A series of paintings paintings on the development of speech. Teaching coherent speech to preschoolers using pictures in speech development classes

Olga Vasilyeva

perspective classes in speech development in the preparatory group. Examining the painting(painting from a series for kindergartens ).

work prepared teacher Vasilyeva O.S.

Educational area: Speech development.

Integration educational areas "Socialization", "Communication", "Artistic Creativity".

Program content:

Target:

Improve writing skills stories about the content of the painting.

To teach children to express their impressions in speech, to express judgments, assessments.

Continue to exercise the children in coordinating the words in the sentence.

Enrich the dictionary with social science words.

-Develop the ability to name words with a given sound.

Use means of expression language.

Continue to learn to pronounce words clearly and distinctly.

- Activate dictionary: seedling, color name (irises, marigolds, kasmeya, chrysanthemums)

Development tasks: Develop skill verbal description paintings.

Educational tasks: Cultivate love for work; respect for the work of an adult; desire to help

Material to occupation:

Painting from a series for kindergartens "Working on the school grounds", cards with flowers, artificial flowers.

Methods and techniques:

1. Organizational moment.

The teacher reads an introduction to the topic poem:

We, flowers do not offend,

We do not tear them, but plant them,

Give them warm water

At the roots we loosen the earth.

There will be our forget-me-nots

Above Olya, above Anyutka

S. Semenova

2. Work on picture"Working on the school grounds".

Let's silently watch the guys on picture and share our impressions of what we saw.

Whatever, wonderful painting.

Heroes pictures - who are they what they are wearing, mood and character actors? (children's answers).

What are the children doing? (planting flowers)

Remember in the summer on the site we also planted flowers with you, and what kind of flowers did we plant? What were they called? (velvet, iris, chrysanthemum, daylily, asters, zinnia)

Guys, what do you think what flowers children plant on picture? (children's answers)

Why do they do it? (what would be nice near the school)

What time of year is shown in picture? (Spring)

How did you guess? (Planting always takes place in the spring)

Guys, if we get closer to picture do you think we can hear what sounds?

Guys with what event introduced us painting? (with hard teacher and children)

Guys, let's come up with a name for this picture? (children's answers)

What title did you like the most?

3. Vocabulary work.

Children, this painting made in the technique of plot. The plot is a certain event, the situation depicted on picture. Let's say this new word all together clearly and loudly: PLOT.

4. The story of the teacher in the picture.

And now I give you a little I'll tell you about this picture and you carefully listen: "In the center paintings the children and the teacher are depicted. The weather is warm and sunny, which can be understood from the clothes of children. Children are dressed in light, almost summer clothes. Pay attention no one interferes with each other everyone busy with their work. A kindergarten is visible in the background, and a school is depicted a little further. AT school yard young birches were planted. They are not large, perhaps they were also planted by schoolchildren quite recently.

5. Physical education "Rain clouds".

Now let's rest a little. Repeat after me.

Rain clouds have arrived: pour, rain, pour! (We walk in place and clap our hands).

The raindrops dance as if alive! Drink, land, drink! (We walk in place).

And the tree, leaning, drinks, drinks, (Leaning forward).

And the restless rain pours, pours, pours! (clap hands).

6. Didactic game "Collect a bouquet".

Children, I suggest you play a game "Collect a bouquet". You need to make bouquets of flowers, list how many and what kind of flowers you have in your bouquet.

7. The story of the children in the picture.

Guys, today we described the plot picture"Working on the school grounds", we answered questions, listened to my story, and now I want to listen to one of you (the teacher calls at will, if there are no people willing, he offers to start one child, then connects the next, ideally it should turn out to be connected story of 7 - 8 sentences, divided between two or three children).

Well done, you did your best today, thanks for occupation!

8. Analysis story.

Involve a child or several children in the analysis, the answers that described picture. Explain why you liked one or the other answer more. Highlight more vivid performances, together with the children.

