The importance of reading in preschool age
Collective reading of fiction in the 2nd junior group allows the teacher to open to his pupils through poetic and artistic images the world of relationships and human feelings, the beauty of nature, and the peculiarities of life in society. It is this that enriches the emotional world of children, promotes the development of their imagination, and introduces them to the amazing images of the literary Russian language. Such images differ in the mechanism of influence on the child’s psyche.
For example, reading fiction in the 2nd junior group in the form of stories introduces children to the accuracy and conciseness of words. The poems give an idea of musicality and rhythm.
Hygienic aspects
Reading the work “Moidodyr” in the 2nd junior group is aimed not only at introducing preschoolers to poetry. Together with the children, the teacher highlights the basics of a healthy lifestyle and develops hygiene skills in their students. This work can be considered a reference book for the first acquaintance with human hygiene. Reading the work “Moidodyr” in the 2nd junior group can be done in the form of a puppet theater, so that the children not only hear, but also see how to wash themselves so as not to be sloppy people.
Comprehensive thematic planning for fiction in the second junior group
- Lysenko Margarita Viktorovna
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List of books recommended for reading
What is the best way to read fiction in a preschool educational institution? The 2nd junior group (a card index of books can be compiled for convenience) is distinguished by the use of a large number of poems and fairy tales, which will help the teacher to form a stable interest in reading among the children.
The list of works recommended by the new educational standard includes Russian folklore:
- Fairy tales: “Kolobok”, “Teremok”, “The Wolf and the Seven Little Goats”, “Geese and Swans”, “The Fox and the Hare”, “The Snow Maiden”, “The Cat, the Rooster and the Fox”.
- Poems: “Ant-grass...”, “Finger-boy...”, “A squirrel is sitting on a cart...”, “Rainbow-arc...”, “Magpie, magpie...”, “Chicky-chicky-chickalochka...”, “Like our cat...”, “There are three hens on the street...”, “Zarya-Zaryanitsa.” “We lived with grandma...”, “Shadow, shadow, shadow...”, “I’m going, going to grandma, to grandpa...”, “Tili-bom! Tili-bom!
In addition to reading fairy tales and poems, teachers also use memorable children's songs in preschool institutions to develop creativity and communication skills in their pupils.
For example, while learning the song “Boat,” the children develop an idea of the sea, and the children get to know the world of professions for the first time.
Among the poetic works recommended for this age according to the Federal State Educational Standard are:
- “Rhyme with answers” by J. Baltvilks;
- “Rain” by A. Bosev;
- “Hedgehog and Drum”, G. Vieru;
- “The Sly Hedgehog”, P. Voronko;
- “Pencil”, N. Zabila;
- “Who will finish drinking sooner?”, “Masha doesn’t cry” by S. Kaputikyan;
- “Swift Legs and Gray Clothes” by L. Mileva.
Card file “Reading fiction on lexical topics for every day” (junior group)
Marina Popkova
Card file “Reading fiction on lexical topics for every day” (junior group)
Reading fiction on lexical topics for every day
(junior group)
SEPTEMBER
1 Topic : “Repetition of poems by A. Barto from the series “Toys”
»
To arouse in children the desire to recite familiar poems by A. Barto with intonation and expressiveness; develop a positive attitude towards poetry.
2. Topic : Title: “V. Dragunsky "What I love"
Goal: Creating conditions for
formation of the ability to listen to a literary text through the development of speech culture.
3. Telling the Russian folk tale “Turnip”
Help children learn the sequence of actions of fairy tale characters using a model; learn to identify and name the characteristic features of characters; develop intonation expressiveness of speech.
4Telling the fairy tale “Kolobok”
Teach children to emotionally and actively perceive a fairy tale, participate in the story; lead to modeling: teach them to accurately answer questions; develop creative initiative, interest in
classes.
5. Reading a fairy tale in verse by K. I. Chukovsky “The Cluttering Fly”
. Teach children to emotionally perceive a poetic work, to be aware of the theme and content; evoke a desire to memorize and expressively reproduce quatrains.
WEEK 2 “Whether in the garden or in the vegetable garden...”
1 Y. Tuvim “Vegetables”
translated by S. Mikhailov Expanding ideas about growing vegetable crops.
2 Reading I. Tokmakova “Buy onions...”
Goal: to continue to promote interest in
literature .
3 E. Moshkovskaya “Alien Carrot”
, Introduce children to
a literary work .
4 Suteev “Apple”
Goal: be able to maintain a conversation, listen carefully, empathize with the characters of the work.
5 N. Egorov “Radish, pumpkin, carrot”
.Goal: to introduce children to new works, to develop dialogical speech.
WEEK 3 “Voronezh - the city where you were born”
1 Reading a poemB . A. Avtononova “My City”
2 Reading a poem by S. Mikhalkov "My Street"
3 Reading Z. Alexandrova "Motherland"
Goal: to develop poetic perception, to evoke an emotional response.
4 Reading proverbs and sayings about the Motherland
Goal: To teach children to understand proverbs and sayings, to develop thinking.
5 Reading fiction poems by I. Surikov. "This is my village"
.
Goal: to consolidate the ability to listen and understand poetic lines.
WEEK 4 “Life Safety – a child on the city streets”
1 Topic : “Car and subway”
N. Nosov
Goal: Creating conditions for
formation of the ability to listen to a literary text through the development of speech culture.
2 Reading : S. Marshak “Ball”
, V. Berestov
“About the car”
.
3 "Scooter"
N. Konchalovsky.
4 Reading the fairy tale “Cat’s House”
. Introduce the concept of hospitality, teach children to listen to a large work; evoke an emotional response.
5 Reading the Russian folk nursery rhyme “There are three chickens on the street”
. Continue to introduce children to the culture of the Russian people and develop interest in it. Learn to expressively repeat the lines of a nursery rhyme after the teacher.
October
WEEK 1 “Toys visiting the guys”
1. Alexandrov’s poem “My Bear”
Introduce the poem
“My Bear”
Alexandrova ;
cultivate good feelings; bring positive emotions.
2 Russian folk song “The cat went to market...”
Introduce the content of a folk song; learn to listen and answer the teacher’s questions; form round lumps of plasticine.
3 Story by E. Charushin “Hedgehog”
Introduce a new story, develop the ability to listen silently, without distractions; introduce the habits of a hedgehog.
