Abstract of a lesson on reading fiction in the younger group “Fairy Tale“ Mitten. Methodology for preparing and conducting classes on reading fiction in the first junior group Requirements for conducting classes

Kids today don't read. This axiom excites the minds of scientists, teachers, and parents, who, by the way, rarely pick up a book themselves. Therefore, children rarely read aloud. The mission of a kindergarten teacher is to try to reverse the situation, that is, to introduce the little ones to books, to show how much interesting and entertaining lurks on the printed pages. So, preparing a lesson on reading fiction is not just a methodically competent processing of information on a topic, but a real creative process that should capture the teacher, and then the kids.

Goals and objectives of reading lessons

The driving force behind the development of the baby is an example, and the book purposefully encourages the little ones to imitate. And such moral and ethical categories as kindness, love for people, justice come to children imperceptibly. They learn to navigate in all the variety of models of human behavior, choosing the most acceptable option for themselves.

In this regard, the goals of reading fiction in the first junior group are as follows:

• to introduce children to the world treasury of cultural heritage, in particular, to children's literature;
• open the mind;
• develop the ability to analytically perceive information by ear, that is, briefly answer questions on the essence of what they heard, retell individual episodes;
• work on the development of speech;
• develop fantasy, imagination;
• cultivate interest in the process of reading.

The main goal of the classes is to introduce kids to reading.

The tasks of such classes with kids 1.5–3 years old are:

• acquaintance with folk and author's creativity (fairy tales, nursery rhymes, poems, songs);
• learning to recognize a character by description (for example, an animal);
• vocabulary replenishment;
• development of the ability to understand the plot of the heard work;
• dramatization skills training;
• education of empathy, sensitivity to the heroes of works;
• awakening curiosity.

tricks

When working with kids, it is necessary to carefully select combinations of techniques that contribute to a more complete perception of a work of art, as well as help to realize the goals and objectives. From this point of view, the following methods can be called the most suitable:

Types of reading classes

The artistic word accompanies the entire educational process in kindergarten. So, even gymnastics after waking up is performed to rhymes and nursery rhymes. The following types of reading are distinguished:

• reading in class;
• reading before going to bed (usually these are fairy tales in prose);
• reading poems (as an accompaniment to regime moments - eating, getting ready for a walk, etc.);
• reading songs with subsequent memorization of texts (for example, when preparing matinees).

It is interesting. Reading competitions are regularly held in the kindergarten, readings dedicated to the work of famous writers (for example, "Pushkin Readings"). True, the participation of children of the first younger group in them is the exception rather than the rule.

Methodology for organizing and conducting a reading lesson

Any kind of work with children should be appropriate in time. For reading aloud, this interval is defined between 16.00 and 16.30. At the same time, the time of continuous reading should not exceed 4-5 minutes, and classes in general - 10 minutes.

When starting a new work, the teacher should not forget to voice its genre (for example, “Children, today I will tell you a fairy tale ...”). Please note that you need to pronounce the names of genres completely and clearly, that is, “I will read a fairy tale” is unacceptable.

Lesson Requirements

Why do kids sometimes not listen to an experienced storyteller, but perceive a beginner with pleasure? Because it doesn't matter who's talking. Much more significant as (!). Including these aspects are stipulated in the requirements of the Federal State Educational Standard (FSES) for conducting classes in reading fiction in the first junior group.

How to motivate

The mood with which the children begin the lesson depends on whether all the goals set will be achieved. In this context, motivation techniques are of particular importance. With children 1.5–3 years old, you can use a fairly extensive set by combining options.

What genres are studied

In the first junior group in the reading class, children get acquainted with:

Table: card file of topics for reading classes in the first junior group (fragment)

time plan

The timing of a reading lesson is calculated based on the fact that its average duration is 10 minutes. This time frame should include three phases of work.