Related publications:

Synopsis of an integrated lesson in the preparatory group “Examining the painting by I. Levitan “Golden Autumn” and drawing” Software content. Topic: "Examining the painting by I. Levitan" gold autumn"and drawing" The purpose of the lesson: to introduce children to creativity.

Synopsis of a comprehensive lesson on the development of speech "Assignment for Antoshka." Examination of the painting by A. K. Savrasov "The Rooks Have Arrived" Demonstration material: Painting by A. K. Savrasov “Rooks have arrived” Handout: Pictures with the sound “L”, tables. Preliminary.

Synopsis of the GCD on the development of speech in the senior group "Examining the painting" Autumn "using the OTSM-TRIZ technology Purpose: To promote the formation in children of a conscious attitude to the process of compiling a story on a landscape. Create conditions for learning.

Abstract of the lesson on the development of speech "Examining the painting" Santa Claus " Municipal Autonomous Preschool educational institution « Kindergarten No. 4 combined type "683030, Petropavlovsk-Kamchatsky,.

Abstract of a lesson on the development of speech in the first junior group. Consideration of the plot picture "Saving the ball" Abstract of a lesson on the development of speech in the first junior group. Consideration of the plot picture "Saving the ball" PROGRAM CONTENT: 1. Teach.

Abstract of a lesson on the development of speech in the senior group. Examining the painting "Hedgehogs" and compiling a story based on it Target. Help the children look at and label the picture. Learn to compose a story on the picture yourself, adhering to the plan. Software.

Summary of the lesson on speech development “Examining the painting by V. D. Ilyukhin “The Last Snow” Software content. To acquaint children with the painting by V. D. Ilyukhin " Last snow". Develop an interest in art. Learn to see.

Abstract of a lesson on the development of speech in the preparatory group. Examination of the painting by I. I. Levitan "March" Abstract of the lesson. preparatory group. Speech development. Subject: Consideration of the painting by I. I. Levitan "March". Program content: Continue.

One of the means of developing coherent speech is storytelling in a picture, many teachers and psychologists spoke about this: E. I. Tikheeva, E. A. Flerina, V. S. Mukhina, S. L. Rubinshtein, A. A. Lyublinskaya. The theme of the story based on a series of story paintings in different time engaged in such scientists as N. N. Poddyakov, V. V. Gerbova and others.

Relevance and significance At the heart of the storytelling in the picture is the perception of children around life. The picture not only expands and deepens children's ideas about social and natural phenomena, but also affects the emotions of children, arouses interest in storytelling, encourages even the silent and shy to speak.

Object: teaching preschoolers storytelling using pictures. Subject: the process of developing coherent speech of preschoolers in the classroom using pictures. Purpose: to study and analyze the impact of classes using pictures on the development of coherent speech in preschoolers. Methods: theoretical analysis psychological and pedagogical literature, observation, conversation.

SERIES OF PICTURES USED IN KINDERGARTEN: subject paintings - they depict one or more objects without any plot interaction between them (furniture, clothes, dishes, animals; "Horse with a foal", "Cow with a calf" from the series "Home animals "- author S. A. Veretennikova, artist A. Komarov). plot pictures, where objects and characters are in plot interaction with each other.

Reproductions of paintings by masters of art: - landscape paintings: A. Savrasov "The Rooks Have Arrived"; I. Levitan "Golden Autumn", "March"; A. Kuindzhi " Birch Grove»; I. Shishkin "Morning in pine forest»; V. Vasnetsov "Alyonushka"; V. Polenov "Golden Autumn" and others; - still life: I. Mashkov "Ryabinka", "Still life with watermelon"; K. Petrov-Vodkin "Bird cherry in a glass"; P. Konchalovsky "Poppies", "Lilac at the window".

Requirements for the selection of pictures - the content of the picture should be interesting, understandable, educating a positive attitude towards the environment; - the picture must be highly artistic: images of characters, animals and other objects must be realistic; - the picture should be accessible not only in terms of content, but also in terms of image. There should be no pictures with an excessive pile of details, otherwise the children are distracted from the main thing.

