Methods of working with books in kindergarten: workshop for teachers. Reading fiction in kindergarten - introducing preschoolers to the wonderful world of books Analysis of the lesson reading fiction in kindergarten

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

Target: To develop children's interest in knowledge about vegetables through the integration of educational areas: cognition, communication, socialization, artistic creativity, health.
Tasks:
- To form children’s ideas about vegetables, the place of germination and their preparation for the winter;
- Strengthen children’s ability to describe vegetables according to their characteristic features,
according to the diagram;
- Improve the ability to write grammatically correctly and consistently construct your statements;
- Expand the active vocabulary, activate the names of vegetables in children’s speech.
- Continue to develop in children the ability to distinguish and name colors, practice comparing objects by color;
- Encourage children to answer questions by pronouncing words clearly.

To develop children’s ability to coordinate movements with text, understand and follow verbal instructions;
- Develop visual perception and memory, motor imagination and coordination of movements;
- Develop fine general and fine motor skills of the hands;
- Cultivate a friendly attitude towards peers;
- Create a favorable emotional atmosphere and conditions for active play activities of children.
Organizational activities, preparation for class
The lesson was carried out in accordance with the notes. The abstract was compiled independently, in accordance with the objectives of the basic general education program, corresponding to the given age of the children. To implement each task, techniques were selected in an interesting and entertaining form.
At every moment of the lesson there were visual aids that stimulated and activated the children’s mental activity. The manuals are of sufficient size and aesthetically designed. Their placement and use was rational, thoughtful in the learning space and in the lesson.
Music was used during the lesson to enhance emotional perception.
The organizational technique “Greeting” in poetic form” was aimed at developing communicative qualities and establishing friendly relationships both within the children’s team and between guests and children.
The lesson is dynamic, it includes techniques that provide for a quick change of activity. Conversation - sitting on chairs, moving around the group while looking for a way out of a problem situation with a hare - going to the garden, working with a test, developing fine motor skills of the hands - sitting on chairs, search activity - standing, working with cereals “Find a Vegetable”, logorhythmic exercise - “walking to the garden.” A quick rotation of techniques and changes in poses during the lesson made it possible to avoid fatigue in children.
Didactic activities of the teacher:
All aspects of the lesson are logical and consistent, subordinated to one topic. Moments from the educational areas of Cognition were integrated into the lesson: Reinforced the ability to describe a vegetable according to its characteristic features, according to the diagram; developed the ability to distinguish and name colors; Communication: children participated in the general conversation, listened without interrupting their peers; activated the children's vocabulary using words - the name of vegetables, practiced coordinating nouns and adjectives; “Socialization” to independently express goodwill and empathy. Artistic creativity: Improved children’s ability to roll plasticine between their palms with straight movements, reinforced pressing techniques, developing fine motor skills., Physical education; developed motor imagination and coordination of movements; Health: formed children’s ideas about vitamins and their importance. The techniques in the lesson were of a playful nature, based on game-based learning situations,
The use of the “Vegetable Garden” model helped to implement the main educational task in an interesting way - the formation of children’s ideas about vegetables and the place where they grow. My role was limited to learning to give detailed answers. This helped to achieve optimal results.

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

in the second junior group

"Visiting a fairy tale"

OO: Communication

Target: develop children's creative imagination, improve means of expressiveness in conveying images, enrich and activate vocabulary through theatrical activities.

Tasks:

consolidate children's knowledge of Russian folk tales;

develop the ability to recognize and name them by individual objects and illustrations;

to cultivate children’s love and interest in Russian folk literary art;

develop expressive speech, memory, attention, arouse interest in the theater.

Methodical techniques:

Game(use of surprise moments) .

Visual(use of dolls) .

Verbal(reminder, instructions, surveys, individual responses from children) .

Encouragement, lesson analysis.

Materials for the lesson: attributes for the magic chest, for the fairy tale “Teremok”, counting sticks, ball.

Progress of the lesson:

Surprise moment: Little Red Riding Hood enters to the music(child) :

Hello guys!

I came to you from a fairy tale,

I brought you a chest,

The chest is not simple,

It's magical, not empty!

Many fairy tales live in it,

We need to register them.

Educator: Do you know fairy tales?

Children: Yes, we know!

Educator: 1-2-3-4-5 it’s time for us to play a fairy tale, whoever is late for the beginning is late for the fairy tale.