4 Fairy tale "Mitten"
Introduce a new fairy tale, make you want to return to it more than once, teach you how to solve riddles.
5 Reading fiction . "In the toy store"
Ch. Yancharsky, translation from Polish by V. Prikhodko.
Teach children to listen and perceive a literary work
WEEK 2 “Book Week”
1 Topic : “K. Chukovsky "Fedorino's grief"
Goal: Creating conditions for the development of speech activity by introducing children to the work of K. Chukovsky.
2 Reading a fairy tale in verse K. I. Chukovsky “Aibolit”
,
“Confusion”
Teach children to emotionally perceive the work, to be aware of the theme and content; evoke a desire to memorize and expressively reproduce quatrains.
3 Nursery rhyme “Oh, you little bastard…”
Introduce a new nursery rhyme, a riddle poem; teach to guess animals by description, develop attention, teach to ask and answer questions.
4 Nursery rhymes, jokes: “Cockerels”
,
“What are you doing, hare?” “Spanking in single file.”
Goals: Continue to introduce nursery rhymes and jokes. Clarify children's knowledge about nursery rhymes. Teach children to expressively convey the movements of characters.
5. V. Suteev’s fairy tale “Who said meow?”
To develop skills in perceiving
of art by ear, learning to depict the actions of characters, and expressively conveying dialogue from a fairy tale.
WEEK 3 “Golden Autumn”
1Memorization of V. Mirovich’s poem “Falling Leaves”
Teach children to recite a poem by heart with intonation and expressiveness; practice selecting definitions for a given word, express your impressions in drawings and movements.
2 Reading poetry A. Block "Bunny"
and A. Pleshcheev
“Autumn”
. Introduce poetry; develop a poetic ear; evoke sympathy for the hero of the poem; teach to memorize poetry.
3. Reading E. Addienko “Autumn has come”
.
Goal: Expand children's understanding of seasonal natural phenomena, teach them to understand the content of literary works .
4 Reading M. Evensen "Leaves are Falling"
- consolidate children’s knowledge about the characteristic signs of autumn, activate children’s vocabulary, expand their vocabulary.
5. Reading p . n. With. "Teremok"
- continue to develop children's memory and speech.
WEEK 4 “Autumn Gifts”
1 A. Gorkovenko “Vegetable Garden”
. Introduce children to the works of A. Gorkovenko. Foster a love for the works of poets.
2 Reading the nursery rhyme “Grass-Ant”
-teach children to listen carefully to the teacher.
3 Reading : Y. Korinets “The Last Apple”
Goals: To expand children’s understanding of the characteristic signs of autumn and signs of the approach of winter. To form an interest in the artistic word .
4 Reading the poem “The landlady once came from the market”
.
Goal: develop speech, listen carefully, discuss.
5. Reading poems about vegetables, fruits, berries.
Introduce children to poems and introduce them to high poetry.
WEEK 5 “Goodbye birds, see you spring”
1 Topic : “Pchelnikova A. - Bird”
Goal: Creating conditions for the development of attention through musical accompaniment.
2 Reading : E. Charushin “Why doesn’t Tyupa catch birds”
.
Goal: to teach to listen carefully to the work, not to be distracted, and to answer the teacher’s questions.
3 Reading B. Berestov “What are the little sparrows singing about?”
Goal: To introduce children to poetry, to teach them to understand the content of the work.
4 Dramatization games “Russian folk nursery rhymes about birds”
.
Goal: to introduce children to theatrical activities; teach them to combine words with movements.
5 Reading L's story . Tolstoy “The bird made a nest...”
Goal: to develop the ability to listen carefully to
a literary work ; to expand ideas about simple connections in nature: the sun began to warm up, it became warmer, grass appeared, birds began to sing, people replaced warm clothes with lighter ones.
NOVEMBER
1. WEEK “Nature has no bad weather”
1 T. D. Golub (Kuban author)
“Rain”
To encourage thinking about why some people write, while others enjoy listening to and memorizing poetry.
2nd reading A. Pleshcheyeva “Autumn has come”
Goal: to clarify and
systematize children’s ideas about the characteristic signs of autumn, to activate the corresponding concepts in speech. to form an interest in literary works and the beauty of the artistic word .
3. Reading poems about autumn
Introduce children to poems about autumn, introduce them to high poetry.
4. Solving riddles about natural phenomena.
To consolidate children's knowledge about the genre features of riddles; learn to distinguish riddles from miniatures of other genres. Develop the ability to solve riddles based on a simple description. Learn to use knowledge about natural phenomena when solving riddles.
2. WEEK “How animals prepare for winter”
1 Reading poems about animals Teach children to emotionally perceive poetry, understand the content of poetic texts, feel the rhythm of poetic speech; encourage them to express their impressions in independent statements.
2 E. Charushin story “Wolf”
Give children an idea of the lifestyle of animals; cultivate love for animals, sympathy for their cubs in trouble.
3. Reading poems about animals
Introduce children to poems about animals, introduce them to high poetry.
4. Saying nursery rhymes “Kitty, kitty cat”
— continue to introduce children to folk art
5. Solving riddles about animals.
To consolidate children's knowledge about the genre features of riddles; learn to distinguish riddles from miniatures of other genres. Develop the ability to solve riddles based on a simple description. Learn to use knowledge about animals when solving riddles.
3. WEEK " Mother's Day "
1Memorization of the poem by Y. Akim “Mom”
To evoke a joyful emotional mood in children, to help them express their attitude and love for their mother through poetry and creative activity;
replenish your vocabulary with emotional and evaluative vocabulary .
2 E. Blaginina, poem “That’s what a mother is”
Introduce E. Blaginina’s poem
“That’s what a mother is”
; to cultivate in children a good feeling, love for their mother.
3 "Sunshine, like mom"
A. Pavlova. Continue to introduce children to natural phenomena;
4 A. Barto “Conversation with Mom”
.
Develop children's interest in literature .
Develop curiosity, cognitive activity, attention, auditory perception, coherent speech; 5 S. Marshak “The Tale of a Stupid Mouse”
,
“The Tale of a Smart Mouse”
Cultivate a desire for constant communication with a book together with an adult and in independent activities.
