishment of the developing environment, etc.)

The development of cognitive activity in children, creativity, communication skills.

Organization of an exhibition of drawings. "Visiting a fairy tale" (with the involvement of parents).

Development in children children's creativity- drawing, modeling, application.

Project methods:

Cognitive and gaming activities, games, conversations, observations, joint games.

4.Executive

	Main directions of development	Forms and methods of work	results
	Cognitive-speech development.	Acquaintance with the work of the writer-storyteller. Listening to the fairy tale "The Wolf and the Seven Kids" Listening to the RNS "Cat, Rooster and Fox" Teremok. Hearing RNS" Swan geese». Listening to the RNS "Masha and the Bear".	Children got acquainted with new fairy tales. To consolidate knowledge of fairy tales, pay attention to intonational expressiveness.
	Artistic and aesthetic development	Examination of figures of heroes of fairy tales, attributes for dramatization games. Animals in fairy tales (drawing). Table theater based on the fairy tale "Teremok". Artistic creativity: plasticineography - molding of the walls "Teremka", decoration with peas and buckwheat. ( extra work- application - roof and window of the tower) Exhibition of books "Our best friends- books.	Making a theater corner in a group. Exhibition of children's works. Introduce children to theatrical performances. Exhibition of children's works. Introduce children to new books.
Evening time	Social and personal development.	Didactic games: "Assemble a fairy tale from parts", "From what fairy tale", etc. Role-playing games, dramatization games, etc.	Selection of didactic games on the topic. Selection of attributes for games - dramatizations.
During theme week	Working with parents.	Assistance in setting up a group. Exhibition of drawings "On the pages of fairy tales". Organization book fair. Making a sliding folder "The role of the family in the development of the language of children." Reminder for parents: "Reading fairy tales"	Preparation of printed information; folder design.

5. Presentation.
Game motivation :

During the acquaintance of children with fiction through the arrival of Grandmother, the storyteller, to acquaint children with Russian folk tales - names, content, discussion of the heroes of fairy tales, highlighting the positive and negative traits.

Final events:

A game with a table theater based on the fairy tale "Teremok" (19.03.) and artistic creativity(20.03): plasticineography - molding walls "Teremka", decoration with peas and buckwheat. (Additional work - applique roof and window teremka)

Target: To develop the memory of children, the ability to guess the names of Russian folk tales, according to a riddle and a visual picture of a fairy tale. To form the ability of children to convey their character in the fairy tale "Teremok", speech, facial expressions, gestures and actions. To develop the skills of working with plasticine in creating a tower: pinch off a small piece from the whole and fill in the outline of the object by smearing it with your finger. Develop finger motor skills using peas and buckwheat to decorate the house. Cultivate interest in fairy tales, accuracy in working with plasticine.

Hod (19.03).:
The arrival of Grandmother - storyteller: “Hello children, did you recognize me? And I didn’t come alone, I brought you friends! Meet them!”
(Pulls out fairy tale heroes or a table theater from a large chest. Children call them).
And in a small chest I brought a surprise.
Here is the first one: You know a lot of fairy tales, you read a lot. Fairy tales ask you, friends, to guess them! (takes out pictures - fragments of fairy tales and reads a riddle, children guess):

Mixed on sour cream, chilled on the window ,

Round side, ruddy side, rolled ... (kolobok).

Oh you, Petya - simplicity,

Gone a little:

Didn't listen to the cat

Looked out the window. ("Cat, Rooster and Fox")

And the road is far

And the basket is not easy,

To sit on a stump,

I would eat a pie. (" Masha and the Bear")

In a fairy tale the sky is blue

In a fairy tale, the birds are terrible,

"River, save me,

Both me and my brother." ("Swan geese")

Near the forest at the edge,

Three of them live in a hut,

There are three chairs and three mugs,

Three beds, three pillows

Guess without a clue

Who are the heroes of this tale? ("Three Bears")

Everyone knows in Russia

Waiting for mom with milk

And they let the wolf into the house,

Who are these ... small children. ("The wolf and the seven Young goats")

Grandmother: Well done, they guessed all my riddles, they all learned fairy tales.

Let's have a rest and build a house for the gnome:

1, 2, 3, 4, 5, (turns to the right, to the left, hands on the belt),

Let's build and play (squats)

We are building a big house, we are building high (hands up, on toes),

We put windows, cut the roof (we show the window with our hands, hands above our heads - an imitation of the roof),

Here's what beautiful house(hands in front of you, pointing to the house),

The old gnome will live in it (clap hands)

Grandmother: And now, the second surprise.
Dear viewers,

Do you want to see the story?

Every fairy tale has its own

Lesson for girls and boys.

The game is a dramatization of the fairy tale "Teremok".

Grandmother is a storyteller: Hello children. I was with you yesterday. We are with you an interesting fairy tale themselves and told and looked. And today let's make a gift "Teremok" for my fairytale heroes. I offer a sample of work that should turn out. How are the walls of the tower painted over? (Children's answer) That's right with plasticine, pinch off a small piece and smear it on the walls without going beyond the contour. When you paint over the entire wall with plasticine, you can decorate with cereals: peas or buckwheat, which I prepared for you.

Independent activity children. Grandmother - storyteller provides assistance as needed; reminder, use sample display, etc.

Evaluation from Grandmother - storyteller: Well done, they tried very hard. For this, here is my third surprise from the chest - new books with fairy tales and treats (sweets).

Farewell and departure of Grandmother - storyteller.

