Methodology for the implementation of the tasks of the educational area "reading fiction". Reading fiction Long-term planning Reading art literature senior group file cabinet

The teacher of a preschool educational institution should form an interest in reading fiction among preschool children through games, illustrations and a variety of expressive means and literary genres. In addition, the task of the educator is the development of monologue and dialogical speech of preschoolers, their socialization and preparation for school. To achieve these goals and objectives, it is necessary to correctly plan each lesson.

The goals and objectives of the educator in the classroom for reading fiction

The teacher is faced with important tasks: education, training and development of children. Fiction is the best assistant in solving assigned tasks. Each specific lesson should:

• train attention and memory;
• develop thinking and speech;
• foster interest in intellectual pursuits.

In addition, all the studied works of art are focused on different aspects of the child's life. The most important for children of the preparatory group are:

• moral education;
• speech development;
• artistic and aesthetic development;
• social and communicative development;
• development of independence, self-service.

For example, the tale "Kroshechka-Khavroshechka" refers to the field of moral education. The specific goal of the lesson may sound like this: "To cultivate kind attitude towards each other." The Russian folk tale "By the Pike's Command" refers to the development of independence. By studying it, the educator can set himself the goal of "Explaining the importance of human labor." Social and communicative development occurs when reading the work of D. N. Mamin-Sibiryak "Medvedko", the purpose of the lesson based on this fairy tale: to acquaint with the world around, with the planet.

Particular attention is paid to reading in the preparatory group for school.

Reading fiction, discussion, situational conversation - this is how the goals are realized in the classroom. The teacher does not explain the meaning of the tale immediately after reading it - he gives the children the opportunity to understand it on their own, helps the children to see and understand the described problem, for example, through conversation.

The use of a question-and-answer form of communication is the optimal way of developing verbal thinking in preschoolers.

For example, when studying the fairy tale "Geese-Swans", the following questions can be included in the conversation:

1. Who is the story about?
2. Where are mother and father going?
3. What is the mother asking her daughter for?
4. How did your daughter behave after her parents left for the city?
5. What happened to my brother?
6. Who are the swan geese?
7. What decision does the girl make?
8. Why did the stove, apple tree and milk river not want to help the girl?
9. Where did the girl run to?
10. Whom did she see in the hut?
11. How did the girl manage to save her brother?
12. Why on the way back the stove, apple tree and milk river help the girl?
13. Could it be that the stove, the apple tree and the river of milk talk to the girl?
14. Where can we find talking animals and talking objects?

A series of questions for a conversation should be built logically: first, simple questions (in terms of content), then clarifying, interpretive ("Why ..."), evaluative and creative.

It is important to remember that the lesson has one goal and several tasks.

The teacher at each lesson solves the following tasks:

• educational;
• educational;
• developing.

For example, when studying the fairy tale "The Scarlet Flower" the following tasks should be solved. Educational: foster a good attitude towards each other. Educational: to acquaint with literature, develop coherent speech, form listening comprehension. Developing: develop speech ear, melodic and intonational side of speech.

Each lesson should have a unique topic and purpose, there may be a subtopic additional to the main one. Using the example of the fairy tale "The Frog Princess", one can define the goal: "To develop the cognitive activity of children, to teach to respect other people's interests", the theme "Listening to a fairy tale" and the subtopic "Obedience and self-will in a fairy tale ..." (moral education). During the conversation, children should understand what obedience and self-will is, what is expressed, what follows them, how to behave, and so on. By motivating children to independently figure out these issues, the teacher will achieve the set goal.

Reading in kindergarten should be informative. The teacher, developing cognitive interest, educates a conscientious reader who, during his school years, will independently motivate himself and read books with pleasure.

Motivation of preschoolers in the classroom

In pedagogy, there are four types of motivation for older preschoolers:

1. Playroom. It will help your child to shift their focus away from the technical complexities of the reading process. Didactic games: "Reading fables", "The word got lost", "Know the hero."
2. Help for an adult. It is based on the desire to communicate with an adult, because he will approve and show interest in joint activities. For example: take pictures of the heroes of a fairy tale and ask the children to help you choose or draw outfits (a sundress for a chanterelle, a shirt for a bear).
3. “Teach me.” It is based on the desire of each pupil to feel smart, capable. For example: if the child knows a fairy tale, tell him that you forgot the sequence of actions or do not understand the actions of the characters. So he will be more confident in discussing the material being studied.
4. "With your own hands." Internal interest in making something as a gift for yourself or for your family. Drawings, crafts, postcards - all this can be done in reading classes, but children must necessarily voice all their actions.