4. WEEK “Life Safety – “Child and Other People”
1 Topic : N. Nosov “Cog, Tine and Vacuum Cleaner”
Goal: Creating conditions for
familiarize yourself with the content of the fairy tale by looking at the illustrations.
2Telling the Russian folk tale “The Little Goats and the Wolf”
Continue to teach children to emotionally perceive the content of a fairy tale, to convey images of characters with intonation and expressiveness when playing songs;
I use a structural-logical diagram to teach how to compose coherent statements on a given topic; activate verb vocabulary .
3Telling the tale of L. N. Tolstoy “The Three Bears”
Learn to emotionally perceive a fairy tale, pay attention to figurative words, remember and intonationally expressively reproduce the words of the text; help to assimilate the content of the fairy tale through modeling.
4Telling the fairy tale “Zayushkina’s Hut”
Teach children to emotionally perceive a fairy tale, understand and remember the plot and characters; learn to accurately repeat songs from fairy tales; practice word formation.
5 Reading the fairy tale “Fear has big eyes”
, arr. M. Serova. Teach children to emotionally perceive the work, to be aware of the theme and content; evoke a desire to memorize and expressively reproduce quatrains.
DECEMBER
WEEK 1 “Hello guest winter”
1 Reading the nursery rhyme “Three sleighs flew through the snow, through a blizzard”
. Continue to introduce children to small folklore genres that reflect elements of folk life.
2 reading of a Russian folk tale: “The Snow Maiden”
. Promote the development of dialogical speech, listen and understand the question. Discussion of a fairy tale read.
3. Reading poems about winter
Introduce children to poems about winter, introduce them to high poetry.
4 Reading the fairy tale “The Snow Maiden and the Fox”
. Target. Introduce children to Russian folk tales
5 Reading the poem by V. Berestov: “Snowfall”
.
Teach children to recite short poems by heart. Continue teaching children to agree adjectives with nouns. Listening to Tchaikovsky “Winter”
WEEK 2 “Fairy Tale Week”
1 "Tales of the Peoples of the World"
Goal: Creating conditions for stimulating speech activity by introducing children to fairy tales of the peoples of the world.
2 Reading a fairy tale in verse K. I. Chukovsky “Moidodyr”
Teach children to emotionally perceive a poetic work, to be aware of the theme and content; evoke a desire to memorize and expressively reproduce quatrains.
34Telling the Russian folk tale “Masha and the Bear”
Continue to teach children to emotionally perceive a fairy tale, memorize and intonationally expressively reproduce words and phrases from the text in the process of theatricalization
4Telling the Italian fairy tale “Lazy Brucholina”
. Teach children to emotionally perceive the content of a fairy tale, remember the characters and sequence of actions, using the modeling method.
5 Reading fiction : L. N. Tolstoy “Three Bears”
Goal: To develop the ability to emotionally perceive a fairy tale, to be attentive to figurative words
WEEK 3 “From the life of animals”
1 Russian folk tale “The Cockerel and the Hen”
Goal: Creating conditions for the development of attention by introducing children to Russian folk tales.
2. Solving riddles about animals.
To consolidate children's knowledge about the genre features of riddles; learn to distinguish riddles from miniatures of other genres. Develop the ability to solve riddles based on a simple description. Learn to use knowledge about animals when solving riddles.
3Telling the tale of K. Chukovsky “Chicken”
Teach children to emotionally perceive the content of a fairy tale;
practice selecting words for a given word, replenish the dictionary with emotional and evaluative vocabulary ;
teach children to find means of expressing an image in facial expressions, gestures, and intonations. 4 Reading the works of A. Krylov “The story with the hedgehog”
,
“The rooster got sick with tonsillitis”
, M Pirishvina “Hedgehog.
Teach children to perceive the linguistic and artistic features of a poetic text.
5 Russian folk nursery rhymes “Kitsonka-murysenka”
,
“The cat went to market”
Introduce children to Russian folk nursery rhymes; evoke an appropriate emotional attitude towards the characters.
WEEK 4 “Santa Claus’s Workshop”
1Memorization of the poem by E. Trutneva “Happy New Year!”
. A story from personal experience on the topic “New Year's holiday. Teach children to express their impressions of the New Year holiday in coherent statements, when reciting poems by heart, to convey joy and triumph through intonation.
2. Memorizing poems about the New Year.
To develop children's memory, figurative speech, monitor sound pronunciation, and help create a joyful atmosphere in anticipation of the New Year holidays.
3 Reading to children K. Chukovsky “Yolka”, look at the illustrations for the poems.
4 S. Kozlova “How a hedgehog, a donkey and a bear cub celebrated the New Year”
5 Memorizing the poem by A. Usachev “Father Frost”
6 A. Usachev “Father Frost”, “New Year”, “March of the Snowmen”, look at the illustrations for the poems.
7. Reading a ritual song
introduce children to ancient Russian holidays (Christmas, Carols)
; teach to distinguish between genre features of ritual songs; teach to understand the main idea of songs; reveal to children the riches of the Russian language, teach them to speak figuratively and expressively.
JANUARY
WEEK 1 “Winter-winter, it was a snowy winter”
1: V. Golyavkin “How I celebrated the New Year”
Goal: Creating conditions for stimulating speech activity by familiarizing children with the work of V. Golyavkin.
2Telling the Russian folk tale “The Snow Maiden and the Fox”
Teach children to emotionally perceive the content of a fairy tale, imagine images of characters, express their impressions in words, facial expressions, gestures;
enrich speech with fairy-tale vocabulary ;
to form intonational expressiveness of children’s speech. 3Memorization of A. Kondratiev’s poem “Blizzard”
To teach children to emotionally perceive and understand the figurative content of a poetic text, to connect it with real
pictures of nature , to convey its joyful character in independent reading ; to enrich the children’s vocabulary with figurative words and expressions: snowflakes-fluffs, cobwebs, flies, spins, pours, dances.
4 L. Voronkova story “It’s snowing”
Introduce
a work of art , reviving in the children’s memory their own impressions of the snowfall.
5 V. Dal “Snow Maiden Girl”
Task: to create conditions for the formation of interest and need for reading .
6 RNS "Morozko"
7 L. Voronkova “It’s snowing”
- introduce
a work of art .
WEEK 2 “Family”
1 Reading the fairy tale “Geese and Swans”
, arr. M. Bogolyubskaya Teach children to emotionally perceive the work, to understand the theme and content; evoke a desire to memorize and expressively reproduce quatrains.