6. Reflective-evaluative.

Project result:

1. Children got acquainted with new fairy tales.

2. Children learned to recognize fairy-tale characters from illustrations.

3. During the didactic games, the children consolidated the knowledge of colors, quantity, counting.

4. Children tried to display what they read in creative works.
5. Children got acquainted with theatrical performances.
6. We discussed our project with the children.

7. Design.

After analyzing our successes and failures, it was decided to continue acquaintance with new fairy tales, replenish the theater corner, and participate in dramatization games.

Project " Magic world fairy tales"

(younger group)

Routing project

Project type : group, artistic and aesthetic.

Project participants : children of the second younger group, educator, music director, parents.

Duration : short-term - 2 weeks

Relevance.

Fairy tales are the most ancient of the widespread forms of oral folk art. And in the age of technological progress, when reading literary works, including fairy tales, have replaced games on computers, tablets and phones, watching cartoons, there is a decrease in the development of children spiritual wealth people, their cultural and historical experience. The relevance is that this project combines the means and ways of developing the creative abilities and communication skills of children.

Problem modern society: introducing children to traditional Russian folklore. It is known that in oral folk art, as nowhere else, special features Russian character inherent in him moral values, ideas about goodness, beauty, courage, diligence, fidelity. We can see all this in Russian folk tales. It is fairy tales that are the material for teaching younger children. preschool age speech development.

Children know little of Russian folk tales.

Objective of the project: create conditions for introducing children to oral folk art through fairy tales through various activities.

Project objectives:

Tutorials:	To introduce and consolidate children's knowledge of Russian folk tales. Create a desire to be like positive characters fairy tales.
Developing:	Enrich children's vocabulary, develop oral speech. To develop expressive speech through the participation of children in dramatizations, puppet, table theaters.
Educators:	Raise interest in fairy tales; teach children the rules safe behavior on the example of fairy tales. To cultivate the ability to listen to an adult, to perform the appropriate actions proposed by the teacher.

Expected results:

Formed interest in oral folk creativity - fairy tales.

Children have ideas and knowledge about many Russian folk tales, they know their content.

They are able to distinguish between good and evil through imitation of the image of the heroes of fairy tales; characterize actions, behavior; express emotions and understand the feelings of others.
- Children are more confident in staging fairy tales.

Enrichment vocabulary.

Project product:

Design of the exhibition of children's books "Our favorite fairy tales"

Creation with parents of the book "Sketches of a favorite fairy tale"

Lapbook "Visiting fairy tales"

Presentation of the project at the pedagogical council

Stages of project implementation

Stage 1: preparatory (project development)

Identification of the problem and relevance of the project;

Setting goals and objectives;

Definition of forms and methods of work;

Collection of information, literature, additional materials;

Work on drawing up stages and a plan for the implementation of the project; - creation of RPPS:

Contribute Russian folk tales to the book center

Creation of didactic games according to the project

Replenish the music and theater center with masks for staging fairy tales and outdoor games.

Pick up file cabinets: finger games based on fairy tales"; "Riddles about the heroes of a fairy tale", "Mobile games based on fairy tales"

Stage 2: practical (project implementation)

Educational area	Forms of work with children
Socio-communicative development	Didactic games: “Tell a fairy tale according to the plots”, “What fairy tale is the hero from”, “Find out whose shadow”, “Good-evil in fairy tales” Musically - didactic game"Show me who it is" (correlate music with the characters of fairy tales, learn to imitate the movements of children) Educational situation "What fairy tales are you?" (to form children's interest in fairy tales, to arouse a desire to listen to them).
cognitive development	Examining illustrations for fairy tales View any fairy tale of the choice of children Conversation “What happened to the bun that went for a walk without asking?” (rules of safe conduct) Labor activity: "Let's show Chanterelle how we work"
Speech development	OOD for the development of speech "Favorite Tales" Show table theater"Kolobok"; dramatization of fairy tales "Turnip", "Teremok"
Artistic and aesthetic development	Ltd. for modeling "Cockerel" CHL: reading children's favorite fairy tales throughout the project; guessing riddles about the heroes of fairy tales. Playing "Noise Makers" Joint activities of the teacher and children: Designing "Hut for the Chanterelle" Staging the fairy tale "Grandma's Yard" together with the music director.
Physical development	Breathing exercises "Chicken", "Geese are flying" Outdoor games: “At the bear in the forest”, “Cunning fox”, “Geese-geese”

Working with parents:
Introduce parents to the topic	Engage parents: to work with children and teachers. for the design of the book "Sketches of a Favorite Fairy Tale"
To increase the pedagogical competence of parents in the education of children of primary preschool age through oral folk art.	Advice in the information corner: "The value of family reading" "A fairy tale that she gives to children"

Stage 3: final (generalizing)

Based on the results of work with parents, the design of the book “Sketches of a Favorite Fairy Tale”

An exhibition of children's books "Our favorite fairy tales" was organized

Creation of the book “Sketches of a Favorite Fairy Tale” together with parents

Dramatization of the fairy tale "Grandma's Yard" in interaction with the music director.

Creating a lapbook "Visiting fairy tales"

Used Books:

The main general educational program of preschool education of the PEP “From birth to school”, ed. NOT. Veraksy, T.S. Komarova, M.A. Vasilyeva

"We live in the Urals" Tolstikova O.V.

"Method of working with a fairy tale" Ryzhova L.V.

"Scenarios of fairy tales for interactive activities with children" Ul'eva E.A.

“Summaries of complex-thematic classes. Second junior group. Golitsina N.S.

"Classes for children 3-5 years old on social and communicative development." Kolomiichenko L.V., Chugava G.I., Yugova L.A.

Socio-moral education of children from 2 to 5 years. Abstracts of classes. Miklyaeva N.V., Miklyaeva Yu.V., Akhtyan A.G.