General requirements to the organization of work with the picture: junior group kindergarten. 2. When choosing a plot, it is necessary to take into account the number of drawn objects: the younger the children, the fewer objects should be shown in the picture. 3. After the first game, the picture is left in the group for the entire time of studying with it (two to three weeks) and is constantly in the field of view of the children. 4. Games can be played with a subgroup or individually. At the same time, it is not necessary that all children go through every game with this picture. 5. Each stage of work (a series of games) should be considered as intermediate. The result of the stage: the child's story using a specific mental technique. 6. The final story can be considered a detailed story of a preschooler, built by him independently with the help of learned techniques.

Types of storytelling in the picture: 1. Description of subject pictures is a coherent sequential description of the objects or animals depicted in the picture, their qualities, properties, actions. 3. Story by serial story series pictures: the child talks about the content of each plot picture from the series, linking them into one story. 2. Description of the plot picture is a description of the situation depicted in the picture, which does not go beyond the content of the picture.

4. narrative story on plot picture: the child comes up with a beginning and an end to the episode depicted in the picture. He needs not only to comprehend the content of the picture, to convey it, but also to create previous and subsequent events with the help of imagination. 5. Description of the landscape painting and still life.

Teaching children to look at pictures The structure of the lesson Methodological techniques Jr., Wed. group St., prepared. group I part. Arouse interest and desire in children to look at the picture. Prepare them to receive it. II part. The examination of the picture consists of two parts. The goal of part 1 is to create a coherent view of the whole picture. Purpose of Part 2: Establish connections and relationships. III part. Summarize in a coherent monologue the children's ideas about what they saw in the picture. Arouse the desire to tell yourself and listen to the stories of other children. questions, riddles, didactic games before submitting the picture. Artistic word. Entering a picture. Questions from the introduced character. An example of a teacher's story. Introductory conversation, children's questions (the answer is found in the picture). Puzzles, art word etc. Questions about the content of the picture. Teacher sample, partial sample, story outline, literary sample, collective storytelling.

Purpose: to exercise in guessing riddles, to form the ability to carefully examine the picture, reason about its content, compose a detailed story based on the picture, based on the plan; develop the ability to select words that are close in meaning, denoting the actions of objects; develop a sense of collectivism, healthy rivalry. Lesson (Appendix E) Topic: "Compilation of stories based on the painting "Cat with Kittens".

Activity (Appendix E) Topic: Compilation of stories based on a series of plot pictures “How the puppy found friends”. Purpose: To form the ability to compose a story based on a series of plot pictures (according to a given beginning). Exercise in the selection of adjectives for a noun; in the choice of words denoting action. Develop memory, attention.

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1. Teaching preschoolers the ability to coherently and consistently, grammatically and phonetically correctly express their thoughts is one of the main tasks of speech therapy influencing children with OHP.
2. Teaching storytelling from a picture or a series of plot pictures plays an important role in the development of coherent speech of preschoolers with OHP.
3. The painting is one of the main attributes educational process at the stage preschool childhood.
4. Pictures for working with children are distinguished by format, subject matter, content, nature of the image and functional method of application.
5. When choosing paintings, one should take into account the gradualness (transition from more accessible to complex plots). Their content should be related to the surrounding reality of the child.
6. The picture in its various forms, with skillful use, allows you to stimulate all aspects of the child's speech activity.

One of the main tasks of speech therapy impact on children with OHP is to teach them to coherently and consistently, grammatically and phonetically correctly express their thoughts, talk about events from the life around them. It has importance for schooling, communication with adults and children, the formation of personal qualities.

Each child must learn to express his thoughts in a meaningful, grammatically correct, coherent and consistent way. At the same time, children's speech should be lively, direct, expressive.