2 S. Ya. Marshak “The Tale of a Stupid Mouse”
Introduce the fairy tale
“About a Stupid Mouse”
;
make you want to listen again; show images of heroes; cultivate interest in works of art .
3 Reading the poem “We need different mothers, we need all kinds of mothers”
(Russu V.)
4 Reading the Russian folk tale “Sister Alyonushka and Brother Ivanushka”
.
Goal: developing the ability to listen carefully, developing an interest in reading
5 Reading a poem by A. Barto "Mom goes to work"
.Goal: Invite children to answer questions based on the content. Learn to use figurative words and expressions.
WEEK 3 “Our little brothers”
1 Reading the fairy tale “Bull - black barrel, white hooves”
, arr. M. Bogolyubskaya. Teach children to emotionally perceive the work, to be aware of the theme and content; evoke a desire to memorize and expressively reproduce quatrains.
2 Reading the Russian folk tale “The Wolf and the Seven Little Goats”
.
3. Solving riddles about pets.
To consolidate children's knowledge about the genre features of riddles; learn to distinguish riddles from miniatures of other genres. Develop the ability to solve riddles based on a simple description. Learn to use knowledge about animals when solving riddles.
4 Reading the Russian folk tale “Winter Forest Tale”
.
5 Reading poems from S. Marshak’s cycle “Children in a Cage”
FEBRUARY
WEEK 1 “Feathered friends. Feed the birds in winter"
1Memorization of the poem by E. Blaginina “Fly”
Teach children to emotionally recite the poem
“Fly”
, conveying an encouraging and interrogative intonation;
activate vocabulary on the topic “Birds in winter”
.
2 Reading B. Dahl "Crow"
Goal: to develop the ability to listen to stories and follow the development of events.
3 Reading a fairy tale by K. I. Chukovsky “Chicken”
Goal: to develop interest and need for reading , the ability to use words and expressions from the text.
4 Reading N. Naydenova “Bird”
5. Solving riddles about birds.
To consolidate children's knowledge about the genre features of riddles; learn to distinguish riddles from miniatures of other genres. Develop the ability to solve riddles based on a simple description. Learn to use knowledge about birds when solving riddles.
WEEK 2 “Nature in winter”
1 I. Tokmakova “There is a lantern on the street. Snowflakes are spinning under him...”
2 Reading the fairy tale “Zayushkina’s hut”
— to cultivate in children sympathy for the hero of a fairy tale.
3. Reading poems about winter
Introduce children to poems about winter, introduce them to high poetry.
4 Listening to the fairy tale “The Snow Maiden”
— teach children to empathize with a fairy-tale hero.
5Memorization of M. Klokova’s poem “Winter has passed”
Teach children to recite the poem
“Winter has passed”
; practice selecting definitions for a given word.
WEEK 3 “Defenders of the Fatherland”
1 Reading a poem by A. Oshnurova “In our army”
to cultivate respect for the defenders of the Motherland, to arouse the desire to cultivate the best qualities in oneself.
2 O. Bundur “Soldier”
offer to listen to a poem, learn to name items of clothing, attributes, and conduct role-playing dialogues.
3. Reading poems about the army.
Expand children's understanding of the army and the peculiarities of military service. Instill a sense of pride in your country's army.
4 Reading the poem “Beat the Drum!”
I. Gamazkova.
5 T. Bokov “Like Dad”
WEEK 4 “Magic words”
1 Russian folk tale
"The Cockerel and the Beanstalk"
Continue to get acquainted with Russian folk tales; learn to understand the characters' personalities.
2 L. N. Tolstoy’s story “Truth is dearer than everything else”
Bring the author’s thought to the consciousness of children
(you must always tell the truth)
; help them remember the story; develop memory and thinking.
3 V. Mayakovsky “What is good and what is bad”
.Ts:: help children understand the content of the poem; learn to analyze actions; develop speech; create a desire to do only good deeds.
4 Reading a poem by S. Y. Marshak: “If you are polite”
.
MARCH
1 WEEK “Spring. March 8 is Women's Day »
1 Reading a poem by A. Pleshcheev "Spring"
Introduce the poem; learn to name the signs of spring;
develop a poetic ear; cultivate interest in art.
2 Reading poems by A. Barto "Everything for everyone"
,Goal: to instill a love for
literary works , teach to listen carefully, and answer questions about what you read.
3 S. Kaputikyan “My Grandmother”
Goal: to instill a love for
literary works , teach to listen carefully, and answer questions about what you read.
4 Reading poems and nursery rhymes about the sun, looking at illustrations.
5 Reading a fairy tale Sh . Perrault "Tom Thumb"
WEEK 2 “Important Subjects”
1 Thu. R. n. With. at the request of the children.
2 Reading fiction : S. Marshak “Gloves”
,
3 ChHL: K.I. Chukovsky “Fedorino’s grief”
4 Reading : Russian folk tale “The Fox and the Crane”
.Goal: to encourage children to identify positive and negative characters in a fairy tale.
WEEK 3 Every knows the fire number - 01!”
1 S. Marshak “Cat House”;
Purpose: to introduce S. Marshak’s poem “Cat House”
2 P. Golosov “The Tale of the Hare’s House and the Dangerous Box”
3 B. Zhitkov “Smoke”
4 story by N. Pikulaev “Fire Truck”
;
5 K. I. Chukovsky “Confusion”
Goal: to introduce children to the work of K. Chukovsky
WEEK 4 “Modes of transport”
1 Readings of A's poem . Barto "Truck"
.
Goal: develop speech, train memory, enrich vocabulary.
2 Reading fiction Reading a story by M. Ilyin and E. Segala “Cars on our street”
3. Solving riddles about transport.
To consolidate children's knowledge about the genre features of riddles; learn to distinguish riddles from miniatures of other genres. Develop the ability to solve riddles based on a simple description.
4 Reading E. Miler "The Mole and the Little Car"
.
Purpose: to introduce the work.
5 V. Suteev “Boat”
APRIL
WEEK 1 “Birds of Migratory”
1. Guessing and composing riddles about birds. Develop logical thinking and imagination.
2 Reading A. Mike "Swallow"
Goal: expanding the understanding of birds.