The teacher opens the chest and says:

Oh, what a mess it is here!

I urgently need help.

You guys will help,

Tell me all the stories.

The teacher takes turns taking out attributes for fairy tales from the magic chest and conducts a conversation on the questions.

Kolobok:

Who baked the bun?

Where did the bun roll to?

Who did the bun meet on the way?

Who ate the kolobok?

What is the ending of the fairy tale?

Problematic question:

Why did the bun roll off the window?

What would have happened if the fox had not eaten the bun?

Ryabka chicken:

How does a fairy tale begin?

What egg did the hen lay?

Who broke the egg?

How did she break it?

What did the chicken answer to grandpa and grandma?

Problematic question:

What would happen if the egg didn't break?

Why did the grandfather and woman want to break the egg?

Masha and the Bear:

How did Masha get to the bear?

What did the bear say when he was carrying the box?

And what did Masha answer?

How did the fairy tale end?

Problematic question:

Why did Masha decide to run away from the bear?

Turnip:

Who planted the turnip?

Who helped pull out the turnip?

Educator: But it seems to me - friendship. When we are together, we can do anything, I suggest you tell me how friendly you guys are.

Children holding hands form a circle:

We are friendly guys

We don't quarrel at all

We are friendly guys

Tell it to everyone!

Little Red Riding Hood invites the children to rest.

Fizminutka"Three Bears" .

Three bears were walking home

Dad was big, big

Mom is shorter with him,

Well, my son is just a little baby!

He was very small

Walked around with rattles

Ding, la-la, ding, la-la!

The teacher takes out a model of a house from the chest, question: What is another name for a house in fairy tales?(hut, little house) .

I suggest you model and build a hut from our magic counting sticks(children work at tables) .

Now let's play and remember the heroes of fairy tales.

Ball game “Tell me which hero?”:

bun - ruddy

grandfather - old

grandma - gray

hare - eared

wolf - toothy

bear - clubfoot

fox - cunning

turnip - big

frog - green

mouse - gray

Masha - kind

pies are delicious

egg - golden

hut - wooden

The teacher takes out a wolf mask from the chest: You and I will now visit another fairy tale. Or rather, we will show a fairy tale, and you will be real artists.

Distribution of roles with a counting rhyme:

Hedgehog, eccentric hedgehog,

I sewed a prickly jacket,

We have to choose a hero.

Fairy tale dramatization"Teremok" .

Summary of the lesson.

Little Red Riding Hood: I really enjoyed visiting you. You know a lot of fairy tales. And most importantly, you helped put order in my chest.

To the music, children say goodbye to Little Red Riding Hood and fairy tales.

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

Why do preschoolers need fiction?

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

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

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

In the senior group, the list of tasks expands:

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

Not a single event in kindergarten is complete without poetry.

The tasks of the preparatory group include:

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

How to Plan and Conduct a Fiction Reading Lesson

In order to competently structure a lesson to introduce children to any literary work, the teacher needs to think through a lot.

What techniques and methods can be used

In a class on reading fiction, the teacher uses the following methods:

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

To make the lesson successful, you need to consider the following:

The lesson should be emotionally intense. First of all, this concerns the teacher’s manner of speech, which should convey the character of the work and influence the minds and feelings of the children. Children should see the teacher’s interested face, his facial expressions and articulation, and not just hear his voice. To do this, he must look not only at the book, but also at the faces of the children to see their reaction.
Prose works (fairy tales, short stories) can be told rather than read. As for poems, they are usually read in a voice of medium volume (although some need to be told quietly or, conversely, loudly) and slowly so that preschoolers understand what is being said.
To make the lesson more complete, you can include audio recordings (for example, where K. Chukovsky himself reads his poetic fairy tales).
During the reading process, there is no need to distract students with disciplinary remarks: for this purpose, the teacher can raise or lower his voice or pause.

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

Repeated reading contributes to a better understanding of the content of a work and the assimilation of expressive means of language. Short texts can be repeated immediately after the initial reading. For larger works, some time is required to comprehend, and then the teacher rereads individual, especially significant parts. You can remind children of the content of the material after some time (2–3 weeks), but short poems, nursery rhymes, and stories can be repeated often (for example, on a walk, during routine moments). Usually children like to listen to their favorite fairy tales many times and ask the teacher to tell them.