The ability to tell helps the child to be sociable, overcome silence and shyness, develops self-confidence. Coherent speech is understood as a detailed presentation of a certain content, which is carried out logically, consistently and accurately, grammatically correct and figuratively. Teaching storytelling through a series of plot pictures plays an important role in the development of coherent speech in preschoolers. The famous teacher K.D. Ushinsky said: "Give a child a picture, and he will speak."

It is well known what enormous significance the experience and personal observation of a child have for the development of his thinking ability and speech. Pictures expand the field of direct observation. The images and representations they evoke are, of course, less vivid than those given by real life but, in any case, they are incomparably more vivid and definite than the images evoked by a bare word. There is no way to see life in all its manifestations with your own eyes. That is why paintings are so valuable and their significance is so great.

The picture is one of the main attributes of the educational process at the stage of preschool childhood. With its help, children develop observation, improve thinking, imagination, attention, memory, perception, replenish the stock of knowledge and information, develop speech, contribute to the formation of specific concepts, ideas (S.F. Russova), contribute to the development of mental processes, enrich sensory experience.

In the method of speech development of preschoolers, according to researchers O.I. Solovyova, F.A. Sokhina, E.I. Tiheeva, the use of paintings plays a leading role.

Classes with children according to plot pictures occupy a leading place in the methodology for developing the speech of children. The child willingly translates his experiences into speech. This need is an accomplice in the development of his language. Considering the plot picture, the child talks all the time. The teacher must support this children's conversation, he must speak with the children himself, by leading questions to guide their attention and language

Let us dwell in more detail on the types of paintings that are used in the educational process in a preschool institution.

Pictures for working with children are distinguished according to the following criteria:

• by format: demonstration and handouts;
• by subject: the natural or objective world, the world of relations and art;
• by content: artistic, didactic; subject, plot;
• by the nature of the image: real, symbolic, fantastic, problem-mysterious, humorous;
• according to the functional method of application: an attribute for a game, a subject of discussion in the process of communication, an illustration for a literary or piece of music, didactic material in the process of learning or self-knowledge of the environment.

When choosing plot pictures in order to enrich ideas, concepts and develop the language, strict gradualness should be observed, moving from accessible, simple plots to more difficult and complex ones. Their content should be accessible to children, connected with the life of the kindergarten, with the surrounding reality of the child. For collective stories, paintings with sufficient material are selected: multi-figured, which depict several scenes within the same plot.
By examining sequentially displayed pictures, children learn to build logically complete parts of the story, which eventually form a coherent narrative. In the classroom, handouts are also used, for example, subject pictures that each child receives.

The kindergarten should strive to have a selection of pictures that can satisfy all the demands of the current work. In addition to the paintings assigned for hanging on the wall, there should be a selection of plot paintings, classified by topic, the purpose of which is to serve as material for holding certain methodical lessons. For these purposes, postcards, pictures cut out from worn-out books, magazines, even newspapers, and pasted on cardboard, mounted from parts of posters, can serve. Teachers who are graphic literate can draw simple, uncomplicated pictures themselves.

So, the picture in its various forms, with skillful use, allows you to stimulate all aspects of the child's speech activity.

Classes in a painting or a series of plot paintings are important in the system of teaching storytelling.

The main goal pursued by plot pictures for compilation short story, - the desire for the development of speech and thinking of children. Looking at the picture, the guys try to describe what is depicted on it, striving to compile a single, logically coherent story. Unfortunately, the speech of today's young people is far from perfect. Children, teenagers read little, communicate. Therefore, the development of correct literary speech should be given attention by the family, teachers, all adults surrounding the child. For this there is great amount ways.

How can they be used?

One of them, already mentioned, is pictures for composing a short story. On our site you will find plot pictures for children. It is extremely important that the images are subject to a single theme, which means that the child, looking at them, will be able to compose a coherent message or play role-playing games for preschoolers. It is not for nothing that when teaching a foreign language, students are asked to describe a picture, come up with a dialogue according to the situation presented, and create role-playing games. This technique is also applicable to teaching mother tongue as part of a kindergarten or an aesthetic center. You can download the illustrations for your short story and print them out to work with.

