Reading fiction in kindergarten - introducing preschoolers to the wonderful world of books. Methodology for introducing preschool children to fiction. Analysis of educational activities.

Current problem modern society- introducing children to reading. It is no secret that already in preschool age, many children prefer watching cartoons to listening to fairy tales. computer games. Naturally, it will be difficult for such a child to fall in love with reading even at school. Meanwhile, literature is powerful tool 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 middle group children understand that they can learn a lot of interesting and educational things from books

IN senior group The list of tasks is expanding:

A teacher teaches preschoolers to listen 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.
Develops a sensitive attitude towards artistic expression, ability to notice vivid descriptions, epithets, comparisons, feel the rhythm and melody of the poem.
Skill building continues expressive reading poems, role-playing.
The concept of genre is explained in a form accessible to children, genre features fairy tales, stories, poems.
Preschoolers learn to compare illustrations different artists to the same work.

No poetry in kindergarten no event is spared

The tasks of the preparatory group include:

Improving the ability to understand the expressiveness of language 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 gives more possibilities 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 rich. 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 provides a complete perception literary text: the characters of the heroes, 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, bast hut bunny - means wooden; an upper room is a room), explain unfamiliar words even before reading begins (for example, before telling the fairy tale “The Wolf and the Seven Little Goats,” the teacher shows a picture of a goat, pronounces the phrase: “Milk flows down the mark, and from the mark down the hoof” and clearly explains , what is an udder in an animal).

Illustrations will help explain the meaning of unfamiliar words

However, not all words require detailed interpretation: for example, when reading “The Tale of the Fisherman and the Fish” by A. Pushkin 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 should not be separated from the form: it is imperative to pay attention to genre, linguistic features

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”)?

Especially necessary analytical conversation 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. It should only be about actions 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» 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 the plot in preschoolers).

When reading educational literature, pictures are used to visually explain 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. Conversation about what you read, aimed at clarifying the content, linguistic means
expressiveness. Repeated reading of the text (or its key episodes

) to deepen perception and consolidate impressions.

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 kindergarten - guards him at night, and during the day he really likes to listen to the guys 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 time, kids can get acquainted with a new fairy tale

Brownie Kuzya gives the kids his box of fairy tales

Preliminary conversation

In older preschool age, to create motivation for reading, you can already use personal experience 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 “Po pike command"(or friend, 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 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 stupid mouse"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 theatrical performance with the participation of the children themselves, although more often it is staged in the middle and older 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 “Little Brownie Kuzka”.
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".
The story of S. Alekseev “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: in bookstores There is a huge assortment of colorful, educational and interesting publications, but reading with your 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 given educational program

kindergarten, he introduces 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”, “ Magic world
books"); only fairy tales (“Fairy tales - good friends
", "Visiting a fairy tale", "The 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 work program And long-term plan the work 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 conducting Russian folk games

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 - to connect to the event music director 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 this deep dive into 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.

Association always creates a festive atmosphere various types art - literature, theater, dance, music, art. You can also include sports elements in such leisure activities.

Structure literary holiday similar to the construction of a matinee:

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

Combine parts of the event, except for the presenter, game characters. They do not allow children's attention to wane.

Recitation of poetry is an integral part of the literary festival

Senior preschoolers can arrange for pupils younger age mini-concert with the reading of nursery rhymes, songs, and poems familiar to children. 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).

Related videos

Getting to know fiction often turns into small show, where the children themselves perform.

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)

Introducing your child to reading should start from the very beginning. early age. In addition to parents, kindergarten plays a key role in this - the first social institution child. Of course, preschoolers are more listeners than readers. The content of the work of art is conveyed to them by the teacher, who also reveals the idea and helps children feel for the characters. That is why the teacher must be able to interest children in books, being competent in the field of children's literature and high degree possessing expressive reading skills.

Lyudmila Matveeva
Self-analysis of educational activities for reading fiction “Literary lounge “Books in our library”

Introspection of immediate educational activities on reading fiction.

Subject: Literary lounge “Books in our library.”

Educator: Matveeva L. O.

Type: integrated (communication (speech development) together with familiarization with fiction with elements of dramatization).

The presented summary is built in accordance with the Federal State Educational Standard for Educational Education, as well as didactic and general pedagogical principles:

The principle of continuity (the lesson was built on the basis of previous lessons and joint actions of the teacher and children)

The principle of activity (motivation and interest were maintained)

The principle of accessibility (compliance individual characteristics children)

The principle of psychological comfort (confidence, calmness, goodwill)

GCD purpose: systematize children's knowledge about the main genres of Russian literature.

The GCD tasks were selected in accordance with the educational program of the MDOU “May Kindergarten “Solnyshko”.

During the lesson the following tasks were solved:

develop emotional expressive speech(use logical stress, pause, understand the content of a literary phrase, use non-verbal forms expressiveness of speech (the ability to intonate, convey emotions and empathy through gestures and facial expressions);

develop communication skills and personal interaction of preschoolers while performing joint tasks;

develop coherent speech, imagination, fantasy, thinking, and the ability to act in concert according to oral instructions;

improve the ability to retell meaningfully and expressively literary texts, dramatize them, use speech as a means of communication;

encourage the expression of interest in the semantic side of the word; improve dialogic and monologue forms of speech;

cultivate interest in Russian culture and instill a love of literature and books.