How to explain unfamiliar words to children

The teacher must explain to preschoolers the meaning of unfamiliar words in the work. This technique ensures a full perception of the literary text: the characters of the characters, their actions. Here you can use various options: during the course of the story, stop at a word that children do not understand and select synonyms for it (for example, a bunny’s bast hut means wooden; an upper room is a room), explain unfamiliar words even before reading begins (for example, before telling a fairy tale “ A Wolf and Seven Little Goats,” the teacher shows a picture of a goat, pronounces the phrase: “Milk flows down the lining, and from the lining down the hoof,” and clearly explains what an animal’s udder is).

Illustrations will help explain the meaning of unfamiliar words

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

How to properly conduct a conversation with children on a read work

After reading the work, you should conduct an analytical conversation (this is especially important in older preschool age). During the conversation, the teacher leads the children to evaluate the actions of the characters and their characters. There is no need to strive for children to simply reproduce the text in detail: questions should be thoughtful, promoting a better understanding of the meaning and deepening emotions. The content does not need to be separated from the form: it is necessary to pay attention to genre and linguistic features (for example, focus the attention of children on the repeated appeals “Little goats, kids, open up, open up!” or name which epithets refer to a fox, wolf, hare in a certain fairy tale).

Examples of questions to identify emotional attitudes toward characters:

Which of the fairy tale characters did you like most and why?
Who would you like to be like?
Who wouldn't you be friends with?

Questions to identify the key meaning of the work:

Who is to blame for the fact that the mother sparrow lost her tail (M. Gorky “Sparrow”)?
Why is the fairy tale “Fear Has Big Eyes” called that?

Questions to discover motive:

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

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

With children you need to discuss and analyze poems dedicated to human labor

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

How to memorize poems with children using mnemonic tables

To memorize poems and retell fairy tales, it is good to use mnemonic tables. They represent a schematic representation of the plot of the work in the form of a series of pictures. This technique, which makes it easier to memorize text, can be practiced from the middle group.

Photo gallery: mnemonic tables for preschoolers

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

How to show illustrations to children

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

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

General structure of a reading lesson

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

Acquaintance with a work whose goal is correct and emotionally rich perception.
A conversation about what has been read, aimed at clarifying the content and linguistic means of expression.
Repeated reading of the text (or its key episodes) to deepen perception and consolidate the impression.

Types of Reading Activities in Kindergarten

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

Motivating start to class

The key task of the teacher is to prepare preschoolers to perceive the work and motivate them to listen. Various methods are used for this.

The appearance of a game character

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

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

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

Message from a hero

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

Brownie Kuzya gives the kids his box of fairy tales

Preliminary conversation

In older preschool age, to create motivation for reading, it is already possible to use the personal experience of preschoolers. This could be an introductory mini-conversation connecting life events with the theme of the work. For example, the teacher asks the children whether they like to fantasize. Then everyone discusses together: why do people fantasize at all (to amuse their interlocutor, to please him, etc.). Then the teacher smoothly moves on to reading N. Nosov’s story “Dreamers.” By the way, you can also introduce a game character - Dunno, into a lesson on this topic, because he also loved to invent and compose fables.

Additionally, children can be asked to color Dunno

Another example is when a teacher starts a conversation about a dream. After all, every person has it. The adult asks the children to tell them what they dream about. After this, the teacher leads the preschoolers to the conclusion that in order to fulfill one’s desire one cannot sit idly by, but must work hard and make an effort, although, of course, there are times when luck smiles on a person and the dream comes true on its own, as if by magic. And very often this occurs in Russian folk tales, for example, in the work “At the Pike’s Command” (or another, where magical heroes or things that help the main character appear).