As a motivating start to a lesson in reading fiction, you can use games, illustrations for a work, riddles, a problem situation. For example, when studying the Russian folk tale "The Fox and the Jug", the teacher can show children pictures of a fox, a jug, a river, use elements of theatricality, games to develop intonation (exclamations of a fox).

Questions for conversation:

1. What is the story of this tale?
2. How did the fox get into the jug?
3. How did she first talk to the jug?
4. What words did she say?
5. And how did the fox begin to talk afterwards?
6. What words did she say?
7. How does the tale end?
8. What kind of fox is shown in this tale and how is it seen?

To expand and enrich the vocabulary, you need to discuss the words: greed, stupidity, kindness.

Games for the development of intonation:

• Guess the intonation;
• Say it kindly;
• Tell me angrily.

When studying Leo Tolstoy's story "The Stone", you can also use images of the main characters, plums, elements of theatricalization, didactic games ("Svari compote"). Questions to discuss with children: honesty, fighting temptation, loving family, confessing, telling the truth.

Materials for the introductory stage may be different, it all depends on the interest and imagination of the teacher. For example, when studying the Brothers Grimm fairy tale "Mistress Blizzard" children will be attracted and motivated by music. When studying the Tatar folk tale "Three Daughters", you can use riddles (about a mother, sisters, a squirrel, a bee) to introduce you to the heroes and include them in active work.

• Who is the sweetest in the world?
  Whom do children love very much?
  I will answer the question directly:
  - All our sweeter ... (mother).
• Who loves me and my brother,
  But he loves to dress up more? -
  Very fashionable girl -
  My eldest ... (little sister).
• From twig to twig
  Jumps, frolics,
  Dexterous, agile,
  Not a bird. (Squirrel).
• I flew over the flowers
  Flew over the fields.
  It hummed merrily.
  Got some nectar.
  And carried the booty
  Directly to your house ... (bee).

For a lesson based on the tale of Ch. Perrault "Puss in Boots", the teacher can take a cat toy and present it to the children as a guest.

The appearance of such a wonderful guest in class will delight the children.

Lesson structure

Each lesson with children must comply with the structure of the Federal State Educational Standard for DO and consist of the following parts:

1. Introductory part (creating motivation).
2. Creation of a problematic situation.
3. Main part.
4. Activity analysis (after each activity).
5. Physical education (one or more).
6. The final part (solving a problem situation).

When working with preschool children, you need to plan the lesson very competently. In order for it to be as productive as possible, it is necessary to alternate between different types of activities. In addition to reading fiction, you can use play, motor or communication activities.

For example, one of the mandatory elements of each lesson is a physical education minute. It helps children take a break from vigorous activity, prevent fatigue, improve their emotional state, and so on.

Forms of physical education:

• general developmental exercises;
• outdoor game;
• didactic game with movements;
• dancing;
• movement under the reading of a poem.

In the classroom for reading fiction, the teacher can use any of the above forms, but most often, movements for reading a poem are used as a physical education minute.

An example of a physical education while reading a verse

In addition, you need to draw up a time plan for the lesson. The educator must remember that an activity that lasts more than thirty minutes is ineffective.

The structure of the reading lesson and the time plan for the senior group.

1. Introductory part. 1-2 minutes.
2. Creation of a problematic situation. 2-3 minutes.
3. Main part. 23-25 ​​minutes.
4. Final part. 2-3 minutes

Topic file

Fiction cards are compiled according to different criteria. For example, on lexical topics: fruits / vegetables, trees, bread, seasons, mushrooms / berries, birds, domestic / wild animals, land / water, etc.

• D. N. Mamin-Sibiryak "Gray Neck";
• N. Nosov "Cucumbers";
• G. B. Oster "A kitten named Woof".

Also, a card index can be compiled for moral and patriotic education: homeland, society, family, friendship, holidays, citizen, etc.

• N. Nosov "Mishkina porridge",
• D. Gabe "My family",
• J. Segel "How I was a mother."

Safety can also be a criterion for combining works: fires, traffic rules, rules of behavior in nature, etc.

• A. Barto "The Thunderstorm";
• O. Smirnov "Steppe Fire";
• G. Shalaeva "Do not eat unfamiliar berries in the forest."

The card index compiled by E.V. Shcherbakova under the program "From birth to school", ed. NOT. Veraxes. Criteria: educational areas.