The technique for developing speech based on pictures for compiling a short story is simple. We advise parents to play role-playing games with the baby, lay out illustrations in front of him, come up with some kind of story together, a story in which the baby's family or friends will be involved. Make sure that when describing, the child does not jump from one action, object to another, but expresses thoughts consistently, logically. After conducting such a lesson once, return to the worked-out picture after a while: ask the baby if he remembers the story he compiled, what details he did not take into account, what he could add. A series of plot pictures for compiling a short story are good for lessons on the development of speech in primary school, in the lessons of native or foreign language. Description of the illustration, role-playing games, a story based on it can be a good basis for creative work. Usually children respond to such tasks with pleasure, since the children's fantasy is not yet rooted, its flight is free and unhindered.

The method of working with pictures for children will require attention and regularity of classes from parents. It is the family that should be interested in the development of the baby. They should help him write a story, role-play for preschoolers, and then discuss them together.

Series of pictures for kindergarten or home use for children are focused on different topics. For example, you can compose a story on the topic "Family", "Seasons", "Forest", "House", etc. The methodology for the development of speech for children involves a comprehensive coverage of topics on which a story can be compiled. Also, the technique involves the use of a game for kindergarten, in which there will be illustrations or a story on the chosen topic. As a result of a series of such activities, kids begin to speak much more coherently, logically, a single thread can be traced in their speech.

Educational materials on the topic

Kindergarten

Pictures on different topics

A series of plot pictures intended for independent compilation of stories by children.

Balloon.

An adult asks the child to arrange the plot pictures in a logical sequence, answer the questions with a full answer and compose a story on their own.

1. Answer the questions:
Who and where lost balloon?
Who found the ball on the field?
What was the mouse and what was his name?
What did the mouse do on the field?
What did the mouse do with the ball?
How did the ball game end?

2. Compose a story.

Sample story "Balloon".

The girls were tearing cornflowers in the field and lost the balloon. Little mouse Mitka ran across the field. He was looking for sweet grains of oats, but instead he found a balloon in the grass. Mitka began to inflate the balloon. He blew and blew, and the ball got bigger and bigger until it turned into a huge red ball. A breeze blew, picked up Mitka with the balloon and carried him over the field.

Caterpillar house.

1. Answer the questions:
Who are we going to write about?
Tell me, what was the caterpillar and what was its name?
What did the caterpillar do in the summer?
Where did the caterpillar once crawl? What did you see there?
What did the caterpillar do to the apple?
Why did the caterpillar decide to stay in the apple?
What did the caterpillar make in her new home?
2. Compose a story.

Sample story "House for the caterpillar."

The story is not read to the child, but can be used as an aid in case of difficulties in compiling a children's, author's story.

Lived - lived a young, green caterpillar. Her name was Nastya. She lived well in the summer: she climbed trees, ate leaves, basked in the sun. But the caterpillar did not have a house and she dreamed of finding it. Once a caterpillar crawled up an apple tree. I saw a big red apple and started to nibble it. The apple was so tasty that the caterpillar did not notice how it gnawed right through it. The caterpillar Nastya decided to stay in the apple. She felt warm and comfortable there. Soon the caterpillar made a window and a door in its dwelling. Got a wonderful house

New Year's preparations.

An adult asks the child to arrange the plot pictures in a logical sequence, answer the questions with a complete answer and compose a story on their own.

1. Answer the questions:
What holiday was coming up?
Who do you think bought the tree and put it in the room?
Tell me what the tree was like.
Who came to decorate the Christmas tree? Think of names for the children.
How did the children decorate the Christmas tree?
Why was the ladder brought into the room?
What did the girl eat on top of her head?
Where did the children put the toy Santa Claus?
2. Compose a story.

