1 junior node fiction. Abstract of the GCD “Reading fiction in the first junior group
ABOUT How to use technology maps
Technological map of organized educational activities
Oku oblystary / Educational areas: Communication
Bolimder / Chapter : Fiction
Takyryp / Topic: Reading A. Barto “Truck”
Maksaty / Goal : introduce the content of A. Barto’s poem, activate the vocabulary on the topic, introduce the parts of the car, consolidate the names of the main colors.
Equipment and materials : toy truck, cat, toy cat, cars in 4 primary colors, flannelgraph, demonstration car with light signal.
Vocabulary work: truck
Kos tildik component / Bilingual component: car - number.
Tarbieshinin is-areketiTeacher's actions
Balalardyn is-areketi
Children's activities
Motivation-leptic
Motivational
incentive
I have a wonderful bag in my hands. There was a toy hidden in it that boys really love to play with.
Who will try to recognize the toy without opening the bag?
- What is this?
Vocabulary work: truck.
This is a truck. It has a cabin, a body, and wheels. The teacher shows the children parts of the car.
How is this toy played?
Right. What is the machine doing now? The teacher gives the car a ride.
Now what does the machine do?
Listen to the teacher
Children feel the bag, the teacher helps them
This is a car
Repeat: truck.
They ride
Rides
Costs
Uyimdastyk-izdenistik
Organizational search
The teacher sings the song “We’re going, we’re going home.”
We're going, we're going home in a truck,
Open the gate, the harvest is coming from the field.
Bilingual component: kө lік - car.
What is our truck carrying?
What can you transport on a truck?
But in the poem “Truck” the children decided to carry an unusual load. Listen.
Reading a poem.
The teacher reads A. Barto’s poem “Truck”, losing it.
No, we shouldn't have decided
Ride a cat in a car:
The cat is not used to riding -
The truck overturned.
Then asks the children to answer the questions:
- What kind of car did the children have?
- Who did the children decide to take for a ride?
- Where did they put him?
- What did the cat do?
Let's take a little rest.
Physical exercise.
They stomped their feet,
Walked across the floor
There, there, there -
They sat down quietly.
Listen to the teacher
Vegetables and fruits
Listen to a poem.
Watch while the poem is played.
Answer the questions:
Freight
Kota
In the back
Overturned a truck
Perform physical education in accordance with the text
Reflexive-corrigirdictive
Reflexive - corrective
A passenger car came to visit us; it can flash its headlights. And he brought his friends with him (There are cars painted in different colors on the table). He wants to know if all the children know the colors. We will name the color of the cars, and if the answer is correct, the car will flash to us.
They play the game together with the car.
Name the colors of the cars.
Kutimdi lower /Expected Result:
Elestetou /Play: in speech words: truck, transport.
Tusina / Understand: content of the poem.
Koldana /Use: knowledge gained in class.
Ekaterina Khudyshkina
Long-term planning for reading fiction in the first junior group
Long-term planning for reading fiction in the first junior group.
September
week Program content
1 Reading familiar nursery rhymes - teach to emotionally perceive familiar nursery rhymes and poems, depict characters, actively participate in the game Frolova 125
2 Reading nursery rhyme“Our Masha is little...” poems by S. Kaputikyan "Masha is having lunch"- help children understand the content of the nursery rhyme, pay attention to the words alenka, black-browed; make you want to listen to the nursery rhyme more than once; introduce the poem; learn to finish onomatopoeic words and small phrases found in Gerbov’s poem 68
3 Reading fairy tale B. Suteeva "Chick and Duckling"Target: introduce a fairy tale, give an idea of the duckling’s appearance, practice the correct use of the word also Gerbova 34