From the field of moral education:

1. Russian folk tale "Kroshechka-Khavroshechka";
2. Russian folk tale "Bouncer Hare";
3. Russian folk tale "The Frog Princess";
4. B. Shergin "Rhymes";
5. Russian folk tale "Sivka-burka";
6. Russian folk tale "Finist - a clear falcon";
7. V. Dragunsky "Childhood friend", "Top down, obliquely";
8. S. Mikhalkov “What do you have?”;
9. Nenets fairy tale "Cuckoo";
10. Goldilocks (translated from Czech by K. Paustovsky);
11. K. Chukovsky "Moidodyr".

K. Chukovsky's book "Moidodyr" must be studied at the preschool educational institution

Table: summary of K. V. Tovmasyan's lesson on the topic "Honesty in Leo Tolstoy's fairy tale" The Bone "

The quality work of the educator in planning and in the classroom for reading fiction is the key to the productive work of every child. Poems, riddles, didactic games - all this is necessary in the lesson, regardless of the chosen work. Classes in the preparatory group should be positive and fun for all children, so assignments need to be selected interesting and varied. This is the only way to instill in children a love of reading and literature.

Lesson summary On the topic: "Insect meadows - butterfly" (senior group) Work author: Anna Vyacheslavovna Gracheva Position: educator Place of work: MBDOU Novotalitsky d / s No. 1 Ivanovo region, Ivanovsky district, village Belyanitsy. Explanatory note for the lesson: Educational area: Cognitive development Lesson topic: Insect meadows ...

Role-playing games (senior preschool age) 1. "Home, family" Objectives: Encourage children to creatively reproduce family life in games. Improve the ability to independently create a game environment for the intended plot. To reveal the moral essence of the activities of adults: a responsible attitude to their duties, mutual assistance and collective ...

Consultation for parents on the topic: "Children's fears" "My child is afraid". This phrase is often heard by a psychologist from worried parents. Reasons for excitement can be very diverse - the child sees terrible dreams, refuses to be alone in the room, is afraid of the dark ...

Consultation for parents "Tell about the war ..." TELL ABOUT THE WAR. Should children be taught about the war? This question arises not only for parents. WHEN? A conversation on such an adult topic as war requires the right moment. You can talk on the eve of the May 9 holiday, and at the same time explain ...

Long-term planning for fiction in the senior group.

SEPTEMBER.

To continue teaching children to listen carefully to a literary text, to understand the moral meaning, to evaluate actions in a motivated manner, to comprehend the figurative content and meaning of proverbs. Develop an interest in poetry, a desire to learn poems. Lead children to understand that a book is one of the sources of knowledge.

OCTOBER

Continue introducing children to different genres of fiction. To give initial knowledge about the fable, its genre features, to lead to an understanding of the allegory, moral meaning, figurative meaning of words and combinations, to foster sensitivity to the figurative structure of the language of the fable. Encourage children to expressively recite poetry by heart, feel, understand and reproduce poetic speech.

NOVEMBER

To continue teaching children to expressively recite poetry by heart, to feel the melodiousness of the language, to convey various emotional states with the help of intonation. Continue acquaintance of children with small folklore forms. To develop children's interest in the genre of literary fairy tales.

DECEMBER

Encourage to emotionally perceive the figurative content of the fairy tale. To deepen children's ideas about the genre, compositional and national linguistic features of the fairy tale. To foster in children a love and interest in reading fiction.

JANUARY

Continue teaching children to read poetry expressively, conveying the beauty of nature. Encourage to notice the pictorial and expressive means of fiction. To activate the literary memory of preschoolers, to enrich the ideas about the life and work of writers.

FEBRUARY.

Continue to introduce children to new genres of fiction. Learn to understand the semantic side of proverbs and sayings. Feel, understand and reproduce the imagery of the language of poems, understand the main idea of ​​the poetic text. To continue to form the concept that a book is a source of knowledge, that poetry, stories, fairy tales have been written about the same phenomenon. Contribute to the enrichment of the vocabulary.

MARCH

Contribute to the deepening of children's knowledge and ideas about the world around them by means of fiction. Encourage to understand the content of the text, develop an interest in the information contained in the text. Develop interest, love for the art of the poetic word.

APRIL.

To form in children a holistic perception of the text, the ability to highlight expressive means. To consolidate ideas about the features of different genres (poem, fairy tale, story). Continue to learn expressively by heart to read poetry, to feel the melodiousness of the language, to learn to understand linguistic expressive means.

Continue acquaintance of children with the work of writers. Encourage the expressive reading of poetry. Strengthen children's knowledge about literary works read in the academic year. Ideas about the genre features of a fairy tale, poem, fable, story, works of small folklore forms. Deepen children's ideas about the correspondence of the title of the text to its content.