When preparing for the lesson, the requirements of the program were taken into account: integration of areas, age characteristics children, solving educational and educational problems in unity, taking into account the provisions on leading activities and changing types of activities, creating a relaxed atmosphere, implementing interaction with the leading role of an adult.

The following materials were used: Portraits of writers I. A. Krylov and K. D. Ushinsky. Exhibition of books in the group library. Didactic game“Find a rhyme using pictures.” Mnemotables. Costumes: foxes, crows, hares, dogs, ducks, Vasya; layouts: spruce, fence, house, pond. The book “Genres of Russian Literature”, four sheets of Whatman paper for designing the pages of the book. Visual materials: gouache, watercolor, colored pencils, wax crayons, crayons, brushes, water jar. Audio recording ( musical accompaniment theatrical activities).

Preliminary work: Acquaintance with the works of I. A. Krylov and K. D. Ushinsky, examination of illustrations for their works. Conversations on fables, dramatization of excerpts from fables. Conversation about the genres of Russian literature. Learning fables, poems, fairy tales, stories, dramatization. Production of little books on genres of Russian literature and exhibition design.

During the lesson we used various methods and techniques:

verbal (telling poems, fairy tales, stories, reading fables, riddles, conversation, questions, explanation);

visual (mnemonic tables, portraits of Russian writers);

practical (Didactic game “match the rhyme to the picture”, musical accompaniment, creation of the book “Genres of Russian Literature”).

gaming (dramatization of a fairy tale, fable, story, physical exercise.)

The use of the above techniques contributed to conducting the lesson in a comfortable, emotionally charged environment. Throughout the lesson, the children were active and interested.

The duration of the lesson corresponds to the norms.

Conclusion: The goal of the lesson was achieved, children’s knowledge about the main genres of Russian literature was systematized, the assigned tasks, in my opinion, were completed.

Publications on the topic:

Forms of working with parents on reading fiction FORMS OF WORK WITH PARENTS ON FICTION 1. SEMINARS 2. WORKSHOP 3. CONSULTATIONS for parents. 4. COMPETITIONS - Readers.

Topic: “Visiting a fairy tale” Tasks: Educational area"Socially - communication development» 1. Form an attentive, caring attitude.

Experience in additional reading of fiction I offer my colleagues my experience of additional reading of fiction with children in order to instill in them the skills of full text analysis.

Open lesson on reading fiction “Burik the Bear” Notes on fiction on the topic: “Burik the Bear” II junior group Karanova M. S. Educator, Surgut Software.

PERSPECTIVE PLAN FOR INTRODUCING FICTION IN A SECONDARY GROUP FOR THE 2014-2015 SCHOOL YEAR No. Topic Objectives Material.

Long-term planning for reading fiction in the middle group September 1-4 - Reading chants, songs, nursery rhymes. “Bucket Sun…” p. 105 “Legs, legs, where have you been?” page 138 “Don! Don! Don!" page 3.

in the second junior group

"Visiting a fairy tale"

OO: Communication

Target: develop in children creative imagination, improve the means of expressiveness in conveying images, enrich and activate the 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 with him shorter,

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 - 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.

Self-analysis of the lesson

Introspection
classes on literary reading in the senior group “Tales of Alexander Sergeevich Pushkin” conducted by the teacher of the municipal educational institution “Progymnasium No. 2 of the State Enterprise Terek”
For two months we were engaged in project activities on the topic “Fairy Tales of A.S. Pushkin”: we studied the biography of A.S. Pushkin, got acquainted with his fairy tales, made crafts, and organized a joint creative work parents and children to illustrate Pushkin's fairy tales.
The result project activities It was a lesson on the developmental program “Rainbow”, which had a threefold goal: teaching, developmental, educational.

1. Educational objectives:

Develop an interest in fiction;
- expand children’s knowledge about the fairy tales of A.S. Pushkin;
-develop communication skills.

2. Developmental tasks:

Learn to listen to the rhythm and melody of the text;
-help expressively, using facial expressions and gestures, participate in performances;
-to form an emotional attitude towards the poet’s works;
- learn to analyze the actions of heroes, establish connections, make generalizations and conclusions;
-activate memory, attention, thinking;
-develop cognitive interest.

3. Educational tasks:

To cultivate love, reverent attitude and pride for Pushkin;
-form careful attitude to the book;
- to strengthen children’s ability to express their knowledge and impressions in productive activities;
-develop civic feelings, cultivate morality, kindness, responsiveness and patriotism.
- evoke an emotional response in the soul of every child when studying the material.

4. Equipment:

Screen, laptop, unfinished fakes " gold fish", portrait of A.S. Pushkin, candles, projector, live fish.

5. Technologies used:
 gaming;
 information and communication;
 design;
 personality-oriented;
 health-saving;
 integrated learning.