Table: an example of a lesson summary. Gulsira Zagidullina, teacher of preschool educational institution No. 24, Nizhnekamsk, “Summary of a lesson on reading fiction on the topic: “V. Berestov’s poem“ My Kitten ”(fragment)

A reading lesson in the first junior group is an important step towards educating children in respect and love for the word, the book. And the educator is the person on whose shoulders the mission lies not only to convey the plot of the work, but also to awaken curiosity in the kids, help them master speech faster, learn to analyze what they hear. Therefore, the methodology for organizing and conducting such classes occupies a key place in the calendar-thematic planning of the group's work.

Educator MDOU "CRR - Kindergarten No. 247", Saratov

Educational and methodical development. Long-term plan in the preschool educational institution

A long-term plan for reading fiction for the younger group under the program "Kindergarten 2100" in accordance with the FGT, taking into account thematic planning.

Texts are attached.

What does the sun look like? Tatyana Bokova

What does the sun look like?

at the round window.

Flashlight in the dark.

It looks like a ball

Damn hot too

And on the pie in the stove.

On a yellow button.

To a light bulb. On an onion.

On a copper patch.

On a cheesecake.

A little bit of orange

And even on the pupil.

Only if the sun is a ball - Why is it hot?

If the sun is cheese

Why can't you see holes?

If the sun is a bow

Everyone would cry around.

So it shines in my window

Not a penny, not a pancake, but the sun!

Let it look like everything

still EVERYTHING EXPENSIVE!

Download Perspective plan for reading fiction for the younger group

Card file of fiction in the younger group

Topic: "Repetition of poems by A. Barto from the cycle" Toys ""

Purpose: creating conditions for memorizing the poems of A. Barto, through their independent pronunciation.

Topic: "Reviewing favorite books (at the request of children)"

Purpose: to create conditions for attentive listening to a fairy tale, through looking at illustrations.

Subject: Title: V. Dragoon "What I love"»

Purpose: Creation of conditions for

Subject: "K. Chukovsky "Fedorino grief"»

Purpose: Creating conditions for the development of speech activity by introducing children to the work of K. Chukovsky.

Subject: N. Nosov "Cog, Shpuntik and vacuum cleaner"

Purpose: Creation of conditions for

familiarization with the content of the tale through the examination of illustrations.

Topic: "Car and metro" N. Nosov

Purpose: Creation of conditions for

formation of the ability to listen to a literary text through the development of a culture of speech.

Theme: "Uncle Styopa" S. Mikhalkov

Purpose: Creating conditions for stimulating speech activity by introducing children to the work of S. Mikhalkov.

Topic: "Pchelnikova A. - Bird"

Goal: Creating conditions for the development of attention through musical accompaniment.

Topic:V. Golyavkin

Purpose: Creating conditions for stimulating speech activity by introducing children to the work of V. Golyavkin.

Theme: "Tales of the peoples of the world"

Purpose: Creating conditions for stimulating speech activity by introducing children to the tales of the peoples of the world.

Theme: Russian folk tale "Cockerel and Hen"

Purpose: Creating conditions for the development of attention by introducing children to Russian folk tales.

Subject: Olesya Emelyanova "Doctor"

Purpose: Creating conditions for the development of attention and perseverance by introducing children to the work of O. Emelyanova "Doctor".

Topic: Andrey Oshnurov "Our Army"

Purpose: Creating conditions for the development of attention by introducing children to the work of A. Oshnurov.

Theme: A. and P. Barto's poem "The Roaring Girl"

Purpose: Creating conditions for the development of attention by introducing children to the work of A. Barto.

Subject: Russian folk nickname "Sun-bucket"

Purpose: Creating conditions for the development of attention and perseverance by introducing children to Russian folk nicknames.

Theme: A. Barto "In the theater"

Purpose: Creating conditions for the development of attention and perseverance by introducing children to the work of A. Barto.

Subject: V.G. Kvashin "How the sea settled"

Purpose: Creating conditions for the development of attention and perseverance by introducing children to the work of V.G. Kvashin.