Long-term planning for fiction in the middle group.

SEPTEMBER.

Teach children to understand the content of literary texts, to feel the rhythm of poetic speech. Expand knowledge of different genres of fiction: fairy tales, stories, poetry; about the genre features of works of small folklore forms - nursery rhymes, songs, riddles, to give new ideas about them.

OCTOBER.

To continue to develop in children an interest in fiction, reading, emotionally perceive the figurative basis of poetry, expressiveness of speech, interest in the information that the text carries, understand the content and idea of ​​fairy tales, notice figurative words and expressions.

NOVEMBER.

To acquaint children with the life and work of N. Sladkov, develop an interest in the information that the text carries. Continue learning to understand the content of the stories. Promote the rapid memorization of poetic texts, develop expressive reading skills.

DECEMBER.

To continue to develop in children the ability to listen to a literary work, to understand its content. Deepen children's understanding of the story genre. Learn to evaluate the character and actions of the heroes.

JANUARY.

To develop in children the desire to memorize poetic texts, to teach how to find various means for expressing and conveying images and experiences, to see the relationship between the content and the title of the work.

FEBRUARY.

Continue to develop children's emotional perception of the text; to teach to understand and evaluate the actions and characters of the heroes. Expand children's ideas about the genre features of the fairy tale. Contribute to the education of attentive listeners.

MARCH.

To continue teaching to emotionally perceive the figurative content of a poetic text, to understand the means of expression. Develop an interest and love for fiction.

APRIL.

To acquaint children with the life and work of E. Charushin. Continue to reinforce children's ideas about the story genre. Learn to understand the topic and content of a literary work, develop an interest in the information that the text carries.

To acquaint children with the childhood and work of S. Mikhalkov. Encourage to emotionally perceive poetry, to understand the content of the text, to feel the rhythm of poetic speech. By means of literature to cultivate a friendly and respectful attitude towards each other.

Long-term planning for fiction in the preparatory group.

SEPTEMBER.

Continue to develop in children a strong interest in fiction and reading. Promote the rapid memorization of poems, exercise in expressive reading of works using various techniques. To acquaint with the genre features of the fable.

OCTOBER.

In the process of reading fiction, to awaken in children a feeling of love for Russian nature, admiration for its beauty; to consolidate the idea of ​​autumn; enrich the vocabulary with bright, colorful definitions (epithets), form a stock of literary and artistic impressions, use the synthesis of artistic words, music, painting.

NOVEMBER.

Teach children to convey intonationally expressive admiration for the pictures of nature while reading poems by heart. Learn to notice the visual means found in the text. To consolidate the knowledge of children about the genre features of the story, fairy tale. To lead to an understanding of the moral meaning of the works, to a motivated assessment of the actions and character of the heroes.

DECEMBER

Strengthen children's knowledge of the structure of fairy tales. Consider different editions of fairy tales, introduce them to illustrators. Help children understand why a fairy tale is called wise. Repeat with children the works of small forms of folklore known to them, introduce them to new ones. Improve memory, diction. Promote the development of coherent speech in children.

JANUARY.

To continue to teach to emotionally perceive the figurative content of a fairy tale, to understand the meaning of poetic works, to continue to work on expressive reading of poetry. To acquaint children with hyperbole, teach to recognize hyperbole in a literary text. To develop children's interest in books, reading, the library as a repository and center of book culture.

FEBRUARY.

Continue acquainting children with childhood and the work of writers. Help children remember the names and content of works they know, determine which genre each belongs to, and give them the opportunity to please the meeting with familiar characters and books. Develop interest and love for the book, create conditions for viewing books.

MARCH.

To acquaint children with the process of creating a work of art. To acquaint with a brief history of the emergence of theater in Russia, the concept of "play", "character", "remark". Continue to develop children's interest in fiction. Encourage the child to consider the book and illustrations.

APRIL.

Help children remember the name and content of familiar works, determine which genre each belongs to, give them the opportunity to enjoy meeting familiar characters and books. Help memorize, using a variety of means, and read poetry expressively. Develop interest in fiction, educate grateful and literate readers.

Show the value of the book in a person's life. To acquaint children with the works of different times, genres, peoples, considering the problem of beauty; analyze the problem at a level accessible to children. Consolidate knowledge about the genre of the story. Continue to work on the intonational expressiveness of speech.

Educator MDOU "CRR - kindergarten number 247", Saratov

Educational and methodical development. Perspective plan in a preschool educational institution

A long-term plan for reading fiction for the younger group under the Kindergarten 2100 program in accordance with the FGT, taking into account thematic planning.