4 Reading poem G. Sapgira "Cat" D\control “Pussy won’t leave us!”
Explain to children how different they can play with and talk to a toy; help repeat and come up with simple appeals to the toy Gerbova 78
week Program content
1 Repetition of familiar fairy tales Reading nursery rhyme"Cucumber, cucumber..."- recall familiar fairy tales with children, help children dramatize excerpts from works; help me remember Gerbov's new nursery rhyme 63
2 Reading German folk song "Three Merry Brothers"- develop the ability to listen to a poetic text, repeat onomatopoeic words, perform the movements mentioned in the text by Gerbov 32
3 Russian folk song “The cat went to market…”. Pies for a cat - introduce the content of a folk song; learn to listen and answer the teacher’s questions; form round lumps of plasticine;
4 Reading E's story. Charushina "Hen"- teach children to perceive art text without visual support; enrich vocabulary; encourage the repetition of individual words when repeated reading Gerbov's story 45
week Program content
1 Reading Russian folk tale "Teremok"- introduce children to a fairy tale, make them want to play in a fairy tale
2 Reading E's story. Charushina "Hedgehog"-introduce a new story, develop the ability to listen silently, without distraction; introduce the habits of the hedgehog Gerbov 104
3 Reading Russian folk tale "Turnip"- introduce children to Gerbov’s new fairy tale 57
4 Reading a fairy tale L. Tolstoy "Three Bears"- to teach children to listen to large-scale works; evoke an emotional response; form intonation expressiveness of speech Gerbov 60
week Program content
1 Reading Ukrainian folk tale "Mitten"
Introduce a new fairy tale, make you want to return to it more than once, teach you how to solve Gerbov’s riddles 50
2 Reading fairy tale B. Suteeva "Who said meow?"- develop perception skills artistic works by ear, learn to depict actions characters, expressively convey dialogues from Gerbov’s fairy tale n 53
3 Nursery rhyme “Oh, you little bastard…”. - introduce a new nursery rhyme, a riddle poem; teach to guess animals by description, develop attention, teach to ask and answer questions;
4 Nursery rhyme “Oh, you little bastard…”. - repeat the nursery rhyme with the children; teach to guess animals by description, develop attention, teach to ask and answer questions;
week Program content
1 Reading the poem I. Akim "The Christmas tree is dressing up"- help children remember and learn to independently recite Gerbov’s poem 56
2 Reading Russian folk tale "Zayushkina's hut"-introduce children to a new fairy tale, help them understand its content, and evaluate the actions of the characters; make you want to play Gerbov's fairy tale 91
3 Reading fairy tale B. Bianchi "The Fox and the Mouse"- introduce children to the work of V. Bianchi, teach them to help the teacher read a fairy tale, finishing the words and small phrases of Gerbov 89
4 Reading Russian folk tale "Masha and the Bear"- teach children to listen to a fairy tale, participate in the dramatization of individual episodes, and form intonation expressiveness of speech; teach Gerbov's retelling 75
week Program content
1 Reading a fairy tale C. Marshak "The Tale of the Stupid Mouse"- introduce children to a new work, teach them to listen to a poetic text, and practice clear pronunciation of onomatopoeia. Gerbova 37
2 Reading verse A. Barto “Dirty Girl” - expand vocabulary by speaking quietly, loudly, quickly, slowly, form grammatical structure, develop the ability to navigate the diagram of your own body Khomyakova 35
3 Reading a fairy tale C. Marshak "Mustachioed - Striped" introduce children to a new work, make them want to listen to it repeatedly, finish the words missed by the teacher Gerbova 102
4 Reading fairy tale B. Suteeva "Mouse and Pencil"- introduce children to a new fairy tale, arouse interest in the fairy tale they read
week Program content
1 Reading L's story. Tolstoy “Petya and Misha had a horse”- improve the ability to listen to a story without visual accompaniment Gerbova 37
2 Reading the poem I. Akim "Mother"- help children remember the poem and teach them to read it by heart expressively Gerbova 79
3 Reading fairy tale K. Chukovsky "Confusion"- introduce children to a kind and cheerful fairy tale, make them want to listen to it more, reproduce onomatopoeia; learn to improvise based on a fairy tale; develop a sense of humor; activate the verb to want in children's speech Gerbova 75