Sample story "New Year's preparations."

The story is not read to the child, but can be used as an aid in case of difficulties in compiling a children's, author's story.

Approached New Year's celebration. Dad bought a tall, fluffy, green Christmas tree and put it in the hall. Pavel and Lena decided to decorate the Christmas tree. Pavel took out a box of Christmas decorations. Children hung flags and colorful toys on the Christmas tree. Lena could not reach the top of the spruce and asked Pavel to bring a ladder. When Pavel installed a ladder near the spruce, Lena attached a golden star to the top of the spruce. While Lena was admiring the decorated Christmas tree, Pavel ran to the pantry and brought a box with a toy Santa Claus. The children put Santa Claus under the Christmas tree and ran away from the hall satisfied. Today, parents will take their children to the store to choose new costumes for the New Year's carnival.

Bad walk.

An adult asks the child to arrange the plot pictures in a logical sequence, answer the questions with a complete answer and compose a story on their own.

1. Answer the questions:
Name who you see in the picture. Come up with a name for the boy and a nickname for the dog.
Where the boy walked with his dog
What did the dog see and where did it run?
Who flew out of a bright flower?
What was the little bee doing in the flower?
Why did the bee bite the dog?
What happened to the dog after the bee sting?
Tell me how the boy helped his dog?
2. Compose a story.

Sample story "Unsuccessful walk".

The story is not read to the child, but can be used as an aid in case of difficulties in compiling a children's, author's story.

Stas and the dog Soyka were walking along the alley of the park. Jay saw a bright flower and ran to smell it. The dog touched the flower with its nose and it swayed. A small bee flew out of the flower. She collected sweet nectar. The bee got angry and bit the dog on the nose. The dog's nose was swollen, tears flowed from his eyes. Jay lowered her tail. Stas was worried. He took a band-aid out of his bag and stuck it over the dog's nose. The pain subsided. The dog licked Stas on the cheek and wagged its tail. Friends hurried home.

Like a mouse painting a fence.

An adult asks the child to arrange the plot pictures in a logical sequence, answer the questions with a complete answer and compose a story on their own.

1. Answer the questions:
Come up with a nickname for the mouse that you will talk about in the story.
What did the little mouse decide to do on the day off?
What did the mouse buy in the store?
Tell me what color was the paint in the buckets
What paint did the mouse paint the fence with?
With what color paints did the mouse draw flowers and leaves on the fence?
Think of a sequel to this story.
2. Compose a story.

A sample of the story "How the mouse painted the fence."

The story is not read to the child, but can be used as an aid in case of difficulties in compiling a children's, author's story.

On the day off, the little mouse Proshka decided to paint the fence near his house. In the morning Proshka went to the store and bought three buckets of paint from the store. I opened it and saw: in one bucket - red paint, in the other - orange, and in the third bucket green paint. Mouse Prosha took a brush and began to paint the fence with orange paint. When the fence was painted, the mouse dipped a brush in red paint and painted flowers. Prosha painted leaves with green paint. When the work was done, friends came to visit the mouse to look at the new fence.

Duckling and chicken.

An adult asks the child to arrange the plot pictures in a logical sequence, answer the questions with a complete answer and compose a story on their own.

1. Answer the questions:
Come up with nicknames for the duckling and the chicken.
What time of year is shown in the pictures?
Where do you think the duckling and the chicken went?
Tell how friends crossed the river:
Why didn't the chicken go into the water?
How did the duckling help the chick swim to the other side?
How did this story end?
2. Compose a story.

Sample story "Duckling and chicken."

The story is not read to the child, but can be used as an aid in case of difficulties in compiling a children's, author's story.