Texts are attached.

What does the sun look like? Tatiana Bokova

What does the sun look like?

On a round window.

Flashlight in the dark.

It looks like a ball

Damn hot too

And on the cake in the stove.

On a yellow button.

A light bulb. On an onion.

On a copper patch.

On a cheese cake.

For an orange a little

And even the pupil.

Only if the sun is a ball - Why is it hot?

If the sun is cheese

Why are no holes visible?

If the sun is a bow

Everyone would be crying around.

So it shines in my window

Not a penny, not a pancake, but the sun!

Let it look like everything

all the same EVERYTHING IS EXPENSIVE!

Download Perspective plan for reading fiction for the younger group

Fiction is an invaluable source of wisdom, a powerful tool for the development of speech, as well as the intellectual, aesthetic and spiritual enrichment of the child's personality. The artistic word nourishes the emotions of the baby, stimulates the imagination, develops a figurative perception of the world, fosters speech culture. Reading stories and fairy tales awakens a sincere interest in the feelings and experiences of the main characters, teaches you to understand the motives of their actions, to perceive the plot plot. The joint efforts of parents and teachers will help to open up the kids of the older group the magical world of literary adventures and fairy-tale wonders.

Organization of classes on reading fiction in the senior group of kindergarten

Older preschoolers, by virtue of the accumulated life experience, are able to more subtly perceive the figurative speech of the author, more deeply understand the meaning of the work, and analyze the characters of the main characters. All this awakens a genuine interest in books, a desire to learn new literary plots.

Instill in a person a taste for reading and give him the opportunity to read, and you will inevitably make him happy ...

John Herschel

Older preschoolers develop a genuine interest in books, a desire to learn new literary plots

Goals and objectives of the lessons

The goals of reading classes in the senior group:

• the formation of a child's genuine interest in books and an internal need for reading fiction;
• education of a competent and sensitive reader.

Educational tasks:

• expand horizons, form a holistic picture of the world;
• to teach to listen to poems, stories, fairy tales, to perceive emotionally, and also to understand the content of the work;
• learn to analyze the reasons for the actions of the main characters, see hidden contexts, encourage people to talk about their understanding of the characters' characters;
• develop the skills of expressive reading of poetry, help to participate in role-playing theatrical games and dramatizations;
• prepare for a comprehensive literary education, organize the initial acquaintance with an illustrated book, folk art, introduce information about genres of works, writers and poets.

Developmental tasks:

• aesthetic and moral development of the child's personality;
• formation and development of competent literary speech.

Educational tasks:

• to develop the ability to emotionally perceive works of literature;
• contribute to the formation of literary and artistic taste.

Children learn to listen to poems, stories, fairy tales, emotionally perceive, and also understand the content of the work

Pedagogical techniques for working with works of art

When teaching by reading, visual, verbal and play techniques are used. Among the visual ones, the most popular are:

• acquaintance with the author of the work (demonstration of the portrait of the writer);
• examination and comparative description of book illustrations;
• demonstration and discussion of thematic presentations, slide shows, videos dedicated to one or another work (it is advisable to use this technique after reading the book);
• children's drawing as a way of conveying impressions from a heard fairy tale or story.

Verbal techniques are varied and are designed to work with the entire text, as well as its parts, and even single words. This includes:

• expressive reading from a book or by heart, focused on consolidating the ability to listen, hear, perceive the content of the work;
• storytelling with elements of free improvisation (replacing words, rearranging them);
• a conversation that is built around questions that allow you to determine the genre, plot, main idea of ​​the work, means of artistic expression;
• selective reading of key fragments of the text of the book, which enhances the emotionality of perception and activates the attention of children;
• explanation of the meaning of unfamiliar words:
  • replacing a synonym in the process of reading, for example, "crown - crown", "crafty - cunning"; acquaintance with new words during the demonstration of pictures;
  • discussion of unknown phrases and phrases during the introductory conversation.
• creative tasks for coming up with a plot, continuation of the story, selection of rhyme, comparative descriptions, epithets.

All kinds of games and dramatizations are used as play techniques (provided that children have excellent knowledge of the text of the work):

• costume performance with the participation of children;
• theatrical performances and games (tabletop, puppet);
• didactic literary games and quizzes.

In the classroom for reading fiction, the method of theatrical play is actively used

Quiz "Learn a fairy tale" using a multimedia presentation (a picture appears on the screen if the children answered the questions correctly and named the fairy tale).