4 Game-situation "Sunny bunnies"- develop children’s imagination, encourage physical activity and independence in improvisation Gubanov 82
week Program content
1 Reading poem A. Barto "Airplane" with finishing words - help children remember and learn to independently memorize Koldin’s poem 9
2 Reading poem B. Korsunskaya "Doll Natasha"-introduce children to a new poem, arouse interest in the Koldina toy 78
3 Reading a poem C. Kaputikyan "Masha is having lunch"- introduce the poem; learn to finish onomatopoeic words and small phrases found in Gerbov’s poetry 68
4 Reading fairy tale B. Bianchi "The Fox and the 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 the fairy tale; evoke positive emotions Koldin 117
week Program content
1 Reading verse/B. Mayakovsky "What is good and what is bad?"- introduce children to a new work, help them understand its content and remember fragments from it; enrich children's ideas about good and bad deeds Gerbova 94
2 Reading Russian folk tale "Cat, Rooster and Fox"- to develop in children the ability to listen to a fairy tale in volume and understand its content; evoke an emotional response to what you read, a desire to participate in the dramatization of individual episodes
3 Reading fairy tale K. Ushinsky "Cockerel with his family"- enrich and clarify ideas about the habits of chickens Gerbova 71
4 Reading a fairy tale. Grimm "The Hare and the 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 the fairy tale; activate words in speech and phrases: run, bent over, how are you Gerbova 97
Svetlana Volobueva
Summary of a lesson on reading fiction in the junior group “The Tale of the Mitten”
Summary of a lesson on reading fiction in the younger group of the fairy tale “The Mitten.”
Target: Formation of interest and need for the perception of works of the fairy tale genre.
Progress of the lesson:
The children are playing, the teacher comes up to them and asks:
Children, today I was on my way to kindergarten, and on the way I found this... What is this (showing my mitten)
Children's answers
Children, what do we wear mittens on? (children's answers). That's right, on hand. Therefore, a mitten can also be called a mitten. Do you know who lost his mitten? (No). Let's sit on the chairs, I'll read you the fairy tale "The Mitten" and you will find out who lost it.
Let's sit together in a circle and talk well,
About an interesting fairy tale, well, very interesting...
Reading the fairy tale “Mitten” to children. (with display on flannelgraph)
Who lost a mitten? (grandfather)
Oh, you are losing your mittens (children answer)
Finger gymnastics: “Mitten”.
Masha put on her mitten:
Oh, where am I going?
There is no finger, it’s gone,
I didn’t get to my little house.
Masha took off her mitten:
Look, I found it!
You search, you search, you won’t find,
Hello finger, how are you?
That's how many animals the mitten could hold. Let's remember who was first. Mouse, frog, bunny, fox, top, bear. (exhibit animals on flannelgraph)
What is the mouse's nickname? (Mouse scratching)
What was the frog's name? (Jump)
What was the fox's name? (Sister)
What was the top's name? (Gray barrel)
What was the boar's name? (Boar - fang)
What was the bear's name? (Bear - Father)
So they decided, everyone lived happily together.
Only friendly animals can live together and not quarrel.
Do you guys live together in kindergarten? And you never quarrel? (No). Then, well done!
Publications on the topic:
Summary of a lesson on reading fiction “Puss in Boots” Eresekter tobynda yimdastyrylan ou is-reketinі tehnologii kartas Bіlim.
Summary of an integrated educational activity on reading fiction in the middle group “Tales of the Little Brownie” Integration of areas. Speech development, social and communicative development, cognitive development, artistic and aesthetic development.
Summary of educational activities for reading fiction in the first junior group “A Christmas tree was born in the forest” with a presentation showing Summary of educational activities for reading fiction in the 1st junior group “A Christmas tree was born in the forest” with a presentation. Goals: - to introduce.
Materials and equipment: screen house, layout of the river. n. ovens, mill, basket, toys cat, chicken and kinder egg (large, horse, hats.
Summary of a lesson on reading fiction (with TRIZ elements) Full name: Yulia Aleksandrovna Nekrasova Position: Speech therapy group teacher (FFNR) Lesson topic: Reading the story “Dreamers” by N. N. Nosov.