"Method of projects in preschool education". Toolkit. Kochkina N.A.

Literary quiz "On the roads of fairy tales" for the second junior group

The material is intended for educators preschool institutions, it can also be used by parents.

Target: reinforce children's knowledge of previously read works.
Tasks:
1. Strengthen the children's ability to guess familiar fairy tales.
2. To teach, intonation accurately, to repeat songs from fairy tales.
3. Cultivate love for literary works.
Material: illustrations for familiar fairy tales, characters of familiar fairy tales - Stuffed Toys, pictures depicting fragments of the fairy tales "Teremok" and "Kolobok"
Preliminary work: reading fairy tales "Teremok", "Kolobok", "Masha and the Bear", "Fox, Hare and Rooster", "Kids and Wolf", "Cat, Rooster and Fox".

Quiz progress:

Children play on their own. Suddenly there is a knock on the door and the Storyteller enters the group.
Storyteller:“Hello guys, I am a Storyteller, I came to visit you, tell a fairy tale and listen to you. Do you like to listen to fairy tales?
Children:"Yes, we love!"
Storyteller:“Do you know many fairy tales? »
Children:"Yes many".
Storyteller:“Then sit down, make yourself comfortable, and listen carefully: now we will find out what fairy tales you remember. I will guess different riddles for you according to fairy tales, and you will guess them. If you cope with the tasks, then you are waiting for new fairy tale. Just be very careful. Good? »
Children:"Yes. Good".
Storyteller: "Well, then let's start":
The fox took him away
Per distant forests.
But the cat will come to the rescue,
Save your friend! (cockerel)

He left his grandmother
And left my grandfather
Songs sang under the blue sky,
For the fox, it became dinner.
(kolobok)

Waiting for mom with milk
And they let the wolf into the house ...
Who were these
Small children? (goats)
She is the most important of all in a mystery,
Although she lived in the cellar:
Pull the turnip out of the garden
Helped my grandparents. (mouse)

Answer the question:
Who carried Masha in the basket,
Who sat on a stump
And wanted to eat a pie?
You know the story, don't you?
Who was it? … (bear)
Who loved to play and sing?
Two mice - Cool and ... (Twirl)

Storyteller:“I see, my children, you know these fairy tales well. Now let's see how you will cope with the next task. Ready? »
Children: "Yes"
Storyteller: “Now I will show you different heroes, and you must remember what songs they sing in their fairy tales.
If children find it difficult, help with leading questions:
- What song did the bun sing when he met a bunny, a wolf, a bear, a fox?
- What did the Goat sing to her kids so that they would open the door for her?
- What did the cockerel sing when he drove the fox out of Zayushka's hut?
What did the fox sing when luring the cockerel out of the house?
Storyteller:“Guys, you are so great that you coped with this task. Now let's get some rest. Repeat after me!"
"Once upon a time there were bunnies"
At the forest edge, (arms up, fingers apart - “tree”, draw a plane with palms)
Once upon a time there were bunnies (twist “flashlights” in front of you, show “ears”)
In a white hut. ("house")
We washed our ears, (swipe over the index and middle fingers)
Washed their paws. (imitation of hand washing)
Bunnies dressed up, (twist with hands, "Ears")
They put on slippers. (stomp feet)
Storyteller: “Now, you my children, be very careful: I have pictures from the fairy tales “Teremok” and “Kolobok”, you need to put them in order, how the actions in the fairy tale took place, these pictures. The girls make up Teremok, and the boys make up Kolobok. So, are you all ready? Then let's get started."
Storyteller: “And finally, the last task. I will start, and you continue, what are the names of the heroes, name!

Storyteller: "Bunny ..."
Children: "Run!"
Storyteller: "Top ...."
Children: "Grey barrel!"
Storyteller: "Fox ..."
Children: "Sister!"
Storyteller: "Cockerel ..."
Children: "Golden comb!"
Storyteller: "Mouse ..."
Children: "Norushka!"
Storyteller: "Frog ..."
Children: "Wah!"
Storyteller: “Guys, I made sure that you know these fairy tales well. And you can take on any challenge. I really enjoyed playing with you. And now sit back, the fairy tale begins.
The storyteller tells the tale "The Snow Maiden and the Fox"
Storyteller: “Guys, tell me, what did we do today?”
Children: “They remembered fairy tales, guessed riddles ....”
storyteller: “You are very smart, attentive kids. I really liked you, but it's time for me to leave. See you again, goodbye!”

The use of fiction in the classroom kindergarten - the most powerful tool development of a harmonious personality. Reading helps to improve the mental, aesthetic, speech abilities and skills of the child. In the second younger group, more and more attention should be paid to reading, to cultivate a love for the book. You can build the process of the lesson in completely different ways - it depends on the tasks set and the subject of the selected work.

The benefits of reading fiction for children 3-4 years old

In children 3-4 years old, there is an active development of imagination, cognitive processes. The child is already able to emotionally evaluate and comprehend the texts of works: empathize with the characters, give an assessment, draw conclusions.

Reading fiction develops imaginative thinking, fosters a love for reading, nature, the world around. Collective reading in a group helps the teacher to reveal to the kids the world of relationships between people, the features of life in society.

Reading fiction develops imaginative thinking

Reading books is a path along which a skillful, intelligent, thinking educator finds a way to a child's heart.

V.A. Sukhomlinsky

The following goals are set for reading classes in the second junior group:

• development of a complete picture of the world;
• development of speaking skills;
• continuation of acquaintance with the artistic word;
• developing the ability to construct answers to questions;
• development of perception of artistic images;
• familiarization with the culture of reading, the formation of love for the book;
• the development of an emotional reaction to events in works of art.