Familiarization with visual materials

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

After viewing the brave heroes, preschoolers will be very interested in listening to the epic about Ilya Muromets

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

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

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

Examples of lesson notes

Examples of lesson notes can be found here:

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

Options for topics for reading fiction classes

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

First junior group

Poem by A. Barto “Bear”.
Poem by A. Barto “The sun is looking through the window.”
Russian folk song “The cat went to Torzhok...”.
Russian folk song “Cockerel, cockerel...”.
Russian folk song “Like in a meadow, meadow...”.
Russian folk song “Like our cat...”.
“Bay-bye, bye-bye, you little dog, don’t bark...”
Russian folk song “Rabushechka Hen”.
Russian folk tale “The Little Goats and the Wolf”, adapted by K. Ushinsky.
Russian folk song “How I love my little cow...”
Poem by A. Barto “Truck”.
Poem by S. Kaputikyan “Everyone is sleeping.”
Poem by V. Berestov “Sick Doll”.
Russian folk song "Goat-dereza".
Russian folk song “Egorka the Hare...”.
L.N. Tolstoy's story “A cat slept on the roof...”.
The work of S. Marshak “The Tale of a Stupid Mouse.”
Many fairy tales for children can be included at some routine moments (for example, the transition to daytime sleep)
The story of L.N. Tolstoy “Petya and Masha had a horse...”.
Poem by K. Chukovsky “Kotausi and Mausi”.
Poem by A. Barto “Elephant”.
Nursery rhyme “Oh, you little darling…” (translation from Moldavian by I. Tokmakova).
Russian folk tale “Teremok” (arranged by M. Bulatov).
Russian folk song “Ay doo-doo, doo-doo, doo-doo! A raven sits on an oak tree."
Poem by S. Kaputikyan “Masha is having lunch.”
Poem by N. Saxonskaya “Where is my finger”
Poem by P. Voronko “New things”.
Poem by N. Syngaevsky “Helper”.
An excerpt from Z. Alexandrova’s poem “My Bear.”
Poem by V. Khorol “Bunny”.
Khorol's poem about a bunny is very rhythmic, which allows it to be used for motor exercises
Poem by M. Poznanskaya “It’s snowing.”
Fairy tale by L. N. Tolstoy “Three Bears”.
Poem by O. Vysotskaya “Cold”.
Poem by V. Berestov “Kitten”.
Poem by A. Barto “Bunny”.
A. Barto's poem “Who Screams?”
Fairy tale by V. Suteev “Who said “meow”?”
German song “Snegirok” (translation by V. Viktorov).
Poem by A. Barto “Boat”.
Russian folk song “A fox with a box ran through the forest.”
“In the toy store” (chapters from the book by Ch. Yancharsky “The Adventures of Mishka Ushastik”, translated from Polish by V. Prikhodko).
Russian folk nickname “Sun-bucket”.
The slogan is “Rain, rain, more fun...”.
Calls and nursery rhymes can become the basis for physical education or finger gymnastics
Russian folk tale “Masha and the Bear” (arranged by M. Bulatov).
Poem by A. Pleshcheev “Rural Song”.
“The wind walks across the sea...” (excerpt from A. S. Pushkin’s fairy tale “The Tale of Tsar Saltan”).
Poem by A. Vvedensky “Mouse”.
Poem by G. Sapgir “Cat”.
Russian folk nursery rhyme “Because of the forest, because of the mountains...”.
Fairy tale by V. Bianchi “The Fox and the Mouse”.
G. Ball's story "Yellow Boy".
Poem by A. and P. Barto “The Roaring Girl.”
This poem is useful for working with whiny children, but do not allow others to tease such a child.
Poem by K. Chukovsky “Confusion”.
Fairy tale by D. Bisset “Ga-ga-ga” (translation from English by N. Shereshevskaya).
Russian folk nursery rhyme “Cucumber, cucumber...”.
Poem “Shoemaker” (translation from Polish, revised by B. Zakhoder).
Poem by B. Zakhoder “Kiskino grief”.
Poem by A. Brodsky “Sunny Bunnies”.
“Friends” (chapter from the book by Ch. Yancharsky “The Adventures of Mishka Ushastik”).