• In this tale, the grandfather raised the crop, but he could not pull it out of the ground. He pulled, pulled, but did not pull. A grandmother, a granddaughter, a bug, a cat came to his aid. Who did I forget to name? What did they get out? Did you recognize this tale?

  Slide to the fairy tale "Turnip"

• In the next fairy tale, an old man lived with an old woman, and also forest animals (bunny, fox, wolf) who meet our main character. The fox ate it. Whom did the fox eat? How did he end up in the woods? Which of the animals did I forget to name?

  Slide to the fairy tale "Kolobok"

• The heroes of the fairy tale found a cozy house in the forest and settled in it, but for some the house turned out to be too small. He decided to live on the roof, perched on the house and destroyed it. Who was that? Name everyone who lived in the house. What is the name of the tale?

  Slide to the fairy tale "Teremok"

• Someone with cunning and deceit occupied the bunny's house. A bear, a wolf, a dog wanted to drive away the intruder, but could not. Who could? Who helped the bunny and freed the hut? What is the name of the tale?

  Slide to the fairy tale "Zayushkina hut"

• The kids were left alone in the house. They disobeyed my mother’s order not to open the door to anyone. How many kids were there? Who managed to deceive them and how?

  Slide to the fairy tale "The Wolf and the Seven Kids"

• And in this fabulous story, the mother and father left on business, left their daughter and son at home alone. The older sister was assigned to look after the little brother. The girl played with her friends, forgot the request of the father and mother, and the evil birds took her brother to Baba Yaga. What kind of birds stole the boy? What trials did the girl have to go through in search of her brother? Who helped her?

  Slide to the fairy tale "Geese-Swans"

• Grandfather and Baba fashioned a snow girl. What happened to her next? What is the name of the main character?

  Slide to the fairy tale "Snow Maiden"

Forms of work used in teaching reading

To instill in preschoolers a strong interest in reading, the following forms of work should be introduced into constant practice:

• daily reading of works of various genres;
• independent acquaintance of children with a book in a specially equipped literary corner;
• organized scheduled sessions;
• easy communication between the teacher and children based on fiction during games, walks, other activities;
• fruitful cooperation with parents, popularization of home reading:
  • consulting work on the optimal choice of literature for reading, taking into account the age characteristics of children;
  • participation of parents in the design of book exhibitions, quizzes, literary holidays;
  • design of information stands and travel books;
  • conducting open classes for parents.

A fiction corner is usually present in all kindergarten groups. The main goal is to increase interest in the book, create a special cozy, secluded place where kids can calmly and intently communicate with the book, look through its pages with pleasure, carefully examine the illustrations, recall exciting episodes, and “live” their story with their favorite characters.

The main purpose of the book corner is to increase interest in the book, to create an especially cozy, secluded place where kids can calmly and intently communicate with the book.

Rules for the design of the corner of the book:

• Located away from the noisy and dynamic play area, creating conditions for a thoughtful leisurely pastime.
• There is correct daylight (near the window) and evening (local electric).
• Decorated with shelves or tables.
• Books are selected in accordance with the age characteristics of children.

The range of interests of older preschoolers is expanding, so a book exhibition can include ten to twelve books, providing an opportunity for each child to individually select the book of interest to him. It is imperative to familiarize children with the rules:

• take books with clean hands;
• leaf through carefully;
• do not tear, do not wrinkle;
• do not use for games;
• after looking, always put the book back.

Thematic book exhibition

Thematic book exhibitions are usually devoted to issues of educational interest to children, as well as anniversaries of writers or holidays. The topic should be significant, lasting no more than a week, since the interest and attention of children in the future to the books shown will decrease.

Thematic book exhibitions are usually devoted to issues of interest to children.

Ideas for a motivating start to class

Awakening children's cognitive interest in literary works is the primary task of the educator. A thoughtful approach to the organization of the lesson, comprehensive preliminary preparation will create an informal, lively atmosphere, increase the efficiency and emotional return of children.

To activate the attention of their pupils, the teacher can use questions, poems, riddles, a multimedia presentation in their work.

To activate the attention of their pupils, the teacher can use a fascinating conversation, poems, riddles, didactic games, elements of a costume performance, demonstration of illustrations, listening to a piece of music, watching multimedia presentations, videos or cartoons.