Books help children explore and understand the world around them.

The objectives of a particular lesson can be:

• introducing children to literary works, meeting new writers;
• vocabulary replenishment, familiarization with new words;
• skill formation expressive reading, intonation;
• expanding knowledge about the world around us (for example, getting to know professions while studying S. Mikhalkov’s poem “What do you have?”).

How to read with children of the second younger group

In the second younger group, it will be useful to use the following techniques in the classroom:

• artistic word - reading the text;
• teacher's story - here you can read the text or retell it using various means to help: toys, puppet show, pictures, filmstrips;
• learning by heart;
• individual reading and choral pronunciation;
• combination of two types of arts - viewing pictures, listening to music along with reading;
• dramatization (for example, playing the fairy tale "Turnip" with the help of finger toys or figurines)
• didactic games.

Should be read to children daily. Be sure to be equipped with a book corner, to which the kids will have permanent access. There it is necessary to place several books studied under the program, as well as books recommended for study in free time. At the age of 3-4 years, daily reading before going to bed after dinner is mandatory.

It is better when parents also support the introduction of the child to reading.

Before reading the work to the children, the educator should read it himself and analyze it. Here you need to pay attention to the following points:

1. Determine what the child can understand himself in the book, and what needs to be explained for better assimilation.
2. Mark passages and words in the text that will help develop speech when they are repeated (for example, the teacher reads an excerpt: “Kids, kids! Open up, open up! Your mother came - she brought milk ...” (“Wolf and seven kids”), then reads more times the phrase and asks the guys to finish it).
3. Intonation moment: the teacher should highlight emotional moments intonation.
4. Selection of illustrations for the book.

Conducting more comfortable activities without overloading children extra information and fatigue will contribute to:

• changing teaching methods to playing ones (for example, after reading S. Marshak’s poem “The Tale of stupid little mouse"You can play the game" Find the mouse ");
• alternation of group and individual responses of babies (both verbal and motorized);
• the inclusion of demonstration materials (toys, figurines, drawings, etc.) in the lesson - this pleases the kids, helps to focus their attention;
• the use of actions that will require the guys to change their position, move (for example - “Children, let's look for where the cat hid” - and look under chairs and tables). This technique greatly enlivens the lesson, enlivens the baby's imagination and prevents fatigue.

Organization of reading on the example of the Russian folk tale "Kolobok"

The objectives of the lesson are to introduce the children to the fairy tale "Gingerbread Man", to teach them word formation.

It is easier for children of primary preschool age to perceive the text, accompanied by illustrations.

The lesson can be structured as follows:

1. Introductory part. The teacher conducts a conversation with the children, asks who the Gingerbread Man is, if the guys have heard about him before (from home reading, cartoons).
2. Then reading out an excerpt from a fairy tale: “I kneaded the dough with sour cream, rolled up a bun ...” (the kids demonstrate with their hands how to sculpt a bun).
3. Expressive reading of a fairy tale (here it is worth emotionally highlighting the moments of joy when Kolobok manages to escape from animals so that the children rejoice, and the moment of grief when the fox deceived him with his cunning).
4. The teacher repeats with the children what different animals said to the kolobok ("Kolobok, kolobok, I'll eat you!").
5. Word game ("Guys, now let's play! I'll tell you words that mean big item, and you pronounce words denoting the same objects, only smaller: table - table, cup - cup").
6. Then the teacher shows the children drawings for the fairy tale "Gingerbread Man", saying that many famous artists portrayed Kolobok.

The teacher must make full use of the necessary methodological techniques for mastering the material, developing listening skills, reading comprehension. Expressive reading of the work helps the children to better remember the material and evaluate it. When discussing what has been read, you can use a comparison of the situation in the book with a comparison of a case from life, prompt when answering.

Expressive reading will help you remember the material better.

When choosing a topic for a lesson, it will be very useful to associate it with some kind of holiday, time of the year for better assimilation of the material by the children.

Table: long-term plan for fiction (fragment, author Natalya Alexandrovna Artyukhova)