Summary of a lesson on reading fiction. Poem by E. Uspensky “Destruction” (middle group) Objectives: -Introduce children to poetry as a literary genre. Introduce E. Uspensky’s poem “Destruction”. -Teach to listen.
Long-term planning for reading fiction in the second junior group September No. 1. The story of Y. Taits “Cube by cube” Develop interest in reading and telling works of fiction to adults; attract.
Target: Reinforcing the content of the fairy tale “Teremok” with children.
Tasks:
Help children remember familiar fairy tales and nursery rhymes;
To form emotional responsiveness and interest in literary works and small folklore forms;
Develop the ability to empathize with the characters of fairy tales, songs, and nursery rhymes.
To cultivate love, goodwill, sensitivity to the characters of fairy tales and the world around them;
Strengthen dramatization skills.
Material and equipment:
Photo frame, pictures of a mansion, pictures: mice, frogs, foxes, wolves, bears.
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 the little house?
Vocabulary words: bunny, fox, mouse, bear, wolf, tower.
Progress of the lesson
Children enter the group and sit on chairs arranged in a semicircle.
(Knock on the door)
Educator: - Guys, I’ll go and see who’s knocking there?
Educator:- This is the postman, he brought us a parcel.
Educator:- Let's see what's in our package?
Children: - YES! Let's see!
(I show a picture of a mansion)
Educator: - Guys, what is this?
Children's answers
Educator:- That's right, little tower!
- There is a tower in the field.
He is not short, not high, not tall!
Educator: - Guys, do you know what fairy tale this is? (Children's expected answers: a fairy tale about a little house, about a mouse, a bunny and a bear).
A small mouse runs past.
Educator:- Guys, do you know how a mouse squeaks?
(Children's answers)
Educator: - That's right, - pee-pee-pee.
She saw the tower, stopped and asked:
-Terem-teremok! Who lives in the mansion?
Nobody responds.
The mouse entered the little mansion and began to live in it.
(I attach a picture of a mouse to the window of the mansion)
A frog-frog galloped up to the mansion and asked:
Educator:- Guys, do you know how a frog talks?
(Children's answers)
Educator:-
That's right - qua-qua-qua.
- Terem-teremok! Who lives in the mansion
- I, little mouse! And who are you?
- And I'm a frog.
- Come live with me!
The frog jumped into the tower. The two of them began to live together.
(I attach a picture of a frog to the window of the mansion)
A runaway bunny runs past. He stopped and asked:
Educator:- Guys, do you know how a bunny jumps?
(Children show)
Educator:- Well done. Jump-jump, jump-jump. This is how the bunny jumps.
- I, little mouse!
- I, frog-frog. And who are you?
- And I'm a runaway bunny
- Come live with us!
The hare hops into the tower! The three of them began to live together.
(I attach a picture of a hare to the window of the mansion)
The little fox-sister is coming. She knocked on the window and asked:
- Terem-teremok! Who lives in the mansion?
- I, little mouse.
- I, frog-frog.
- Me, the runaway bunny.
- And who are you?
- And I am a fox-sister.
- Come live with us!
The fox climbed into the mansion. The four of them began to live together.
(I attach a picture of a fox to the window of the mansion)
A gray barrel top came running, looked into the door, and asked:
- Terem-teremok! Who lives in the mansion?
- I, little mouse.
- I, frog-frog.
- Me, the runaway bunny.
- I, little fox-sister.
- And who are you?
- And I am a top-gray barrel.
- Come live with us!
The wolf climbed into the mansion. Five of us began to live together.
(I attach a picture of a wolf to the window of the mansion)
Here they are all living in a little house, singing songs.
Suddenly a clubfoot bear walks past.
(Attached is a picture of a bear)
(so attentively we listen to the fairy tale)
Educator:- Guys, let's show how the clumsy bear walks.
Physical exercise “Teddy Bear”
Teddy Bear
Walking through the forest
Collects cones
And he puts it in his pocket.
Suddenly, a cone fell.
Right in the bear's forehead.
Mishka got angry
And with your foot - stomp!