Theme: "Flower of seven flowers" V. Kataev

Purpose: Creating conditions for the development of attention and perseverance by introducing children to the work of V. Kataev.

Theme: Vitaly Bianchi "Like an ant hurried home"

Purpose: Creating conditions for stimulating speech activity, through acquaintance with the work of V. Bianchi.

Theme: K.Ushinsky "Summer"

Purpose: Creation of conditions for the development of interest in the poetic word, through familiarization with the work of K. Ushinsky.

Ekaterina Khudyshkina
Prospective planning for reading fiction in the first junior group

Prospective planning for reading fiction in the first junior group.

September

week Program content

1 Reading familiar nursery rhymes - to teach to emotionally perceive familiar nursery rhymes and poems, to portray characters, actively participate in the game Frolov 125

2 reading nursery rhymes"Our Masha is small..." poems by S. Kaputikyan "Masha has lunch"- help children understand the content of the nursery rhyme, pay attention to the words alenka, black-browed; cause a desire to listen to a nursery rhyme more than once; introduce the poem learn to pronounce onomatopoeic words and small phrases found in Gerbov's poem 68

3 Reading a fairy tale. Suteev "Chicken and Duckling"Target: introduce the fairy tale, give an idea of ​​the appearance of the duckling, exercise in the correct use of the word, too Gerbova 34

4 Reading a poem G. Sapgira "Cat" D\upr "The pussy does not leave us!"

Explain to children how to play with a toy and talk to it in different ways; help to repeat and invent on their own simple appeals to Gerbov's toy 78

week Program content

1 Repetition of familiar tales reading nursery rhymes"Cucumber, cucumber ..."- recall familiar fairy tales with children, help kids dramatize excerpts from works; help memorize Gerbov's new nursery rhyme 63

2 Reading German folk song "Three funny brothers"- to form the ability to listen to a poetic text, repeat onomatopoeic words, perform the movements referred to in Gerbov's text 32

3 Russian folk song “The cat went to the market ...”. Pies for a cat - introduce the content of a folk song; learn to listen and answer the teacher's questions; form rounded lumps of plasticine;

4 Reading story E. Charushina "Hen"- teach children to perceive art text without visual accompaniment; enrich vocabulary; encourage repeating individual words when repeated reading Gerbov's story 45

week Program content

1 Reading Russian folk tale "Teremok"- introduce children to a fairy tale, arouse a desire to play a fairy tale

2 Reading story E. Charushina "Hedgehog"- to introduce a new story, to form the ability to listen silently, without being distracted; introduce the habits of the hedgehog Gerbov 104

3 Reading Russian folk tale "Turnip"- introduce children to the new fairy tale Gerbov 57

4 Reading a fairy tale L. Tolstoy "Three Bears"- teach children to listen to a large volume of work; evoke an emotional response; form the intonational expressiveness of Gerbov's speech 60

week Program content

1 Reading Ukrainian folk tale "Mitten"

Introduce a new fairy tale, arouse a desire to return to it repeatedly, teach to guess the riddles of Gerbov 50

2 Reading a fairy tale. Suteev "Who said meow?"- develop perceptual skills artistic works by ear, learn to portray actions characters, expressively convey dialogues from the fairy tale Gerbov n 53

3 Rhymes "Oh, you hare-shooter ...". - introduce a new nursery rhyme, a riddle poem; teach to guess animals by description, develop attention, teach to ask questions and answer them;

Episode 4 "Oh, you hare-shooter ...". - repeat the nursery rhyme with the children; teach to guess animals by description, develop attention, teach to ask questions and answer them;

week Program content

1 Reading a poem I. Akim "The tree is dressing up"- help children memorize and learn to read Gerbov's poem by heart 56 on their own

2 Reading Russian folk tale "Zayushkina's hut"- introduce children to a new fairy tale, help to understand its content, evaluate the actions of the characters; cause a desire to play Gerbov's fairy tale 91