3 Reading N. Sladkova “The rooks have arrived;
Goal: development of coherent speech in children;
4 S. Gorodetsky “How birds learned to build nests”
,
5 T. Nuzhina “Sparrows”
,
"Martin"
,
Shaping Humanity
Reading fiction in the 2nd junior group, for example folk tales, helps preschoolers familiarize themselves with the expressive Russian language, figurative speech, humor, and figurative comparisons. With the help of folk tales, interest in the traditions of their ancestors is formed in the younger generation, and a sense of pride in their country is established. A child who, in preschool age, learns to empathize with literary characters will not experience problems communicating with peers and adults. It is in the process of reading that such humane qualities as kindness, sympathy, justice, and care are formed in the younger generation.
What other significance does literary reading have? The 2nd junior group is the optimal age for developing communication skills and forming the foundations of citizenship.
Preview:
Long-term planning of educational activities for familiarization with fiction.
S. Marshak “The Tale of a Smart Mouse.”
Help children understand the plot of the fairy tale. Learn to answer the teacher’s questions about the content of the fairy tale text. Develop the ability to empathize with characters.
A. Maikov “Lullaby”.
Introduce children to a new lullaby. Learn to read by heart. Cultivate a kind, sensitive attitude towards each other.
Teach children to listen to works to the end, answer questions about the content, cultivate a caring attitude towards their things, and a desire to put things back in their place.
"Little fairies" excerpt.
Teach children to read by heart. Instill a love for Russian folk art. Emotional responsiveness to reading nursery rhymes.
To introduce children to the work of K. Chukovsky, to encourage in children the joy of meeting their favorite fairy-tale characters. develop imagination. Develop intonation means of expressive speech.
I. Tokmakova “He will buy onions.”
teach children to memorize short poems. Develop dialogical speech. Ability to engage in conversation.
Russian folk tale “Cat Rooster and Fox”
Introduce children to a fairy tale. Learn to answer questions about the content of the fairy tale. Cultivate an interest in fiction.
Encourage a sense of empathy in children. The desire to help someone in need. Learn to memorize a poem.
B. Zhitkov “How we went to the zoo.”
To form a concept-story in children. Comprehend the plot, convey in your own words the events that happen to the characters in the stories. To develop moral qualities in children.
“A squirrel is sitting on a cart.”
To develop children's interest in oral folk art. Teach children to recite a nursery rhyme by heart.
Getting to know the work
V. Bianchi “Bathing bear cubs”
Develop the ability to listen carefully to a story. Cultivate a sense of compassion in children. The ability to see good and bad in actions.
“Tilibom. Tili-bom!
Teach children to read by heart. Teach children to observe life safety.
reading N. Myalik’s fairy tale “Pykh”
Introduce children to a fairy tale. To teach children to participate in a general conversation, to listen without interrupting their peers. Be able to draw conclusions from what you read.
Develop the ability to understand and then reproduce the figurative language of a poem. Read by heart expressively.
reading the fairy tale “Fear has big eyes”
Help children understand the content of the fairy tale, pay attention to the unusual title. Cultivate interest in Russian folk art.
Introduce children to a new poem and memorize it. Introduce children to poetry. Continue to develop memory and attention.
Russian folk tale “How a goat built a hut”
Introduce children to a new fairy tale. Learn to listen and understand a fairy tale accompanied by showing pictures. Getting to know nature.
“I’m going, I’m going to see grandma and grandpa.”
Make children want to listen to a nursery rhyme. Learn to tell a nursery rhyme together with the teacher. Cultivate a love for folk songs and nursery rhymes.
K. Chukovsky “Miracle Tree”
Continue to introduce children to the works of K. Chukovsky. Learn to listen to a new piece. Cultivate responsiveness and kindness.
nursery rhyme “Chicky-chicky-chickalochki”
Continue introducing children to nursery rhymes. Learn to recite nursery rhymes expressively by heart.
K. Ushinsky “Cockerel with his family”
Introduce children to a new story. Help children understand its content. Create a desire to become the heroes of the story. Cultivate perseverance.
Continue to learn to listen to a familiar piece, read by heart, following the sequence.
A. Barto “Dirty Girl”
Continue to introduce children to the works of A. Barto. Bring children to understand that cleanliness is the key to health. The desire to always be clean.
- Grandmother and grandfather. Mommy and daddy, two older sisters, and a sweet kitten. And of course me. Very friendly family.
Make your child happy and proud of his family. Learn to read a poem by heart.
Help children understand and remember the content of the story. To develop in children the skills of coherent, sequential and logical retelling. Develop listening skills.
Teach children to remember and expressively tell a nursery rhyme. Cultivate interest in oral folk art.
K. Chukovsky “Chicken” (O.S. Ushakova p. 54)
Expand children's knowledge about poultry. Learn to answer the teacher's questions correctly. Cultivate interest in fairy tales.
V. Berestov “Hen with chicks”.
Teach children to read a poem by heart. Cultivate perseverance.
reading the Russian folk tale “The Snow Maiden and the Fox”
Introduce children to Russian folk tales. Learn to emotionally perceive the content of a fairy tale, imagine the image of a character. Monitor the progress of the action. Cultivate interest in fairy tales.
Teach children to recite a poem by heart. Introduce the characteristic signs of winter, the characteristics of snow.
L. Voronkova “It’s snowing.”
Introduce children to the content of the story, reviving in the children’s memory their own impressions of heavy snowfall. Learn to listen and monitor the development of actions. Foster a love and interest in nature in winter.
Teach children to read a short poem. Arouse interest. Reinforce knowledge through poetry, like decorating a Christmas tree.
Russian folk tale “The Little Goats and the Wolf” - style by A.N. Tolstoy (O.S. Ushakova p. 64)
Teach children to convey the characters' personalities when playing their songs. Activate verb vocabulary. Compose coherent statements on a given topic using a structural and logical topic.
Russian folklore “Like our cat”
Aesthetic education
With the help of artistic expression, children understand the beauty of the sound of Russian speech. It gives the children an idea of the moral qualities that a person should have. V. A. Sukhomlinsky said that reading is the path along which a thinking and intelligent teacher will find an approach to a child’s heart. Reading in kindergarten contributes to the formation of linguistic forms and verbal characteristics in preschoolers. The 2nd junior group is a time when it is important to form poetic vocabulary, emotional mood, metaphors, comparisons, epithets in the younger generation.