All parts of the lesson were interconnected.
She moved smoothly from one part to another.
At the first stage, relying on the children’s knowledge, they remembered the main facts and events from the life of A.S. Pushkin and, based on them, gave new ones.
The dramatization of an excerpt from the fairy tale “About Tsar Saltan”, in which the group’s pupils played, aroused great interest among the children. Here the children demonstrated their knowledge of fairy tales, communication skills, artistry, and the ability to behave in front of an audience.
In the next part, I integrated fiction with literacy teaching. Here the pupils demonstrated their knowledge of letters and the ability to read text fluently.
I moved on to the next fairy tale through the riddle about the Cockerel, which got the children thinking.
Throughout the lesson, I tried to intensify mental activity and cognitive interest through a variety of pedagogical technologies.
I put it problematic issues, on which children had to express their judgments, argue and draw conclusions.
She taught me to listen and hear my comrades and the teacher, as required by the Rainbow development program.
In my opinion, the appearance of a living talking goldfish was surprising. And with great desire and hope they ask the fish to fulfill their wishes.
Children's artistic and productive activities were integrated into the fiction lesson.
Throughout the lesson I enriched lexicon and developed the communication abilities of children, which has a positive effect on their speech development in conditions of bilingualism.
All this took place lively and interesting in a relaxed atmosphere.
Health-saving technologies were provided through good sanitary conditions of the premises, a change in the types of children's activities, physical exercise in the middle of classes, and a favorable psychological atmosphere.
I think that the children gained a lot of new knowledge and emotional pleasure during the project activities.
The goal of this two-month project activity was to unite family members and moral education the younger generation.
In my opinion, I achieved all my goals and objectives.

Municipal preschool educational institution

Child development center – kindergarten “Korablik”

Samoa analysis

classes on familiarization with fiction

and speech development

Senior group

Educator:

Mazepa Svetlana Alexandrovna

Udomlya

Characteristics of the group.

There are 23 people in my group, of which 13 are girls and 10 are boys. 10 children attended the lesson, according to the terms of the competition.

The degree of learning ability of children in this subgroup is quite high, and the skills necessary for successful work in the classroom are formed as follows:

High level of training: 100% – 4 people

Average level of training: 89% – 3 people

78% – 3 people

Low level: no

Subgroups of children are not constant, they change.

Characteristics of the project.

This block lesson is about getting acquainted with Russian folk tale"Geese-Swans" first. I learned from reading a fairy tale preliminary work, since the volume of the fairy tale is large in content, thereby saving time for the children’s creative task.

Purpose of the lesson: to continue acquaintance with the Russian folk tale “Geese and Swans”. Strengthen children's ability to answer questions about the content of a fairy tale. Develop imagination; inventing new episodes of a fairy tale. Development of the ability to indicate one’s attitude towards the characters of a fairy tale using symbolic means.

I introduced into my lesson: game motivation - the arrival of the Storyteller, problematic situation at the end of the lesson - “What would geese be like if they lived not with Baba Yaga, but with Masha and Vanya?” The lesson ended with poetic lines, allowing children to more clearly comprehend the content, because poems contribute more easy to remember material, and also activate the attention of children who perfectly absorb information by ear.

Brief structural summary of the lesson: to better assimilate the program material, I thought about planting the children, inviting them to an impromptu meadow of flowers, and also used technical means: musical works Pyotr Ilyich Tchaikovsky's "Snowdrop" (modern arrangement using bird voices).

The structure of the lesson included several blocks of tasks, namely:

entering a fairy tale,

creative task children,

result of the lesson.

The following methods were used in the lesson:

Verbalmethods(this is the perceptual aspect) were used repeatedly:

when creating game motivation “Visiting the Storyteller”,

inventing new episodes of a fairy tale,

analysis of completed work.

Visual methods were used in the next moment. Showing an illustration from a fairy tale (book-theater “Geese and Swans”)

This method was aimed at children who perceive information more visually.

Practical methods(perceptual aspect). Completing a creative task - creating rugs for Baba Yaga's hut, and for Masha and Vanya's house.

To relieve the children’s fatigue, I conducted a short physical education session: a plastic sketch of “Butterflies.”

Control methods. Since the lesson was conducted with a subgroup of children, and their number was small, it was appropriate and possible to conduct a frontal assessment of the children’s knowledge and skills. Individual assistance was provided only to children in need. Stimulation methods were also used during the lesson; the results were summed up after each part of the lesson in the form of approval and praise.

The duration of the lesson is 24 minutes, which corresponds to San Ping standards.

Analyzing the lesson, we can say that the assigned tasks

were successfully completed.

I believe that the lesson is structured logically, and the stages of the lesson are interconnected.

The logical structure of the lesson made it possible to conduct it without going beyond the time allotted for completing the task.

I think that the game motivation aroused the interest of the children and the activity was quite high. However, two children worked at their own pace, and completed the creative task a little later due to slowness, due to their individual capabilities. Although this does not indicate that they have less skills and knowledge.

The children pleased me that the kindness of the child’s soul was reflected in their own writings. Every character was positive.

But, however, the children surprised me by the fact that creative stories were less meaningful than they could have been. A survey of children after the lesson revealed that the children liked the lesson and would like to continue it.