Long-term plan for the first junior group. Notes on reading fiction in the first junior group; outline of a lesson in fiction (junior group) on the topic: What genres are studied?

Target: Reinforcing the content of the fairy tale “Teremok” with children.

Tasks:

Help children remember familiar fairy tales and nursery rhymes;

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

Develop the ability to empathize with the characters of fairy tales, songs, and nursery rhymes.

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

Strengthen dramatization skills.

Material and equipment:

Photo frame, pictures of a mansion, pictures: mice, frogs, foxes, wolves, bears.

Preliminary work:

1.Reading Russian folk tale"Teremok".

2. Consideration of illustrations for the fairy tale “Teremok”.

3.Verbally – didactic game“Who, who lives in the little house?

Vocabulary words: bunny, fox, mouse, bear, wolf, tower.

Progress of the lesson

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

(Knock on the door)

Educator: - Guys, I’ll go and see who’s knocking there?

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

Educator:- Let's see what's in our package?

Children: - YES! Let's see!

(I show a picture of a mansion)

Educator: - Guys, what is this?

Children's answers

Educator:- That's right, little tower!

- There is a tower in the field.

He is not short, not high, not tall!

Educator: - Guys, do you know what fairy tale this is? (Children's expected answers: a fairy tale about a little house, about a mouse, a bunny and a bear).

A small mouse runs past.

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

(Children's answers)

Educator: - That's right, - pee-pee-pee.
She saw the tower, stopped and asked:
-Terem-teremok! Who lives in the mansion?

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

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

A frog-frog galloped up to the mansion and asked:

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

(Children's answers)

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

The frog jumped into the tower. The two of them began to live together.

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

A runaway bunny runs past. He stopped and asked:

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

(Children show)

Educator:- Well done. Jump-jump, jump-jump. This is how the bunny jumps.

- I, little mouse!
- I, frog-frog. And who are you?
- And I'm a runaway bunny
- Come live with us!

The hare hops into the tower! The three of them began to live together.

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

The little fox-sister is coming. She knocked on the window and asked:
- Terem-teremok! Who lives in the mansion?
- I, little mouse.
- I, frog-frog.
- Me, the runaway bunny.
- And who are you?
- And I am a fox-sister.
- Come live with us!

The fox climbed into the mansion. The four of them began to live together.

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

A gray barrel top came running, looked into the door, and asked:
- Terem-teremok! Who lives in the mansion?
- I, little mouse.
- I, frog-frog.
- Me, the runaway bunny.
- Me, little fox-sister.
- And who are you?
- And I am a top-gray barrel.
- Come live with us!

The wolf climbed into the mansion. The five of us began to live together.

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

Here they are all living in a little house, singing songs.
Suddenly a clubfoot bear walks past.

(Attached is a picture of a bear)

(so attentively we listen to the fairy tale)

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

Physical exercise “Teddy Bear”

Teddy Bear

Walking through the forest

Collects cones

And he puts it in his pocket.

Suddenly, a cone fell.

Right in the bear's forehead.

Mishka got angry

And with your foot - top!

I won't do it anymore

Collect cones

I'll take the car

And I'll go to bed!

The bear saw the tower, heard the songs, stopped and roared at the top of his lungs:
- Terem-teremok! Who lives in the mansion?
- I, little mouse.
- I, frog-frog.
- Me, the runaway bunny.
- Me, little fox-sister.
- I, the top-gray barrel.
- And who are you?
- And I’m a clumsy bear.
- Come live with us

The bear climbed into the tower.
He climbed, climbed, climbed, couldn’t get in and said:
- I’d rather live on your roof.
- Yes, you will crush us!
- No, I won’t crush you.
- Well, climb up!

The bear climbed onto the roof.
Just sat down - fuck! - crushed the tower.
The tower crackled, fell on its side and completely fell apart.
We barely managed to jump out of it: the mouse-norushka, the frog-frog, the little bunny-runner, the fox-sister, the top-gray barrel - all safe and sound.
They began to carry logs, saw boards, and build a new tower.
They built it better than before!

(I show new picture little house)

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

Finger gymnastics “Building a house.”