3 Reading a fairy tale. bianchi "Fox and Mouse"- to acquaint children with the work of V. Bianchi, to teach to help the teacher read the fairy tale, finishing the words and small phrases of Gerbov 89

4 Reading Russian folk tale "Masha and the Bear"- to teach children to listen to a fairy tale, to participate in the staging of individual episodes, to form intonational expressiveness of speech; learn Gerbov's retelling 75

week Program content

1 Reading a fairy tale. Marshak "The Tale of the Stupid Mouse"- introduce children to a new work, teach them to listen to a poetic text, exercise in a clear pronunciation of onomatopoeia. Gerbova 37

2 Reading verse A. Barto A grimy girl "-expand vocabulary through speeches quietly, loudly, quickly, slowly, form a grammatical structure, develop the ability to navigate in the scheme of Khomyakov's own body 35

3 Reading a fairy tale. Marshak "Mustachioed - Striped" introduce children to a new work, arouse a desire to listen to it repeatedly, finish the words missed by the educator Gerbov 102

4 Reading a fairy tale. Suteev "Mouse and Pencil"- introduce children to a new fairy tale, arouse interest in the read fairy tale

week Program content

1 Reading story L. Tolstoy "Petya and Misha had a horse"- improve the ability to listen to a story without visual accompaniment Gerbov 37

2 Reading a poem I. Akim "Mother"- help children remember the poem and teach them to read it expressively by heart Gerbova 79

3 Reading fairy tale K. Chukovsky "Confusion"- introduce children to a kind and funny fairy tale, make them want to listen to it again, reproduce onomatopoeia; learn to improvise according to a fairy tale; develop a sense of humor; to activate in the speech of children the verb to want Gerbova 75

4 Game-situation "Sun Bunnies"- develop the imagination of children, encourage motor activity and independence in improvisation Gubanov 82

week Program content

1 Reading a poem. barto "Airplane" with the negotiation of words - to help children remember and learn to read by heart Koldin's poem 9

2 Reading a poem B. Korsunskaya "Doll Natasha"- introduce children to a new poem, arouse interest in Koldin's toy 78

3 Reading a poem. Kaputikyan "Masha has lunch"- introduce the poem; learn to pronounce onomatopoeic words and small phrases found in Gerbov's verse 68

4 Reading a fairy tale. bianchi "Fox and Mouse"- introduce children to a new fairy tale, help them understand its content, teach them to answer questions and participate in the dramatization of episodes from a fairy tale; evoke positive emotions Koldin 117

week Program content

1 Reading verse/In. Mayakovsky "What is good and what is bad?"- introduce children to a new work, help to understand its content and remember fragments from it; enrich children's ideas about good and bad deeds Gerbov 94

2 Reading Russian folk tale "Cat, Rooster and Fox"- to educate children in the ability to listen to the volume of a fairy tale and understand its content; cause an emotional response to what is read, a desire to participate in the dramatization of individual episodes

3 Reading fairy tale K. Ushinsky "Petushka with family"- enrich and clarify ideas about the habits of chickens Gerbova 71

4 Reading a fairy tale. Grimm "Hare and hedgehog"- introduce children to a new fairy tale, help them understand its content, teach them to answer questions and participate in the dramatization of episodes from a fairy tale; activate words in speech and phrases: run, bent over, how are you Gerbova 97

Target: Consolidation with children of the content of the fairy tale "Teremok".

Tasks:

Help children remember familiar fairy tales, nursery rhymes;

To form emotional responsiveness and interest in literary works and small folklore forms;

To develop the ability to empathize with the characters of fairy tales, songs, nursery rhymes.

To cultivate love, goodwill, sensitivity to the heroes of fairy tales and the world around them;

Strengthen your drama skills.

Material and equipment:

Frame for photos, pictures of the tower, pictures: mice, frogs, foxes, wolf, bear.

Preliminary work:

1. Reading the Russian folk tale "Teremok".

2. Consideration of illustrations for the fairy tale "Teremok".

3. Verbal - didactic game “Who, who lives in a small house?

Dictionary words: bunny, fox, mouse, bear, wolf, teremok.