Month	Topic	What are the lessons for?
September	Poem "Helper" by Sasha Cherny	To acquaint with the work of Sasha Cherny; arouse in children sympathy for peers with the help of the teacher's story.
	Russian folk tale"Cat, Rooster and Fox"	Introduce children to Russian folk tales; learn to answer questions about the content of a fairy tale; develop auditory perception; cultivate interest in fiction.
	Russian folk tale "Three Bears"	Continue to acquaint children with Russian folk tales; to cultivate obedience and a sense of empathy for a girl lost in the forest.
October	Reading the Russian folk tale "Kolobok"	Introduce the fairy tale "Gingerbread Man"; learn to listen to a work of art; answer questions about its content; view illustrations; develop auditory perception.
	Reading poems by A. Barto from the cycle "Toys"	Introduce children to the poems of A. Barto; cultivate good feelings, positive emotions; learn to listen; learn to reproduce phrases from the text and the quatrains themselves.
	Reading poems by A. Blok "Bunny" and A. Pleshcheev "Autumn"	Attach to poetry; develop poetic ear; evoke sympathy for the hero of the poem; learn to memorize poetry.
November	Russian folk songs-rhymes "Kisonka-murysenka", "The cat went to the market"	Introduce children to Russian folk rhymes; evoke an appropriate emotional attitude towards the characters.
	Russian folk tale "Sister Alyonushka and brother Ivanushka"	To bring the idea of ​​a fairy tale to the consciousness of children; help in assessing the characters; instill in children good feelings for loved ones.
	Reading poems about mother	Introduce children to poetry; develop poetic taste; form good relations to his mother, the desire to please her.
	Reading a fairy tale in verse by K.I. Chukovsky "Moydodyr"	To teach children to emotionally perceive a poetic work, to be aware of the theme, content; cause a desire to memorize and expressively reproduce quatrains.
December	Russian folk tale "Masha and the Bear"	To acquaint with the Russian folk tale "Masha and the Bear"; help the children understand the hidden intention of the girl Mashenka (how she tricked the bear into taking her to her grandparents).
	S.Ya. Marshak "The Tale of the Silly Mouse"	Introduce the fairy tale "About the stupid mouse"; make you want to listen again; show images of heroes; nurture interest in works of art.
	Russian folk tale "The Fox and the Wolf"	To acquaint with the Russian folk tale "The Fox and the Wolf"; to acquaint with the images of the fox and the wolf, with the characters of the heroes of the fairy tale; to cultivate love for Russian folk art.
January	L. Voronkova story "It's snowing"	Introduce artwork, reviving in the memory of the children their own impressions of the snowfall.
	Russian folk tale "Snow Maiden and the Fox"	Continue to acquaint children with Russian folk art; introduce the Russian folk tale "The Snow Maiden and the Fox", with the image of a fox from other fairy tales; learn to listen to works, answer questions.
	E. Charushin story "Volchishko"	To give children an idea about the way of life of animals; to cultivate love for animals, sympathy for their cubs in trouble.
February	Russian folk tale "The wolf and the seven kids"	Introduce the fairy tale, make you want to listen to the work again and remember the goat's song; cultivate love for animals; sympathy for the cubs in trouble.
	Z. Aleksandrova poem "My bear"	Introduce Z. Alexandrova's poem "My bear"; cultivate good feelings; bring positive emotions.
	Russian folk tale "Mitten"	To introduce children to the Russian folk tale "Mitten"; promote general emotional development; learn to speak about the character of the characters in the story.
	Russian folktale "The Cockerel and the Beanstalk"	Continue acquaintance with the Russian folk tale; learn to comprehend the characters.
March	E. Blaginina, poem "That's what a mother"	To acquaint with the poem by E. Blaginina “That's what a mother”; instill in children a good feeling, love for mom.
	Reading a poem by A. Pleshcheev "Spring"	Introduce the poem learn to name the signs of spring; develop poetic ear; cultivate an interest in art.
	Russian folk tale "Fear has big eyes"	Introduce children to the Russian folk tale and recall famous folk tales; learn to retell a fairy tale; practice speaking.
	L. N. Tolstoy story "Truth is the most expensive"	Bring the author's thought to the consciousness of children (you must always tell the truth); help memorize the story develop memory, thinking.
April	Reading the Russian folk tale "Geese-swans"	To acquaint with the Russian folk tale "Geese-swans"; promote obedience; learn to answer questions about the content of the work.
	K. Chukovsky reading the story "Chicken"	To acquaint with the story of K. Chukovsky "Chicken"; expand children's knowledge about animal life; learn to comprehend illustrations.
	Russian folk tale "Goby-black barrel, white hooves"	To acquaint with the Russian folk tale; educate a sense of empathy for the heroes of a fairy tale.
May	Reading the story "Holiday" by Y. Thais	To acquaint with the story of Y. Thais "Holiday"; to keep children in a joyful mood and interest in describing the festive event.
	V. V. Mayakovsky "What is good - what is bad?"	To acquaint with Mayakovsky's poem; learn to distinguish between good and bad deeds.
	S. Marshak poem "Children in cages"	To acquaint with the vivid poetic images of animals in Marshak's poem; develop poetic ear, memory, attention.

AT teaching practice exists great amount materials to help teachers conduct classes.

Russian folk tale "Teremok"

It stands in the field of a teremok-teremok.

He is not low, not high, not high.

A mouse runs past. I saw the tower, stopped and asked:

- Who, who lives in the little house?

Who, who lives in the low?

Nobody responds.

The mouse entered the tower and began to live in it.

A frog jumped up to the tower and asked:

- I, a mouse-norushka! And who are you?

- And I'm a frog.

- Come live with me!

The frog jumped into the tower. They began to live together.

Runaway bunny runs past. Stop and ask:

- Who, who lives in the little house? Who, who lives in the low?

- I, a mouse-norushka!

- I'm a frog. And who are you?

- I'm a runaway bunny.

- Come live with us!

Hare jump into the tower! They began to live together.

The little fox is coming. She knocked on the window and asked:

- Who, who lives in the little house?

Who, who lives in the low?

- I'm a mouse.

- I'm a frog.

- I'm a runaway bunny. And who are you?

- And I'm a fox-sister.

- Come live with us!

The fox climbed into the tower. The four of them began to live.

A top came running - a gray barrel, looked in the door and asked:

- Who, who lives in the little house?

Who, who lives in the low?

- I'm a mouse.

- I'm a frog.

- I'm a runaway bunny.

- I'm a fox-sister. And who are you?

- And I'm a top - a gray barrel.

- Come live with us!

The wolf got into the tower. They began to live together.

Here they all live in the tower, they sing songs.

Suddenly, a clumsy bear walks by. The bear saw the Teremok, heard the songs, stopped and roared at the top of his lungs:

- Who, who lives in the little house?

Who, who lives in the low?

- I'm a mouse.

- I'm a frog.

- I'm a runaway bunny.

- I'm a fox-sister.

- I, the top - a gray barrel. And who are you?

- I'm a clumsy bear.

- Come live with us!

The bear climbed into the tower.

Lez-climb, climb-climb - he just couldn't get in and says:

- I'd rather live on your roof.