Reading functions
Reading literature in the 2nd junior group performs an educational function. Child psychologists consider this process to be a complex mental activity that combines emotional-volitional and intellectual motives. As a characteristic feature of the perception of a work of art, one can highlight the mental transference of the hero of the work into real life. Educators often use role-playing games during the reading process, emphasizing certain qualities of the main characters of the literary work in question.
Methodology for introducing preschoolers to literary works
Why is reading to children so important in kindergarten? Junior group 2 is the time when psychologists recommend developing imaginative thinking. To make the book that the teacher reads interesting for children, you can use role-playing games and puppet theater.
While reading a book, the teacher changes the intonation, emphasizing the positive and negative traits of the hero, highlighting certain storylines. A mandatory element after reading a work is its discussion. The teacher asks the children questions, by answering which the children develop their speech skills. They not only learn to express their thoughts, but also develop communication skills.
How to turn reading the fairy tale “The Gingerbread House” into a real performance? 2 younger group can take an active part in “revitalizing” this work. With the help of facial expressions, movements, armed with soft toys, children can “read” this work together with the teacher.
Fairy tales before bedtime card index (junior, middle group)
Andrey Prokofiev "Hedgehog's Tale"
Once a Hedgehog was walking through the forest. The day turned out to be sunny and warm. The Hedgehog walks around, sends greetings to the squirrels, and greets the hares.
Once a Hedgehog was walking through the forest. Closer to lunch, the Hedgehog got ready to go home. I just decided to rest a little in a strawberry meadow. He lay down in the shade and dozed off.
Here, unfortunately, the Wolf ran by. I saw someone lying in the grass, clicked his teeth and went to the Hedgehog. And he had already curled up into a ball and heard the wolf.
The Wolf got angry, kicked the hedgehog with his paw, and growled: “I thought it was the mole that came out to me for lunch, but you are the forest thorn.” Look, if you get caught again, I'll eat you with your giblets.
He growled and ran on. As soon as the wolf left, the Hedgehog turned around and looked - the sun was hiding in the clouds, it was about to start raining.
“I won’t make it home in time,” the Hedgehog decided, “I’ll have to wait out the rain under the tree.”
So I did.
There was a rumble overhead, lightning streaked across the sky, and the rain poured down like a wall. A Hedgehog sits under a Christmas tree, shuddering from the thunder. Suddenly he hears someone crying. It's pitiful, pitiful.
“Maybe someone is in trouble,” thought the Hedgehog. “We should help.”
Not far away, under an old stump, the Hedgehog saw a hole. From there the plaintive crying was heard.
The hedgehog looked into the hole, and there were small wolf cubs. They are huddled together, trembling with fear. Even though they were wolves, they were afraid of thunderstorms.
Hedgehog felt sorry for the wolf cubs, but he was also afraid to climb into the hole in case the Wolf came. What to do?
The Hedgehog looked around, there was no one around, and he climbed into the hole. And it’s warm and dry inside, only the wolf cubs are shaking, like it’s frosty outside.
“Don’t be afraid, you fools,” says the Hedgehog, “soon the storm will end and your dad will come.” By the way, I saw him recently.
- Is it true? - the wolf cubs didn’t believe it.
“It’s true, he ran to the beaver on the lake to get some fish,” the Hedgehog came up with, “Let me tell you a fairy tale.”
“Come on,” the wolf cubs were delighted, “what fairy tale?”
- Which one? - Hedgehog was surprised, - of course it’s magical!
The wolf cubs lay down more comfortably and became quiet. The Hedgehog began to tell them a fairy tale; about the magical forest, the Braggart bunny and the Drill Bear.
The cubs warmed up and quietly fell asleep.
The rain soon stopped, and the Hedgehog decided that it was time for him to go home.
He slowly crawled out of the hole and...
The menacing Wolf stood right in front of him. The hedgehog wanted to curl up into a ball, but the Wolf immediately pressed him to the stump with his paw.
“I wonder,” the Wolf licked his lips, “What were you doing in my house?” Are you here for dinner?
The hedgehog was so scared that he couldn’t answer anything.
“I was telling a f-tale,” the Hedgehog whispered barely audibly.
“Now you will tell a fairy tale to my empty belly,” the Wolf laughed, opening his mouth. “I told you, I’ll eat it with giblets.”
“Dad, daddy has come,” a thin voice rang out, and the sleepy wolf cubs rolled out of the hole.
“Dad, we were scared of the thunderstorm, but Uncle Hedgehog calmed us down,” the wolf cubs surrounded their father, “He told us such an interesting tale!”
“And we fell asleep,” the smallest wolf cub yawned and snuggled up to his father’s paw.
The wolf let go of the Hedgehog, stroked the cubs, and said in a hoarse voice:
- Well, sorry Hedgehog, I got excited and joked. And thanks for the wolf cubs and the fairy tale. Thank you very much.
“Thank you, Uncle Hedgehog,” the wolf cubs squeaked.
“You’re welcome,” the Hedgehog smiled and disappeared into the thicket.
Andrey Prokofiev "Hare's Foot"
One morning, a magpie on its tail brought news for the Hare - “Like, your friend the Hedgehog brought you a huge carrot and is looking forward to visiting you.”
The bunny dropped everything and quickly went to the Hedgehog. “That’s great, carrots, and a huge one at that, and I just didn’t have breakfast,” the hare licked his lips as he ran.
And suddenly, jumping over a ravine, he stepped on a sharp root. Yes, it was so unfortunate that a wound immediately formed.
Bunny was upset, his paw hurt, and there was still a long way to go to get to Hedgehog. What if the Hedgehog doesn’t wait for him and eats the carrot himself?
Bunny sits crying, stroking his paw. A crow happened to fly past here. She became curious why the hare was crying.
- Hey, oblique, why are you sitting here, shedding tears? - asked the crow.
“Well, I was in a hurry to see the Hedgehog,” says Bunny. “But I hurt my paw on a root, it hurts to walk, ahhh...
And tears flowed more than ever.
“Don’t cry,” the crow grew kinder, “do as I do.” When I hurt my wing on a branch, I fly higher into the tree, expose the wound to the wind and the sun, and everything goes away.
With that, the Crow flew away, and the Bunny looked at the trees - they were so huge, it was impossible to climb.