Lesson progress

Children enter the group and sit on chairs arranged in a semicircle.

(Knock on the door)

caregiver: - Guys, I'll go see who's knocking there?

Educator:- This is the postman, he brought us a package.

Educator:- Let's see what we have in the package?

Children: - YES! Let's see!

(Showing a picture of the tower)

caregiver: - Guys, what is it?

Children's answers

caregiver:- That's right, teremok!

- Stands in the field teremok.

He is not low, not high, not high!

Educator: - Guys, do you know what this fairy tale is? (Suggested answers of children: a fairy tale about a tower, about a mouse, a bunny and a bear).

A mouse runs past.

Educator:- Guys, do you know how the mouse squeaks?

(children's answers)

caregiver:-That's right,-wee-wee-wee.
I saw the tower, stopped and asked:
- Terem-teremok! Who lives in the terem?

Nobody responds.
The mouse entered the tower and began to live in it.

(I attach a picture of a mouse to the window of the tower)

A frog jumped up to the tower and asked:

Educator:- Guys, do you know how a frog speaks?

(children's answers)

Educator:- That's right, qua-qua-qua.
- Terem-teremok! Who lives in the terem
- I'm a mouse! And who are you?
- I'm a frog.
- Come live with me!

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

(I attach a picture of a frog to the window of the house)

Runaway bunny runs past. Stop and ask:

Educator:- Guys, do you know how a bunny jumps?

(Children show)

Educator:- Well done. Jump-jump, jump-jump. So the bunny jumps.

- I'm a mouse!
- 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.

(I attach a picture of a hare to the window of the house)

The little fox is coming. She knocked on the window and asked:
- Terem-teremok! Who lives in the terem?
- 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.

(I attach a picture of a fox to the window of the house)

A top-gray barrel came running, looked at the door, and asked:
- Terem-teremok! Who lives in the terem?
- 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-gray barrel.
- Come live with us!

The wolf got into the tower. The five of us began to live.

(I attach a picture of a wolf to the window of the house)

Here they all live in the tower, they sing songs.
Suddenly, a clumsy bear walks by.

(I'm attaching a picture of a bear)

(so attentively we listen to the fairy tale)

Educator:- Guys, let's show how the clumsy bear walks.

Fizminutka "Clumsy Bear"

bear clumsy

Walking through the forest

Cones collects

And he puts it in his pocket.

Suddenly, a bump fell.

Directly to the bear in the forehead.

Angry teddy bear

And with the foot - top!

I won't be anymore

collect cones,

I'll sit in the car

And I'm going to sleep!

The bear saw the Teremok, heard the songs, stopped and roared at the top of his lungs:
- Terem-teremok! Who lives in the terem?
- I'm a mouse.
- I'm a frog.
- I'm a runaway bunny.
- I'm a fox-sister.
- I, a top-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.
They barely managed to jump out of it: a mouse-louse, a frog-frog, a bunny-runaway, a fox-sister, a top-gray barrel - all are safe and sound.
They began to carry logs, cut boards - build a new tower.
Built better than before!

(Showing a new picture of the tower)

Educator:- Guys, let's play with you and build a tower too.

Finger gymnastics "Building a house"

The whole day - here and there,

There is a loud knock. (Bang fist on fist.)

Hammers are knocking

Building a house for animals. (Bang fist on fist.)

Let my house be braided and crooked,

Look how handsome he is!

You see - from the window

The cat came out! (Put your palms together to form a roof)

The wind howls: "Whoo!

I'll tear the house to shreds! (Blow hard on the house.)

But he is my strong house,

Let the wind howl for a week -

My house will cover me! (Raise "roof" overhead.)

Educator:- What good fellows you are! And they listened to the fairy tale, and built a new tower.

caregiver: Did you like the story?

Children:- YES!

Educator:- Let's say goodbye to the heroes.

Children:- Goodbye!