- Yes, you crush us!

- No, I won't.

- Well, get down! The bear climbed onto the roof.

Just sat down - fuck! - crushed the teremok. The tower crackled, fell on its side and fell apart.

Barely managed to jump out of it:

mink mouse,

frog,

runaway bunny,

fox-sister,

the spinning top is a gray barrel, everyone is safe and sound.

They began to carry logs, cut boards - to build a new tower. Built better than before!

Russian folk tale "Kolobok"

There lived an old man and an old woman. This is what the old man asks:

- Bake me, old gingerbread man.

- Yes, from what to bake something? There is no flour.

- Oh, old woman! Mark on the barn, scrape on the twigs - that's enough.

The old woman did just that: she scooped, scraped a handful of two flour, kneaded the dough with sour cream, rolled up a bun, fried it in oil and put it on the window to cool.

Tired of the kolobok lying: he rolled from the window to the bench, from the bench to the floor - and to the door, jumped over the threshold into the hallway, from the hay to the porch, from the porch to the yard, and there through the gate, further and further.

A bun rolls along the road, and a hare meets it:

- No, do not eat me, oblique, but rather listen to what song I will sing to you.

The hare raised his ears, and the bun sang:

- I'm a bun, a bun!

By the barn metyon,

Scraped by bits,

Mixed on sour cream

planted in the oven,

On the window it's cold

I left my grandfather

I left my grandmother

From you rabbit

Don't be smart about leaving.

A gingerbread man rolls along a path in the forest, and towards him grey Wolf:

— Gingerbread Man, Gingerbread Man! I will eat you!

- Don't eat me, gray wolf, I'll sing a song for you.

And the bun sang:

- I'm a bun, a bun!

By the barn metyon,

Scraped by bits,

Mixed on sour cream

planted in the oven,

On the window it's cold

I left my grandfather

I left my grandmother

I left the rabbit.

From you wolf

A gingerbread man rolls through the forest, and a bear walks towards him, breaks brushwood, oppresses the bushes to the ground.

- Gingerbread Man, Gingerbread Man, I'll Eat You!

“Well, where are you, clubfoot, to eat me!” Listen to my song.

The gingerbread man sang, but Misha and his ears were not strong enough.

- I'm a bun, a bun!

By the barn metyon,

Scraped by bits,

Mixed with sour cream.

planted in the oven,

On the window it's cold

I left my grandfather

I left my grandmother

I left the rabbit

I left the wolf

From you bear

Half a heart to leave.

And the bun rolled - the bear only looked after him.

A gingerbread man rolls, and a fox meets him: - Hello, gingerbread man! What a pretty, ruddy little boy you are!

Gingerbread man is glad that he was praised, and sang his song, and the fox listens and creeps closer and closer.

- I'm a bun, a bun!

By the barn metyon,

Scraped by bits,

Mixed with sour cream.

planted in the oven,

On the window it's cold

I left my grandfather

I left my grandmother

I left the rabbit

I left the wolf

Walked away from the bear

From you fox

Don't be smart about leaving.

- Nice song! - said the fox. - Yes, the trouble, my dear, is that I have become old - I can’t hear well. Sit on my face and sing one more time.

Gingerbread man was delighted that his song was praised, jumped on the fox's face and sang:

- I'm a bun, a bun! ..

And his fox - um! — and ate it.

Russian folk tale "Three Bears"

One girl left home for the forest. She got lost in the forest and began to look for her way home, but she did not find it, but came to the house in the forest.

The door was open: she looked through the door, saw that there was no one in the house, and entered.

Three bears lived in this house.

One bear was a father, his name was Mikhail Ivanovich. He was big and shaggy.

The other was a bear. She was smaller, and her name was Nastasya Petrovna.

The third one was little bear, and his name was Mishutka. The bears were not at home, they went for a walk in the forest.

There were two rooms in the house: one dining room, the other bedroom. The girl entered the dining room and saw three cups of stew on the table. The first cup, very large, was Mikhaila Ivanycheva. The second cup, smaller, was Nastasya Petrovnina; the third, little blue cup was Mishutkin.

Beside each cup lay a spoon: large, medium and small. The girl took the biggest spoon and drank from the biggest cup; then she took the middle spoon and drank from the middle cup; then she took a small spoon and drank from a little blue cup, and Mishutka's stew seemed to her the best of all.

The girl wanted to sit down and sees three chairs by the table: one large - Mikhail Ivanychev, another smaller - Nastasya Petrovnin and the third small, with a blue cushion - Mishutkin. She climbed onto a large chair and fell; then she sat down on the middle chair - it was awkward on it; then she sat down on a small chair and laughed—it was so good. She took the little blue cup on her knees and began to eat. She ate all the stew and began to swing on a chair.

The chair broke and she fell to the floor. She got up, picked up a chair and went to another room.

There were three beds; one large one is for Mikhail Ivanychev, another medium one is for Nastasya Petrovna, and the third small one is for Mishutkin. The girl lay down in a large one - it was too spacious for her; lay down in the middle - it was too high; she lay down in the little one - the bed fit her just right, and she fell asleep.

And the bears came home hungry and wanted to have dinner.

The big bear took his cup, looked and roared scary voice: — Who sipped in my cup? Nastasya Petrovna looked at her cup and growled not so loudly:

— Who sipped in my cup?

But Mishutka saw his empty cup and squeaked in a thin voice:

- Who sipped in my cup and you sipped all of it?

Mikhailo Ivanovich looked at his chair and growled in a terrible voice:

Nastasya Petrovna glanced at her chair and growled not so loudly:

— Who was sitting on my chair and moved it from its place?