All day - here and there,

A loud knock is heard. (Knock fist on fist.)

The hammers are knocking

They are building a house for the animals. (Knock fist on fist.)

Even if my house is braided and crooked,

Look how handsome he is!

You see from the window

The cat came out! (Fold your palms together to form a “roof”)

The wind howls: “Uh-oh!

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

But he is my strong house,

Let the wind howl for a week -

My house will shelter me! (Raise "roof" above your head.)

Educator:- What a great fellow you are! And they listened to the fairy tale, and built a new little house.

Educator: -Did you like the fairy tale?

Children:- YES!

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

Children:- Goodbye!

Reading fiction – is aimed at achieving the goal of developing interest and need for reading (perception) of books through solving the following tasks:

– formation complete picture world, including primary value concepts;

- development literary speech;

– introduction to verbal art, including the development of artistic perception and aesthetic taste.

Fiction, being a form of art, performs the aesthetic and ethical functions of children’s education preschool age, which certainly contributes to the integration of this area with the direction of “Artistic and Aesthetic Development”. However, the peculiarities of perception by preschool children literary text are such that with the help of a book, a child, first of all, discovers the world in all its interconnections and interdependencies, begins to understand life and people more and better, experiencing and living what he read. The main mission of the field is to educate a child as a reader, which “begins” in preschool childhood. The process of communication with a book is decisive in the intellectual and personal (including ideological) development of a person, in his ability to self-realization, in preserving and transmitting the experience accumulated by humanity.

Reading is a relative concept in relation to preschool children. A preschool reader is dependent on an adult in the choice of books to read, the frequency and duration of the reading process, methods, forms and degree of expressiveness. That's why important points The activities of an adult in the implementation of this area of ​​the Program are: 1) formation of a circle children's reading; 2) organization of the reading process.

When forming a range of children's reading, teachers and parents must, first of all, be guided by the principle of the comprehensive development of the child (social-personal, cognitive-speech, artistic-aesthetic), since the selection of fiction in accordance with applied principles (by genres, periods, writers ) is focused more on the study of literature, or literary education children. Conditions for the effectiveness of organizing the reading process: systematicity (daily reading), expressiveness and organization of reading as joint activities adults and children (and not as part of a regulated activity). The criterion for effectiveness is the joy of children when encountering a book, “reading” it with immediate interest and enthusiasm.
^ FIRST JUNIOR GROUP (1-3 YEARS)
"Content educational field“Reading fiction”

aimed at achieving the goal of developing interest and need for reading

(perception) of books through solving the following problems:

Formation of a holistic picture of the world, including primary values

representations;

Development of literary speech;

Introduction to verbal art, including the development of artistic

perception and aesthetic taste"*.

^ Formation of interest and need for reading

understanding that you can learn a lot of interesting things from books.

Encourage them to name familiar objects, show them at the request of the teacher,

learn to ask questions: “Who (what) is this?”, “What is he doing?”

Continue to encourage children to look at pictures in books.

early age groups,

Continue to teach children to listen to folk songs, fairy tales, and original works.

Accompany reading by showing toys, pictures, characters tabletop theater and others

visual support.

Accompany the reading of short poetic works with playful activities.

Provide children with the opportunity to finish words and phrases when the teacher reads

familiar poems.

Help children over 2 years and 6 months play a well-known fairy tale.

Natalia Kupreshkina
Fiction reading lesson in 1 younger group. Reading the poem by S. Marshak “Who will find the ring”

Abstract classes

By reading fiction

in 1 younger group« Reading a poem

WITH. Marshak

"Who will find the ring» .

MDOBU teacher

"Sunny Kindergarten"

Kupreshkina N. A.

Goals: Continue to arouse children’s interest in listening to a poetic work and teach them to understand its content.

Evoke an emotional response and a desire to help the girl.

Strengthen children's ideas about poultry.

Get children interested in looking at V. Lebedev’s illustrations for poem.

Develop imagination and fantasy.

Benefits: Illustrated book by S. Marshak"Who will find the ring?» , toys – cat, goose, chicken, turkey, magpie, doll, ring.

Preliminary work: getting to know pets and birds, poetry reading, nursery rhymes about poultry and animals.