Second junior group

Reading of Sasha Cherny’s poem “Pristalka”.
Reading the Russian folk tale “The Cat, the Rooster and the Fox.”
Reading the Russian folk tale “Kolobok” (adapted by K. Ushinsky).
Reading poems by A. Barto from the “Toys” cycle.
Reading the Russian folk tale "The Three Bears".
Reading poems by A. Pleshcheev “Autumn has come”, A. Blok “Bunny”.
Russian folk nursery rhymes: “Kitsonka-murysenka.”
Fairy tale "Sister Alyonushka and brother Ivanushka."
Reading poems by S. Ya. Marshak from the series “Children in a Cage.”
Reading the Russian folk tale "Masha and the Bear".
Russian folk tale "Turnip".
Reading the Russian folk tale "The Fox and the Wolf."
“Tales about a stupid mouse” by S. Ya. Marshak.
Poem by A. Bosev “Three”.
Reading the story “It’s Snowing” by L. Voronkova.
Reading the Russian folk tale “The Snow Maiden and the Fox.”
Reading the Russian folk tale “Geese and Swans”.
The fairy tale “Geese and Swans” is perfect for talking about obedient and naughty children
Reading the poem by Z. Alexandrova “My Teddy Bear”.
Reading stories by V. Bianchi “The Fox and the Little Mouse”, E. Charushin “The Little Wolf”.
Reading the Russian folk tale “The Wolf and the Seven Little Goats.”
Reading the Russian folk tale "The Fox and the Hare".
Reading the Russian folk tale “The Cockerel and the Bean Seed.”
Russian folk tale "Rukavichka".
Memorizing the poem “Cockerels” by V. Berestov.
Reading the Russian folk tale “The Goat-Dereza”.
Reading of I. Kosyakov’s poem “She’s All.”
Reading the Russian folk tale “Fear has big eyes.”
Reading the poem by S. Ya. Marshak “Mustachioed and Striped.”
Russian folk tale "Teremok".
“Teremok” is very popular in preschool educational institutions as a theatrical production with the participation of the children themselves, although more often it is staged in the middle and senior groups
Reading the stories of L.N. Tolstoy “The truth is more precious than anything else”, “Varya and the Siskin”.
Memorizing the poem by S.I. Belousov “Spring Guest”.
Reading of A. Pleshcheev’s poem “Spring”.
Telling the Russian folk tale “Ryaba Hen”.
Reading the story “Holiday” by Y. Taits.
Reading the poem by E. Blaginina “That’s what a mother is!”
Reading the fairy tale “Chicken” by K. Chukovsky.
Memorizing the poem “Kitten” by V. Berestov.
Reading the Russian folk tale “Bull - black barrel, white hooves.”
Poem by V. V. Mayakovsky “What is good and what is bad?”

Middle group

The story of V. Oseeva “The Watchman”.
N. Sladkov's story “Autumn is on the threshold.”
Russian folk tale "The Man and the Bear".
The story of V. Oseeva “Blue Leaves”.
Russian folk tale "The Fool and the Birch".
Poem by S. Mikhalkov “What do you have?”
Russian folk tale "The Ship".
The story of L. Voronkova “How the Christmas tree was decorated.”
Russian folk tale "Frost and the Hare".
The fairy tale “Frost and the Hare” will enrich children’s knowledge about seasonal changes in nature
N. Kalinina's story “About the Snow Bun.”
V. Karaseva’s story “Olya Came to Kindergarten.”
V. Dahl's fairy tale "The Bast-Fox".
Russian folk tale "The Fox, the Wolf and the Bear."
Mordovian folk tale “How a dog was looking for a friend.”
Russian folk tale "The Cockerel and the Bean Seed."
The story of V. Borozdin “Starships”.
Fairy tale by N. Sladkov “The Bear and the Sun.”
The work of S. Prokofieva “The Tale of Mother”.
S. Vangeli's story "Snowdrops".
Fairy tale by V. Oseeva “Three Magpies”.
For greater immersion in the theme of the fairy tale, you can play an audio recording with the voice of a magpie for children
Fairy tale by D. Bisset “Grasshopper Dandy”.
The work of M. Plyatskovsky “The Tale of the Inverted Turtle.”
Reading of the poem “Forest Violet” by V. Paspaleyeva.
A. Gaidar's story "The March".
L. Tolstoy's story “The Jackdaw Wanted to Drink...”.
N. Sladkov's story "Not Hearing".
Fairy tale by N. Pavlova “Strawberry”.
Fairy tale by V. Suteev “Under the mushroom”.