Mishutka saw his chair and squeaked:

Who was sitting on my chair and broke it?

The bears came to another room.

“Who got into my bed and wrinkled it up? roared Mikhailo Ivanovich in a terrible voice.

“Who got into my bed and wrinkled it up? growled Nastasya Petrovna, not so loudly.

And Mishenka set up a bench, climbed into his bed and squeaked in a thin voice:

Who got into my bed?

And suddenly he saw a girl and squealed as if he was being cut:

- There she is! Hold on! Hold on! There she is! Ay-ya-yay! Hold on!

He wanted to bite her. The girl opened her eyes, saw the bears and rushed to the window. The window was open, she jumped out the window and ran away. And the bears did not catch up with her.

Russian folk tale "Zayushkina's hut"

Once upon a time there lived a fox and a hare. The fox has an icy hut, and the hare has a bast hut. Here is the fox teasing the hare:

- My hut is light, and yours is dark! Mine is light, yours is dark!

Summer has come, the fox's hut has melted.

Fox and asks for a hare:

- Let me go, hare, at least to your yard!

- No, fox, I won’t let you in: why did you tease?

The fox began to beg more. The hare let her into his yard.

The next day, the fox asks again:

- Let me, hare, on the porch.

The fox begged, begged, the hare agreed and let the fox on the porch.

On the third day, the fox asks again:

- Let me go, hare, into the hut.

- No, I won’t let you in: why did you tease?

She begged, she begged, the hare let her into the hut. The fox is sitting on the bench, and the bunny is on the stove.

On the fourth day, the fox asks again:

- Zainka, zainka, let me on the stove to your place!

- No, I won’t let you in: why did you tease?

She asked, the fox asked, and begged - the hare let her go on the stove.

A day passed, another - the fox began to drive the hare out of the hut:

“Get out, oblique.” I don't want to live with you!

So she kicked out.

The hare sits and cries, grieves, wipes away tears with its paws.

Running past the dog

— Tyaf, tyaf, tyaf! What the fuck are you crying about?

How can I not cry? I had a bast hut, and the fox had an ice hut. Spring has come, the fox's hut has melted. The fox asked me to come and kicked me out.

“Don’t cry, bunny,” the dogs say. “We’ll kick her out.”

- No, don't kick me out!

- No, let's get out! Approached the hut:

— Tyaf, tyaf, tyaf! Go, fox, get out! And she told them from the oven:

- How do I get out?

How to jump out

Shreds will go

Through the alleys!

The dogs got scared and ran away.

Again the bunny sits and cries.

A wolf is walking by

- What are you crying about?

- How can I not cry, gray wolf? I had a bast hut, and the fox had an ice hut. Spring has come, the fox's hut has melted. The fox asked me to come and kicked me out.

“Don’t cry, bunny,” says the wolf, “I’ll kick her out.”

- No, you won't. They drove the dogs - they didn’t kick them out, and you won’t kick them out.

- No, I'll take it out.

— Uyyy... Uyyy... Go, fox, get out!

And she from the oven:

- How do I get out?

How to jump out

Shreds will go

Through the alleys!

The wolf got scared and ran away.

Here the hare sits and cries again.

An old bear is coming.

- What are you crying about, bunny?

- How can I, bear, not cry? I had a bast hut, and the fox had an ice hut. Spring has come, the fox's hut has melted. The fox asked me to come and kicked me out.

“Don’t cry, bunny,” says the bear, “I’ll kick her out.”

- No, you won't. The dogs drove, drove - did not drive out, the gray wolf drove, drove - did not drive out. And you won't get kicked out.

- No, I'll take it out.

The bear went to the hut and growled:

— Rrrr... rrr... Go, fox, get out!

And she from the oven:

- How do I get out?

How to jump out

Shreds will go

Through the alleys!

The bear got scared and left.

Again the hare sits and cries.

A rooster is coming, carrying a scythe.

— Ku-ka-re-ku! Zainka, what are you crying about?

- How can I, Petenka, not cry? I had a bast hut, and the fox had an ice hut. Spring has come, the fox's hut has melted. The fox asked me to come and kicked me out.

- Do not worry, hare, I'm chasing you a fox.

- No, you won't. The dogs drove - they didn’t drive out, the gray wolf drove, drove - didn’t drive out, the old bear drove, drove - didn’t drive out. And you won't get kicked out.

- No, I'll take it out.

The rooster went to the hut:

— Ku-ka-re-ku!

I walk on my feet

In red boots

I carry a scythe on my shoulders:

I want to kill the fox

Went, fox, from the oven!

The fox heard, got scared and said:

- I'm getting dressed...

Rooster again:

— Ku-ka-re-ku!

I walk on my feet

In red boots

I carry a scythe on my shoulders:

I want to kill the fox

Went, fox, from the oven!

And the fox says:

I put on a coat...

Rooster for the third time:

— Ku-ka-re-ku!

I walk on my feet

In red boots

I carry a scythe on my shoulders:

I want to kill the fox

Went, fox, from the oven!

The fox was frightened, jumped off the stove - yes, run away.

And the hare and the rooster began to live and live.

Russian folk tale "Masha and the Bear"

There lived a grandfather and a grandmother. They had a granddaughter Masha.

Once the girlfriends gathered in the forest - for mushrooms and for berries. They came to call Mashenka with them.

- Grandfather, grandmother, - says Masha, - let me go into the forest with my friends!

Grandparents answer:

- Go, just watch your girlfriends do not lag behind - otherwise you will get lost.

The girls came to the forest, began to pick mushrooms and berries. Here Masha - tree by tree, bush by bush - and went far, far from her friends.