• An interesting option for the beginning is the appearance of a fairy-tale hero who will involve children in the game or invite them on a fantastic journey. For example, a group includes Pinocchio and shares his problem with the children: “I was invited to visit the fairy forest by a bear from the fairy tale“ Masha and the Bear ”. I really love tea with pies, but I'm afraid to travel myself through the mysterious forest. Guys, I ask you to help me find my way to the bear's house. "
• With children of the older group, you can conduct short introductory conversations on familiar works (6-8 questions). For example, the following conversation would be appropriate to the topic "Russian folk tales":
  • What fairy tales do you know?
  • Who invented these tales?
  • What animals are the heroes of fairy tales?
  • In what fairy tales is the bear found? ("Masha and the Bear", "Three Bears", "Teremok")
  • The heroes of which fairy tales are the bunny, the chanterelle, the wolf?
• Children will also be captivated by a story that introduces the personality of the author of their favorite work. For example, about P. P. Bazhov, the creator of the fairy tale "Silver Hoof", you can tell as follows:
  Guys, today I will introduce you to an author who loved folk tales so much that he called his invented stories fairy tales. What is a fairy tale? This is an ancient legendary legend, which was passed down by word of mouth from grandfathers-great-grandfathers to grandchildren-great-grandchildren. In a fairy tale, real life and magic miraculously intertwine, supernatural forces act next to earthly heroes, which can be good helpers, and can manifest themselves as evil forces. These are the tales that Pavel Petrovich Bazhov invented.
  P.P.Bazhov was born in the family of a mining breeder about one hundred and forty years ago. That plant was located in the distant Urals, near the city of Yekaterinburg. The boy studied at a theological seminary, where he met a wonderful teacher of literature, who taught his students to understand, appreciate and love fiction. Bazhov was happy to learn poems from memory, already at the age of nine he could recite whole collections of poems by his favorite poets by heart.
  Growing up, Bazhov followed in the footsteps of his teacher and began to teach children Russian, during the Civil War he fought in the Red Army, and then became a journalist. From a young age, Bazhov was fond of folk legends, carefully collected works of folklore. All his works, collected in the book "Malachite Box", "breathe" with folk legends.
• A didactic game as a motivating technique will be appropriate if it is not too voluminous and will be carried out at a fast pace, otherwise it needs to be moved to the main part of the lesson.
  Didactic game "Remember the story" (based on the works of NN Nosov). The teacher offers to consider pictures with painted objects: cucumbers in the garden, a shovel, a telephone, a pot of porridge, a hat, pants with a patch. Children need to remember the name of the respective stories of their favorite children's author ("Cucumbers", "Gardeners", "Telephone", "Mishkina's porridge", "Zhivaya hat", "Patch").

Photo gallery: didactic game based on the works of N.N. Nosov

Assignment for establishing the correct sequence of events Correct sequence Questions for knowledge of the text Choose the appropriate sequence It is necessary to connect the words and pictures correctly

Table: card index of riddles on a fairy-tale theme

We are planning classes on reading fiction in the senior group of kindergarten

The duration of the lesson is increased compared to the average group by five minutes and is now 25 minutes.

Classes are traditionally held once a week, but you should not be limited by the narrow time frame of the long-term planning of educational activities. Daily free reading, play literary situations and conversations during a walk, or spontaneous creative games outside of organized classes will help to introduce children to the world of fiction.

Time plan and types of activities

Lesson structure:

1. Organizational part - motivating start of the lesson, introductory conversation (3-5 minutes).
2. The main one is reading the work (15–20 minutes).
3. Final - the final analytical conversation between the teacher and the children. Children are taught to formulate their point of view reasonably and independently talk about their perception of the content of the work, to assess the characters and actions of the main characters (3-5 minutes).

Types of activities:

• Targeted reading of one work.
• Comprehensive reading of several already familiar and new works of different genres, united by one theme (New Year, the arrival of spring, forest animals, etc.).
• Combining works that represent different types of art:
  • acquaintance with the book in combination with viewing illustrations, slides, films, cartoons;
  • fiction and background sounding of a piece of music;
  • reading using theatrical improvisation (dolls, toys, cardboard figures).
• Reading as a structural part of a speech development lesson.

Methodology for conducting classes

The selection of a work is carried out in accordance with the following criteria:

• age and psychological and perception characteristics;
• simplicity and accessibility of style and compositional solutions, the degree of plot fascination;
• value in terms of artistic excellence and educational effect;
• compliance with program requirements and pedagogical objectives.

The reading may be preceded by a short introductory conversation of an introductory nature, including a short story about the personality of the writer, mentioning other works of this author, with which the children met earlier. Next, you need to voice the genre of the work. The interest and emotional involvement of children in the work will be enhanced by a well-chosen riddle, poem, illustration, fragment of a piece of music or an excursion to the museum held the day before.