“No,” thought Bunny, “I’m not a squirrel jumping on branches, it’s too high.”
Bunny walks slowly along the path, limps, and drops tears on the ground. Then the green mound in front of him began to move, swelled up like a bubble and burst. A mole crawled out of there, and a hare's tear fell right on his nose.
- Who is here? – the mole snorted.
“It’s me, Uncle Mole, Hare,” sobbed the Bunny.
“Why are you crying,” the mole was surprised, “Who offended you?”
“No,” answers the Bunny, “I hurt my paw, it hurts a lot, but I need to get to the Hedgehog.”
“Don’t cry,” the mole waved his paw, “your wound is fixable.” I heard that in one village there lives a smart dog, they say he cured many animals.
The mole thought, “I just don’t remember which village.” Just ask the Hedgehog, he knows.
Bunny thanked the mole and hurried on. Soon the river appeared, and then cross a bridge, two clearings and there it is, Hedgehog’s house on a hill.
Beaver was completing a dam in the river. He saw a hare and screamed; - Hello buddy! Why is he so sad?
“Yes, I hurt my paw,” responded Bunny, and he himself was choking on his tears, his paw hurt and he had no strength.
The beaver swam to the shore, looked at the paw and said:
- Don’t worry, just do as I do, stick your paw in the water and everything will go away, all my sores go away in the water.
“Thank you,” Bunny thanked the Beaver, and he himself thought;
“Let me try, maybe it will really help”
The hare put his paw in the water and sat and waited. After a while, it really became easier, the pain subsided. But the sun is about to hide behind the treetops, and the Hedgehog is still a long way to go.
“We have to hurry,” Bunny sighed and walked on.
The sun had already set, the coolness had fallen, the Hedgehog was just about to dine on a delicious mushroom, when there was a knock on the door.
- Who's there? - asked the hedgehog.
“It’s me, Bunny,” a familiar voice sobbed.
The hedgehog took his friend into the house, poured him some hot tea, listened to his story and said:
- Yes....., Mole said it right, we need to see a doctor. I’ve heard about this dog, I even know what village she lives in, it’s very close here, let’s go right now.
They came to a neighboring village, where a doctor dog lived in a booth on the outskirts. She looked at the hare's foot and said:
- This is not a dangerous wound, don’t cry, I’ll be right there.
And she ran away somewhere into the bushes. A minute later she brought some piece of paper and explained to Bunny:
- This is a plantain leaf, some kind of grass. Rinse the wound with water and apply the leaf. It will stop the bleeding and relieve the pain. In the morning you will be as good as new.
“Thank you,” said Bunny, “I’ve been living in the forest for so many years, but I had no idea that plantain is a medicinal herb.”
Already in the evening, in his crib, wrapped in a warm blanket, the half-asleep Bunny asked the Hedgehog,
- Hedgehog and Hedgehog. How does a dog know about forest herbs and know how to treat...
“They say she used to live in the city with a doctor, and she probably learned it there,” muttered the Hedgehog, falling asleep.
But Bunny didn’t hear this anymore - he was sleeping. He had all sorts of beautiful dreams that you will probably have too, baby.
"The Tale of the Rhino who Couldn't Sleep"
Once upon a time there lived a Rhinoceros, he was gray and thick-skinned, with a large horn on his nose. So cute, Rhino. One day the Rhinoceros began to prepare for bed. He drank a glass of milk and cookies, washed his face, brushed his teeth, put on his pajamas and went to bed.
Everything is as usual. Only that evening Rhino could not fall asleep. He tossed and turned in bed, but sleep did not come. First he decided to think about something pleasant. He always did this when he couldn't sleep. The rhinoceros remembered the colorful butterflies fluttering in the sky, then thought about the juicy fresh grass. Delicious... But sleep never came.
Then Rhinoceros began to count pink elephants, as they always do to fall asleep. “One elephant, two elephants, three elephants... one hundred and twenty elephants.” No, and it didn't help.
And that’s when a wonderful idea came to Rhino! He thought that he couldn't sleep because he forgot to do something before going to bed. Probably something very important. What exactly? He thought carefully and remembered! It turned out that Rhino forgot to put away his toys. That's what it was all about! He even felt ashamed.
The rhinoceros got out of bed and removed all the toys that were scattered on the floor. Then he lay back in bed, closed his eyes and immediately fell asleep.
Good night, Rhino!
"Worms and the Hedgehog"
The worms went for a walk in the forest. They walk past fir trees, past pine trees, past birch trees. Suddenly they see a hedgehog sitting on a stump and feeling sad. - Hello, Hedgehog. Why are you so sad? — My mother asked me to pick mushrooms. “And I collected half the basket, saw an owl, and running away from it, I tripped and scattered almost all the mushrooms,” said the Hedgehog and sighed. - Well, let us help you! - said the worms. - Oh, thank you very much!
And they went to collect mushrooms. The hedgehog even wrote poetry out of joy:
One mushroom, two mushrooms, Here's an owl flying, my friend, Let's run after the stump.
They picked a full basket of mushrooms and the hedgehog said: “Come to us for dinner.” My mother makes very tasty mushrooms. The worms in caps happily agreed and went to visit the hedgehog. After having a delicious dinner and thanking the hedgehog mother, they went home. At home they went to bed in their cozy beds.
Natalya Yashchenko “How the tiger cub Striped was looking for treasure”
The tiger cub Striped woke up in the morning and decided to look for the treasure. He went to his friend Frog. - Little Frog, let's go look for the treasure! - said Stripe. - What is a treasure? - asked the Frog. - Well, this is what everyone is probably looking for. In fact, Stripe did not know what the treasure was, but he read a lot about it in books. “Let’s take the Hedgehog too, the three of us are more fun,” suggested the Little Frog and they went to the Hedgehog. - Ooooh! Treasure. “I heard that there is a treasure under a large tree in a green clearing,” said the hedgehog. And the friends went to the big tree. They walked around him once, then again. But the treasure was nowhere to be found. A squirrel was sitting on the top of a tree. - What are you doing here? she asked. - We're looking for treasure. “Ha-ha,” the squirrel laughed, “They bury the treasure in the ground.” — Are they buried in the ground? - the friends were surprised. And they started digging for treasure. Having dug a hole under a large tree, they stumbled upon something: it was a large book of fairy tales. The friends opened the book and began to read. The fairy tales were so interesting and kind that Stripe, Little Frog and Hedgehog read the fairy tales with pleasure until the evening. Even Squirrel came down to listen. And when it began to get dark, the friends got ready to go home. - What should we do with the treasure? Who buried him? A crow was sitting on a nearby tree. -Carr. The badger buried it when it grew up. He said that when he has little badger children, he will dig up a book with fairy tales and read it to them. “Yes, I forgot about her,” said the crow. And the friends went to Uncle Badger. When he saw the book with fairy tales, he was very happy. - Thank you! I completely forgot about my treasure! I think my little badgers will really like these tales. And you come to visit us and read fairy tales! And now it’s late and it’s time for you to sleep! Stripe, Little Frog and Hedgehog said goodbye to the badger and went home. At home they had dinner, brushed their teeth and went to bed. And they dreamed of good fairy tales.