I won't do it anymore
Collect cones
I'll take the car
And I'll go to bed!
The bear saw the tower, heard the songs, stopped and roared at the top of his lungs:
- Terem-teremok! Who lives in the mansion?
- I, little mouse.
- I, frog-frog.
- Me, the runaway bunny.
- I, little fox-sister.
- I, the top-gray barrel.
- And who are you?
- And I’m a clumsy bear.
- Come live with us
The bear climbed into the tower.
He climbed, climbed, climbed, couldn’t get in and said:
- I’d rather live on your roof.
- Yes, you will crush us!
- No, I won’t crush you.
- Well, climb up!
The bear climbed onto the roof.
Just sat down - fuck! - crushed the tower.
The tower crackled, fell on its side and completely fell apart.
We barely managed to jump out of it: the mouse-norushka, the frog-frog, the bunny-runner, the fox-sister, the top-gray barrel - all safe and sound.
They began to carry logs, saw boards, and build a new tower.
They built it better than before!
(I show a new picture of the tower)
Educator:- Guys, let’s play with you and build a little tower too.
Finger gymnastics “Building a house.”
All day - here and there,
A loud knock is heard. (Knock fist on fist.)
The hammers are knocking
They are building a house for the animals. (Knock fist on fist.)
Even if my house is braided and crooked,
Look how handsome he is!
You see from the window
The cat came out! (Fold your palms together to form a “roof”)
The wind howls: “Uh-oh!
I'll tear the house to pieces! (Blow hard on the house.)
But he is my strong house,
Let the wind howl for a week -
My house will shelter me! (Raise "roof" above your head.)
Educator:- What a great fellow you are! And they listened to the fairy tale, and built a new little house.
Educator: -Did you like the fairy tale?
Children:- YES!
Educator:- Let's say goodbye to the heroes.
Children:- Goodbye!
Natalya Kupreshkina
Lesson on reading fiction in 1st junior group. Reading the poem by S. Marshak “Who will find the ring”
Abstract classes
By reading fiction
in 1 younger group« Reading a poem
WITH. Marshak
"Who will find the ring» .
MDOBU teacher
"Sunny Kindergarten"
Kupreshkina N. A.
Goals: Continue to arouse children’s interest in listening to a poetic work and teach them to understand its content.
Evoke an emotional response and a desire to help the girl.
Strengthen children's ideas about poultry.
Get children interested in looking at V. Lebedev’s illustrations for poem.
Develop imagination and fantasy.
Benefits: Illustrated book by S. Marshak"Who will find the ring?» , toys – cat, goose, chicken, turkey, magpie, doll, ring.
Preliminary work: getting to know pets and birds, poetry reading, nursery rhymes about poultry and animals.
Integration of areas: cognition, reading fiction,
health, socialization, communication.
Progress of the lesson.
The teacher draws the children's attention to the fact that somewhere outside the door a doll is crying. The teacher and children open the door and turn to the doll. They start a conversation.
Doll, what's your name? (Olya)
Why are you crying, Olenka? What has happened with you?
Guys, let's ask Olya? (the teacher pretends that Olya is speaking into your ear).
Olya the doll told me what she lost ring? Guys, how can we calm her down, help her? (Search ring)
Guys. Do you want to know what happened to Olenkin? ring? Let's sit down and put our Olenka on a chair. (Children sit on chairs)
Guys, look what an interesting book I have, it’s written about Olenkino ring.
Reading a poem. The teacher displays toys in accordance with the text - cats, goose, chicken, turkey, magpie.
Guys. And who wanted to help find ring for Olya? (children look at the toys and name them).
Yes, these are the poultry. (The teacher pays attention to the animals). Everyone wanted to help. (The teacher discreetly dresses ring doll and finishes reading the lines poems to the end).
Oh. Look at Olya's ring does it sparkle on your finger?
Final conversation with the doll Olya.
Olya, you won't lose anymore ring? (No)
Guys, doll Olya is probably hungry. Let's set the table and give her some tea and jam.
Transition to role-playing game “Let’s give Olya the doll some tea”.