Integration of areas: cognition, reading fiction,

health, socialization, communication.

Progress of the lesson.

The teacher draws the children's attention to the fact that somewhere outside the door a doll is crying. The teacher and children open the door and turn to the doll. They start a conversation.

Doll, what's your name? (Olya)

Why are you crying, Olenka? What has happened with you?

Guys, let's ask Olya? (the teacher pretends that Olya is speaking into your ear).

Olya the doll told me what she lost ring? Guys, how can we calm her down, help her? (Search ring)

Guys. Do you want to know what happened to Olenkin? ring? Let's sit down and put our Olenka on a chair. (Children sit on chairs)

Guys, look what an interesting book I have, it’s written about Olenkino ring.

Reading a poem. The teacher displays toys in accordance with the text - cats, goose, chicken, turkey, magpie.

Guys. And who wanted to help find ring for Olya? (children look at the toys and name them).

Yes, these are the poultry. (The teacher pays attention to the animals). Everyone wanted to help. (The teacher discreetly dresses ring doll and finishes reading the lines poems to the end).

Oh. Look at Olya's ring does it sparkle on your finger?

Final conversation with the doll Olya.

Olya, you won't lose anymore ring? (No)

Guys, doll Olya is probably hungry. Let's set the table and give her some tea and jam.

Go to role-playing game “Let’s give Olya the doll some tea”.

Evstolia Petrova
Summary of a lesson on reading fiction. G. Ball's story "Yellow Boy"

Lesson in 1st junior group

Communication. Reading fiction.

Type: Complex : communication + experimental - research activities.

Topic: Story by G. Balla "Yellow", egg.

Types of children's activities: Gaming, communicative, experimental and research, productive, perceptionfiction.

Goals :

1. Educational task – Learn to listen to a piece without visual accompaniment, answer questions, understand that animal names depend on external signs.

2. Developmental task – Develop the ability to act together, according to the rules. Activate children's vocabulary, consolidate knowledge about yellow color . Develop attention and sensory abilities of children.

3. Educational task – To cultivate interest in Russian traditions, to develop an understanding of the beauty and fragility of the colored egg. Cultivate interest in experimental activities.

Educator : Petrova Evstolia Anatolyevna

MKDOU d\s "Beryozka" P. Listvenichny 2015

Progress of the lesson:

Educator : Guys, let's say hello.

Children sing a greeting and perform the movements.

Hello, palms! Clap-clap-clap.

Hello legs! Top-top-top.

Hello sponges! Smack-smack-smack.

Hello, teeth! Chok-chok-chok.

Hello cheeks! Plop-plop-plop.

Hello, my nose! Pim-pim-pim.

Hello, guests! Hi all!

So we said hello, sit down on the chairs. Guys, we forgot to say hello to one of our guests. Who came to visit us?(in the basket in front of the teacher there is a chicken, a chick and an egg). That's right, a mother chicken and her chicken son came to us. Why is there another egg here, do you know? Then listen to one interesting story.

Educator: Reads G.'s story. Balla "Yellow" (text appendix 1)

Educator:

1. Where did the chicken come from?(from egg)

2. What was his name? Why?(Yellow because he is yellow)

3. How you knocked Yolk in an eggshell? How did he squeak?

4. Who was the chicken afraid of?(ray)

5. Who else was woken up by the sun?(chicken-Ryzhukha, dog-Shustrika and cow)

6. How did the chicken cackle? How did the dog bark? How did the cow moo?(showing pictures by work).

The chicken was so happy that he got out of the egg and saw this beautiful world, that all the time he squealed with joy, like (ping... ping... pi, and when it’s fun They always sing and dance, let’s turn into little chickens, and I’ll be a mother chicken and dance a funny dance.

Educator : Physical education minute

The chicken went out for a walk, the children followed the teacher, flapping their wings.

Pinch some fresh grass.

And behind her are the boys.

Yellow chicks.

Ko-ko-ko, ko-ko-ko, threatening with a finger

Don't go far!

Row your paws, stomp your feet

Look for the grain, -

Ate a fat beetle

An earthworm.

Drank some water. Bend forward, arms straight. Squats.