"Puppy Woof Woof"
A little puppy sat in a clearing and barked loudly: “Woof-woof!” Stripe heard him. - Why are you barking so loudly? - Striped asked the puppy. - I'm lost. - Oh, how did you get lost? “I ran after a sunbeam and didn’t notice how I ran far from home,” said the puppy. - Then we need to help you return home! - But how can I do this? - I don’t know... let’s go see the hedgehog, he’s smart! And they went to the hedgehog. The hedgehog listened to the puppy and said: “Dogs have a very good sense of smell.” Didn't your mom tell you? “She said something, but I didn’t listen to her,” said the puppy and began to cry. - Try to smell the air, do you smell any familiar smells? - suggested the hedgehog. The puppy sniffed. — Somewhere it smells like sausage. My dad loves this sausage. And the Puppy ran towards the smell of sausage and soon ran to his house. - Hooray! I'm home! Thank you, hedgehog and Stripe. The puppy was very tired, so he lay down in his bed, on his pillow, covered himself with a blanket, closed his eyes and fell asleep. And of course I ended up in Zasypnydia and saw a kind and cheerful dream.
"How to Cross a Stream"
Spring came. The snow melted and clear spring streams began to flow. Worms in caps came out of the house, and right in front of the entrance to the house... a stream. How can they get across the stream and into the garden? They began to think. An ant walks by. - Good morning, worms. Why are you depressed? - asked the ant. “We don’t know how to get across the stream,” answered the worms. “Well, it’s simple,” said the ant. He took a blade of grass, threw it across the stream and crawled along the blade of grass to the other side. “Eh, but a blade of grass can’t support us,” said the worms and began to think further. Then a light spring breeze brought a leaf from the tree. The leaf fell into the stream and floated like a small boat. The worms took the twigs. They caught a leaf with twigs and climbed onto it. And on a leaf they crossed the stream. An ant met them there.
“I’m so glad that you crossed the stream yourself.” “I was already thinking about calling for help,” he said. And they went to the garden together. After all, the worms and the ant were very hardworking. And when you work well, you dream good and kind dreams.
Speech development
What other function does reading perform in the 2nd junior group? Below is a list of those works that are recommended by the new federal educational standards, but we note that all books should contribute to the development of communication skills of the younger generation.
The preschool program involves the formation in children of a certain category of words that denote the names of objects, elementary actions, and phrases. All of them are present in the literary works included in the preschool educational program.
Particular attention is paid to expanding the orientation of preschoolers in the existing reality. Short stories, nursery rhymes, and poems discussed in class during this period contribute to the development of active speech, the development of the ability to ask questions, and convey impressions of a work of art heard.
Role play while reading
Special classes on speech development, which are a mandatory element of the program in preschool institutions, involve the use of physical activity and independent role-playing. The use of visual aids: living and inanimate objects, images, toys, pictures is accompanied by words and replicas, allowing children to enrich their speech.
Works of folk oral art, artistic expression, nursery rhymes, jokes, fairy tales - all this presupposes the use of visual aids in early preschool age. The teacher shows actions and movements using toys. A child, listening to figurative speech, perceives movements in full accordance with the voiced text, reproduces small excerpts from a fairy tale or poem he heard.
Of particular importance is the use of pedagogical methods that promote the development and improvement of independence of preschool children. The tasks that preschoolers must complete gradually become more complex. For example, they not only listen to a fairy tale, but also have to describe the appearance of the hero and list the qualities that he possesses. Such tasks develop logical thinking in the younger generation, form imagination, and teach them to observe and analyze the phenomena and events they see.
While reading books, which are supplemented with bright and colorful illustrations, the teacher focuses the pupils’ attention on the image and asks the children to describe the picture. After listening to the work, the teacher invites the children to reproduce excerpts from the book they read. In addition, in the process of reading poetry, the teacher uses the method of collective memorization. Children repeat 1-2 lines of the poem in turn; by repeating it repeatedly, they memorize a short poem.
Thanks to this method of work, the teacher fully fulfills the task assigned to him by the Federal State Educational Standard, namely, to form a harmoniously developed personality.
During role-playing games, children learn to communicate with peers and use speech to explain their own actions.
How do younger preschoolers perceive literature?
When introducing children of primary preschool age, it is necessary to remember that sometimes it is difficult for them to understand even seemingly simple things, so while reading they may be distracted or ask their own questions. This is especially true for the second youngest group. The teacher’s task is to be patient, treat with understanding and try to answer children’s questions as clearly as possible.
In addition, during the reading process it is worth paying attention to the most significant details, since children are not always able to grasp them on their own. To do this, you can make a list of leading questions in advance. Questions will allow you to include all children in the group in the reading process and subsequent conversation.
When introducing children of the second younger group to fiction, the teacher must take into account the peculiarities of perception of children of this age:
- absent-minded attention;
- dividing heroes only into good and bad;
- trying on images for yourself;
- restlessness, cannot listen for a long time;
- craving for magic;
- They prefer watching cartoons and illustrations to reading;
- sensitive to comments and corrections from the teacher.
Based on these features, acquaintance with fiction is best organized in small groups. When forming a group of children, the teacher should take into account the interests of the children and, in accordance with this, unite them.
Additionally, greater productivity can be achieved through the use of visualizations. That is, accompany the reading by viewing illustrations or pictures.
Note 2
The entire reading process should take place in a favorable emotional and psychological environment, which will contribute to the child’s development of a sustainable interest in getting acquainted with fiction in the future.