On a summer day, the duckling Kuzya and the chicken Tsypa went to visit the turkey. The turkey lived with a turkey dad and a turkey mom on the other side of the river. Duckling Kuzya and chicken Tsypa came to the river. Kuzya plopped down into the water and swam. The chick did not go into the water. Chickens can't swim. Then the duckling Kuzya grabbed a green leaf of a water lily and put Chick on it. The chicken floated on a leaf, and the duckling pushed him from behind. Soon friends crossed to the other side and met with a turkey.

Successful fishing.

An adult asks the child to arrange the plot pictures in a logical sequence, answer the questions with a complete answer and compose a story on their own.

1. Answer the questions:
Who went fishing one summer? Come up with nicknames for the cat and dog.
What did your friends take with them?
Where did the friends settle down to fish?
What do you think the cat started screaming when he saw that the float went under the water?
Where did the cat throw the caught fish?
Why did the cat decide to steal the fish that the dog caught?
Tell me how the dog managed to catch the second fish.
Do you think the cat and the dog still go fishing together?
2. Compose a story.

Sample story "Successful fishing."

The story is not read to the child, but can be used as an aid in case of difficulties in compiling a children's, author's story.

One summer, Timothy the Cat and Polkan the dog went fishing. The cat took a bucket, and the dog took a fishing rod. They sat down on the bank of the river and began to fish. The float went under the water. Timofey began to shout loudly: "Fish, fish, pull, pull." Polkan pulled out the fish, and the cat threw it into the bucket. The dog threw the bait into the water for the second time, but this time he caught old boot. Seeing the boot, Timothy decided not to share the fish with Polkan. The cat quickly picked up the bucket and ran home for dinner. And Polkan poured water out of his boot, and there was another fish. Since then, the dog and the cat have not gone fishing together.

Resourceful mouse.

An adult asks the child to arrange the plot pictures in a logical sequence, answer the questions with a complete answer and compose a story on their own.

1. Answer the questions:
Come up with a name for the girl, nicknames for a cat, a mouse.
Tell me who lived in the girl's house.
What did the girl pour into the cat's bowl?
What did the cat do?
Where did the mouse run out and what did he see in the cat's bowl?
What did the little mouse do to drink milk?
What surprised the cat when she woke up?
Think of a continuation of this story.
2. Compose a story.

Sample story "Resourceful little mouse."

The story is not read to the child, but can be used as an aid in case of difficulties in compiling a children's, author's story.

Natasha poured milk into a bowl for the cat Cherry. The cat drank a little milk, put her ears on the pillow and fell asleep. At this time, the little mouse Tishka ran out from behind the closet. He looked around and saw milk in the cat's bowl. The mouse wanted milk. He climbed onto a chair and pulled a long macaroni out of the box. The little mouse Tishka quietly crept up to the bowl, put the macaroni in milk and drank it. Cherry the cat heard a noise, jumped up and saw an empty bowl. The cat was surprised, and the mouse ran back behind the closet.

How a crow grew peas.

An adult asks the child to arrange the plot pictures in a logical sequence, answer the questions with a complete answer and compose a story on their own.

1. Answer the questions:
What time of year do you think the cockerel walked across the field?
What did the cockerel bring home?
Who noticed the rooster?
What did the crow do to eat the peas?
Why didn't the crow eat all the peas?
How did a bird sow pea seeds in the ground?
What appeared from the earth after the rain?
When did pea pods appear on plants?
Why was the crow happy?
2. Compose a story.

A sample of the story "How a crow grew peas."

The story is not read to the child, but can be used as an aid in case of difficulties in compiling a children's, author's story.

In early spring, a cockerel walked across the field and carried a heavy sack of peas over his shoulders.

The cockerel noticed the raven. She jabbed her beak at the sack and tore off the patch. Peas fell out of the bag. The crow began to feast on sweet peas, and when she had eaten, she decided to grow her crop. With its paws, the bird trampled several peas into the ground. Rain is coming. Very soon, young shoots of peas appeared from the ground. In the middle of summer, tight pods with large peas inside appeared on the branches. The crow looked at her plants and rejoiced at the rich harvest of peas that she managed to grow.