It is important to maintain close emotional contact with the children while reading. Reading should be whole, intonational and figuratively expressive, not interrupted by questions and comments about children.

It is important to take good care of the child's immediate reaction, first impressions and experiences from the listened work, which will allow the children to fully experience the satisfaction of communicating with the book, fill their inner world with new feelings and thoughts. It is more expedient to offer a serious analytical conversation when reading it again.

It is difficult for children of five to six years old to cope with monotonous monotonous work, therefore it is advisable to carry out motor, finger or respiratory gymnastics with little fidgets in time, to connect outdoor games of a literary orientation in the process of work.

Card index of topics for art reading classes in the senior group

Genre variety of literature for reading in the senior group:

• Russian folklore, as well as folklore works of the peoples of the world ("Like a goat with a grandmother", "Swallow-swallow", "The house that Jack built", "Vesnyanka").
• Russian and foreign folk tales ("The Frog Princess", "Goldilocks". "Teremok").
• Poetic and prose works of domestic and foreign authors (A. Pushkin, I. Turgenev, I. Bunin, S. Yesenin, V. Dragunsky, N. Nosov, R. Kipling, A. Lindgren).
• Literary tales (V. Bianchi, P. Bazhov, A. Volkov, V. Kataev, B. Zakhoder).

Table: card index of literary works for the senior group, indicating the objectives of the study

Table: card index of didactic literary games used in reading classes

Table: physical education minutes on the theme of fairy tales

Table: a fragment of a summary of a lesson on reading the story of L. N. Tolstoy "The Bone" by Ubusheeva Nadezhda Sergeevna

Summing up the results of work with children

A competently conducted final conversation on a work is no less useful than an introductory one. It allows children to consolidate and systematize the knowledge gained in the process of reading, develops memory, the ability to highlight the main thing from what they hear.

Sometimes, after reading the work, a few questions are enough, but they should be meaningful and direct the children to highlight the main idea. So, the final questions to the story of NN Nosov "Dreamers" can be something like this:

• How did you like this story?
• Who are the dreamers?
• Why did the author give this name to his story?
• Which of the heroes of the story would you call dreamers and why?
• How can you tell a lie from a fictional story?
• Why, after the story told by Igor, did the boys not want to be friends with him?
• How was his story different from the stories of other guys?

You can also conduct the final part in the form of a conversation-repetition, which helps to remember and consolidate ideas about the structure of a fairy tale. For example, a conversation based on S. Aksakov's fairy tale "The Scarlet Flower" may have such content.

A fragment of a piece of music sounds. The teacher asks questions:

• Guys, what kind of mood does this music create? (Magic, wonderful, mysterious)
• What fairy tale did you meet?
• How to understand that this is a fairy tale, and not a poem or story? (The tale begins and ends with certain words, for example, "Once upon a time there was an old man with an old woman ...", "And they began to live and live and make good ...")
• What wonderful changes are happening to the characters in fairy tales? (The frog turns into a beautiful princess, an overseas monster into a young prince)
• What magic items help good to win? (Walking boots, self-assembled tablecloth, saucer with an apple, magic mirror, etc.)
• How many daughters did the father have in the fairy tale "The Scarlet Flower"?
• What was the youngest daughter like?
• What did the daughters ask their father to bring back from a long journey?
• How did the youngest daughter feel about the monster?
• What made her return to her father and sisters?
• What did the sisters do? Why? Did they want to help their little sister?
• What do you think of the character of the monster?
• What happened to him when the promise given to him by his youngest daughter was broken?
• How did it end?

Since reading lessons are conducted not only for the sake of developing the skill of listening and memorizing the text, but mostly for educational purposes, the main attention should be paid to the moral and ethical side of the works and the formation of positive qualities and behavior patterns in children. The educator must express his own assessment of the work and the events taking place in it, his attitude to the characters and their actions, thereby giving the children moral guidelines.

Video: literature quiz

Video: poetry evening at the preschool educational institution

Video: song for the introduction to the lesson

Video: lesson "Journey to the land of fairy tales"

A preschooler can be called a reader conditionally, he is rather an attentive and active listener. His acquaintance with the world of the book entirely depends on the literary taste and preferences of an adult, be it a parent or educator. It is the adults around the child who determine the range of works of art, help to interpret complex texts, and awaken interest in the perception of the book. In many ways, it will also depend on the educators whether the baby in the future will become a literate, deeply thinking and feeling connoisseur of the book, or his acquaintance with the world of literature will remain a superficial, passing episode of his life. A teacher who is keen on his work will be able to give a child a holiday of communication with a book, will open for him a rich world in which he will never feel alone.