Senior group

Reading L. Tolstoy’s story “The Lion and the Dog.”
A story on the theme of E. Trutneva’s poem “Summer Flies Away.”
A story on the theme of E. Trutneva’s poem “Autumn Flies Away.”
Memorizing the poem by M. Isakovsky “Go beyond the seas and oceans.”
Retelling of the fairy tale by K. D. Ushinsky “Know how to wait.”
T. Aleksandrova “Kuzka the Little Brownie”.
Telling the tale of P. Bazhov “The Silver Hoof”.
Reading the story “Childhood Friend” by Viktor Dragunsky.
Memorizing the poem by E. Blaginina “Let’s sit in silence.”
Poems and fairy tales teach a child kindness, respect for others, and support curiosity.
Retelling of V. Chaplina’s story “Squirrel”.
Telling the Russian folk tale "The Frog Princess".
Reading the fairy tale “Krupenichka” by N. Teleshov.
Reading chapters of Astrid Lindgren's story "The Kid and Carlson, who lives on the roof."
Memorizing I. Surikov’s poem “Here is my village.”
Telling the Russian folk tale “The Boasting Hare” (adapted by A. Tolstoy).
Reading the story by N. N. Nosov “The Living Hat.”
Narration of the work by V. P. Kataev “The Seven-Flower Flower.”
Memorizing the poem by S. Yesenin “Birch”.
Telling the Nenets fairy tale “Cuckoo” (arranged by K. Shavrova).
S. Gorodetsky “Kitten” (reading in faces).
Retelling of N. Kalinina’s story “About the Snow Bun.”
Memorizing the poem by M. Yasnov “Peaceful counting rhyme”.
Telling the Russian folk tale "Nikita Kozhemyaka".
Reading the work of G. Snegirev “Penguin Beach”.
Reading chapters from A.P. Gaidar’s story “Chuk and Gek.” Modeling "Puppy"
Reading the poem by A. Fet “The cat is singing, his eyes are squinted...”.
Reading the poem by Y. Akim “My Relatives.”
Telling the folk tale “Sivka-burka”.
Many plots of Russian literature have passed through the years; they were known to the grandparents of today’s children.
Reading L. Tolstoy’s story “The Bone.”
Reading excerpts from B. S. Zhitkov’s work “How I Caught Little Men.”
Memorizing the poem by I. Belousov “Spring Guest”.
Reading of G. Ladonshchikov’s poem “Spring”.
Russian folk tale "The Fox and the Hare".
Retelling of the story “Train” by Y. Taits.
Telling the Russian folk tale “Fear has big eyes.”
The fairy tale “Fear has big eyes” is essentially psychological
Reading the work of I. Leshkevich “Traffic Light”.
Dramatization of an excerpt from the Russian folk tale “Masha and the Bear.”
Memorizing the poem by G. Vieru “Mother’s Day.”
Telling the Russian folk tale “The Wolf and the Seven Little Goats.”
Retelling of the Ukrainian folk tale "Spikelet".
Reading an excerpt from K. Paustovsky’s work “The Thief Cat.”
Memorizing the passage “There is a green oak near the Lukomorye...” from A. S. Pushkin’s poem “Ruslan and Lyudmila.”
Favorite fairy tales of A. S. Pushkin.
Reading R. Kipling's fairy tale "The Elephant's Child".
Telling the Russian folk tale "Khavroshechka".

Preparatory group

Acquaintance with an excerpt from A. S. Pushkin’s poem “Eugene Onegin” “The sky was already breathing in autumn...”.
Reading and retelling of the Nanai folk tale “Ayoga”.
Russian folk tale "Sister Fox and the Wolf."
The story of K. Ushinsky “Four Wishes”.
The epic “Ilya Muromets and the Nightingale the Robber.”
Story by K.G. Paustovsky “Warm Bread”.
Memorizing N. Rubtsov’s poem “About the Hare.”
Reading A. Kuprin’s story “Elephant”.
Reading the story by V. Bianchi “Bathing bear cubs.”
Acquaintance with the work of D. Mamin-Sibiryak “Medvedko”.
Fairy tale by C. Perrault “Puss in Boots”.
The story of M. Zoshchenko “Great Travelers”.
Children are very interested in stories about their peers
Epic "Sadko".
Reading the fairy tale by V. Suteev “The Magic Wand”.
Fairy tale by K. Ushinsky “The Fox and the Goat.”
Acquaintance with the work of I. Surikov “Winter”.
The story of E. Permyak “The First Fish”.
Fairy tale based on folk stories “The Snow Maiden”.
Learning the poem by S. Marshak “The young month is melting...”.
Poem by E. Moshkovskaya “We ran to the evening.”
Acquaintance with the work of P. Ershov “The Little Humpbacked Horse”.
Russian folk tale "Cockerel - golden comb and millstones."
Retelling of E. Charushin’s work “Bear”.
Poem by S. Yesenin “Birch”.
Retelling of the fairy tale “Fear has big eyes.”
Reading a fairy tale by H.-K. Andersen's "The Ugly Duckling".
V. Bianchi's story “Adapted.”
Russian folk tale "Vasilisa the Beautiful."
The story of V. Dahl “The Old Man of the Year”.
In older preschool age, children perceive fairy tales more fully and can be correlated with past and future seasons.
Poem by F. Tyutchev “Winter is angry for a reason...”.
Fairy tale by H.-K. Andersen "Thumbelina".
The story of E. I. Charushin “Boar”.
M. Prishvin's story “Golden Meadow”.
Edward Lear's poem "Limericks".
The story of V. Bianchi “Forest houses”.
Fairy tale by the Brothers Grimm "The Pot of Porridge".
S. Alekseev's story “The First Night Ram”.
Poem by A. Blok “In the meadow”.
Tales of Pushkin.
Russian folk tale "Sister Alyonushka and Brother Ivanushka."