A complete mess.

Educator : Guys, Klushi’s mother only got one chicken, butYellowfly will be bored alone, we need to help him. Where did it come from? Zheltyachok ? Yes, from eggs, look how many eggs are houses for chickens, only they are all the same, white, let's make them beautiful, bright. Look what decorations I have prepared for our houses. The egg is very fragile and can break, so hold it gently in the palm of your hand, like this (show, place on a soft napkin and carefully put on the decoration (thermal adhesives so that it is in the middle of the egg, like this(show) . Children complete the task. Sit down on a safe distance from the teacher's desk.

Educator : And now I’ll show you the magic that our decorations held tight. In this cup, very hot water, so you do not approach the table, but look through the wall of the cup. (the teacher lowers the eggs into the water one by one with a spoon when the stickers"will grab" transfers them to cold water, remove hot food from the table). (music sounds"Easter" ) Children come up, find their egg, admire its beauty and arrange they are placed on a special stand or placed in a basket with the mother hen).

Introspection

When planning this classes I tried to take into account age individual characteristics children, as well as the requirements of the program and the regional component available to children of this age, i.e. Easter traditions of painting and decorating eggs, Easter games and songs.

Lesson structure selected taking into account the assigned tasks, so the main part reading classes works and questions on the text; becausecomplex lesson, then the second part is actually a creative experiment. In the middlerelaxation activitiesand switching children, physical education minutes are also used, combined with general meaning Total classes .

During the lesson tried to use a variety methods : gaming, verbal, visual. Techniques : repetition, negotiation, showing, presenting new things based on the knowledge and experience of children, colorful visual material, its diversity, musical accompaniment. I tried to make my speech emotional and colorful, my explanations accessible and complete.

Tried to comply with hygiene requirements(use of napkins, timing)and the safety of children when working with hot water.

I consider the tasks assigned tocompleted. The children's cognitive and emotional interest remained throughout the entire classes . A differentiated approach to children was carried out duringreading a work(answers on questions, individual work while decorating eggs. Children's behavior is active and interested, which shows their interest and orientation towards the zone of proximal development.

THANK YOU FOR YOUR ATTENTION!

Municipal state-owned preschool educational institution, general education kindergarten “Rodnichok” with priority implementation of the physical direction of development of pupils

Girsovo village, Yuryansk district, Kirov region

Calendar and thematic planning

communication (fiction)

in 1st junior group

Girsovo village, 2012

Fiction

Long-term planning in the 1st junior group is carried out according to the Main general education program preschool education in general developmental groups with priority implementation of activities for the development of children in the physical direction. The program corresponds to modern tasks of preschool education, provides comprehensive development child based on his age capabilities and individual characteristics.

The program is developed, approved and implemented in educational institution based on the Charter of the MDOU, Temporary requirements of the Ministry of Education, and the Law of the Russian Federation on Education. Organization educational process carried out in accordance with educational programs. Educational programs are implemented taking into account age and individual characteristics.

Direction “Cognitive and speech development”

Educational field "Communication"

2. Continue to teach children to listen to folk songs, fairy tales, and original works.

3. Accompany reading by showing toys, pictures, tabletop theater characters and other visual aids, as well as teach listening to works of art without visual accompaniment.

4. Accompany the reading of short poetic works with playful activities.

5. Provide children with the opportunity to finish words and phrases when the teacher reads familiar poems.

6. Encourage attempts to read the entire poetic text with the help of an adult.

7. Continue to involve children in looking at pictures in books. Encourage them to name familiar objects, show them at the request of the teacher, and teach them to ask questions: “Who (what) is this?”, “What is he doing?”

Intermediate results:

1. Listen to poems, fairy tales, stories that are accessible to them in content. When reading them again, pronounce words and small phrases.

2. Look at illustrations in familiar books with the help of a teacher.

Literature:

- “Program of education and training in kindergarten" - 2008

Gerbova V.V. “Classes on speech development in the first junior group of kindergarten” - M.: Mozaika-Sintez, 2008. 112 p.

Zatulina G.Ya. “Lesson notes on speech development. First junior group" - M.: Center teacher education, 2008. 160 p.