She began to haunt, began to call them. And the girlfriends do not hear, do not respond.

Mashenka walked and walked through the forest - she got completely lost.

She came to the very wilderness, to the very thicket. He sees - there is a hut. Mashenka knocked on the door - no answer. She pushed the door, the door opened.

Mashenka entered the hut, sat down on a bench by the window. Sit down and think:

“Who lives here? Why can't you see anyone?"

And in that hut lived a huge honey, after all. Only he was not at home then: he walked through the forest. The bear returned in the evening, saw Masha, was delighted.

“Aha,” he says, “now I won’t let you go!” You will live with me. You will heat the stove, you will cook porridge, feed me porridge.

Masha grieve, grieved, but nothing can be done. She began to live with a bear in a hut.

The bear will go into the forest for the whole day, and Mashenka is punished not to leave the hut anywhere without him.

“And if you leave,” he says, “I’ll catch it anyway and then I’ll eat it!”

Mashenka began to think how she could escape from the bear. Around the forest, in which direction to go - does not know, there is no one to ask ...

She thought and thought and thought.

Once a bear comes from the forest, and Mashenka says to him:

- Bear, bear, let me go to the village for a day: I will bring gifts to my grandmother and grandfather.

“No,” says the bear, “you will get lost in the forest.” Give me the gifts, I'll take them myself!

And Mashenka needs it!

She baked pies, took out a big, big box and said to the bear:

“Here, look: I will put pies in this box, and you take them to your grandfather and grandmother.” Yes, remember: do not open the box on the way, do not take out the pies. I'll climb into the oak tree, I'll follow you!

- Okay, - the bear answers, - let's box!

Mashenka says:

- Get out on the porch, see if it's raining!

As soon as the bear came out onto the porch, Masha immediately climbed into the box, and put a dish of pies on her head.

The bear returned, he sees that the box is ready. He put him on his back and went to the village.

A bear walks between the fir trees, a bear wanders between birches, descends into ravines, rises to the hillocks. Walked, walked, got tired and said:

And Mashenka from the box:

- See see!

Bring it to grandma, bring it to grandpa!

“Look, what a big-eyed one,” says the honey, after all, “sees everything!”

- I'll sit on a stump, eat a pie!

And Mashenka from the box again:

- See see!

Don't sit on a stump, don't eat a pie!

Bring it to grandma, bring it to grandpa!

The bear was surprised.

- What a clever one! Sits high, looks far!

I got up and walked faster.

I came to the village, found the house where my grandfather and grandmother lived, and let's knock on the gate with all our might:

- Knock-Knock! Unlock, open up! I brought you presents from Mashenka.

And the dogs sensed the bear and rushed at him. From all yards they run, they bark.

The bear was frightened, put the box at the gate and set off into the forest without looking back.

- What's in the box? Grandma says.

And grandfather lifted the lid, looked and couldn’t believe his eyes: Mashenka was sitting in the box - alive and well.

Grandpa and grandma rejoiced. They began to hug, kiss, and call Masha a clever girl.

Russian folk tale "The Wolf and the Goats"

Once upon a time there lived a goat with kids. The goat went into the forest to eat silk grass, to drink icy water. As soon as he leaves, the kids will lock up the hut and won't go anywhere themselves.

The goat comes back, knocks on the door and sings:

- Goats, kids!

Open up, open up!

Milk runs along the notch.

From a notch on a hoof,

From the hoof to the cheese ground!

The kids will unlock the door and let the mother in. She will feed them, give them a drink, and again go into the forest, and the kids will lock themselves tightly.

The wolf overheard the goat singing.

Once the goat left, the wolf ran to the hut and shouted in a thick voice:

- You kids!

You goats!

open up

open up

Your mother has come

She brought milk.

Hooves full of water!

The goats answer him:

The wolf has nothing to do. He went to the forge and ordered his throat to be reforged so that he could sing in a thin voice. The blacksmith forged his throat. The wolf again ran to the hut and hid behind a bush.

Here comes the goat and knocks:

- Goats, kids!

Open up, open up!

Your mother came - she brought milk;

Milk runs along the notch,

From a notch on a hoof,

From the hoof to the cheese ground!

The kids let their mother in and let's tell how the wolf came and wanted to eat them.

The goat fed and watered the kids and severely punished:

- Whoever comes to the hut, begins to ask in a thick voice and does not sort out everything that I recite to you, do not open the door, do not let anyone in.

As soon as the goat left, the wolf again walked to the hut, knocked and began to lament in a thin voice:

- Goats, kids!

Open up, open up!

Your mother came - she brought milk;

Milk runs along the notch,

From a notch on a hoof,

From the hoof to the cheese ground!

The kids opened the door, the wolf rushed into the hut and ate all the kids. Only one kid was buried in the oven.

The goat is coming. No matter how much she called, or lamented, no one answered her. He sees the door is open. I ran into the hut - there is no one there. I looked into the oven and found one kid.

How the goat found out about her misfortune, how she sat on the bench - she began to grieve, cry bitterly:

- Oh, you, my children, goats!

To which they opened, they opened,

Did the bad wolf get it?

The wolf heard this, entered the hut and said to the goat:

- What are you sinning against me, godfather? I didn't eat your goats. Full of grief, let's go to the forest, take a walk.

They went into the forest, and there was a hole in the forest, and a fire was burning in the hole.

The goat says to the wolf:

- Come on, wolf, let's try, who will jump over the pit?

They began to jump. The goat jumped over, and the wolf jumped and fell into a hot hole.

His belly burst from the fire, the kids jumped out of there, all alive, yes - jump to the mother!

And they began to live, to live as before.