Fiction reading club in kindergarten

In kindergarten, circle work on reading fiction is often practiced. This direction is very relevant: children's literature today has many “rivals” - cartoons, children's television programs, computer games. They do not require children to think, unlike a work of art. There is also the following paradox: bookstores offer a huge assortment of colorful, educational and interesting publications, but reading with a child requires strength, attention and time, which many parents lack. In these cases, the task of introducing preschoolers to books falls on the shoulders of the teacher. And it’s good if, in addition to the works specified in the educational program of the kindergarten, he introduces the children to other wonderful fairy tales, short stories, epics, poems, as well as proverbs and sayings.

Today, books have many “competitors” in the fight for a child’s attention.

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

works of various genres (title options: “Visiting a Book”, “Literary Living Room”, “The Magic World of Books”);
only fairy tales (“Fairy tales are good friends”, “Visiting a fairy tale”, “A fairy tale is rich in wisdom...”);
poems (children read them expressively and memorize them).

Club classes are usually held once a week in the afternoon.

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

Elizaveta Vasilievna indicates the following tasks of the circle:

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

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

How to organize an open viewing of a class on reading fiction

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

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

Classes using ICT always look advantageous

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

The finale of an open lesson can also be interestingly played out. For example, children give guests bookmarks for books that they made with their own hands.

An open screening cannot be rehearsed in advance with the group, for example, to memorize poems or work out answers to questions. This is always visible from the outside: children will not be as intrigued as if they were perceiving the work for the first time.

Features of festive and leisure reading events

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

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

A festive atmosphere is always created by the combination of various types of art - literature, theater, dance, music, art. You can also include sports elements in such leisure activities.

The structure of a literary festival is similar to the structure of a matinee:

Grand opening with opening remarks by the presenter.
Show of concert numbers.
Demonstration of a book exhibition.
Completion.

The parts of the event, in addition to the host, are united by the game characters. They do not allow children's attention to wane.

Recitation of poetry is an integral part of the literary festival

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

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

Methods of working with books in kindergarten: workshop for teachers. Reading fiction in kindergarten - introducing preschoolers to the wonderful world of books Analysis of the lesson reading fiction in kindergarten

in the second junior group

"Visiting a fairy tale"

Why do preschoolers need fiction?

How to Plan and Conduct a Fiction Reading Lesson

What techniques and methods can be used

How to explain unfamiliar words to children

How to properly conduct a conversation with children on a read work

How to memorize poems with children using mnemonic tables

Photo gallery: mnemonic tables for preschoolers

How to show illustrations to children

General structure of a reading lesson

Types of Reading Activities in Kindergarten

Motivating start to class

The appearance of a game character

Message from a hero

Preliminary conversation

Familiarization with visual materials

Examples of lesson notes

Options for topics for reading fiction classes

First junior group

Second junior group

Middle group

Senior group

Preparatory group

Fiction reading club in kindergarten

How to organize an open viewing of a class on reading fiction

Features of festive and leisure reading events

Related videos

Video: reading poems by Agnia Barto about toys (junior group)

Video: storytelling and dramatization of the fairy tale “Teremok” (second junior group)

Video: “Journey through Russian folk tales” (open lesson in the middle group)

Video: lesson-trip based on the fairy tale “Geese and Swans” (senior preschool age)