Reading fiction in the second junior group

The use of fiction in kindergarten classes is a powerful means of developing a harmonious personality. Reading helps improve a child's mental, aesthetic, speech abilities and skills. In the second younger group, more and more attention needs to be paid to reading, to cultivate a love of books. The lesson process itself can be structured in completely different ways - it depends on the tasks set and the topic of the chosen work.

  • 2 How to read with children of the second youngest group
    2.1 Organization of reading using the example of the Russian folk tale “Kolobok”
  • 2.2 Table: long-term plan for fiction (fragment, author Natalya Aleksandrovna Artyukhova)
  • 2.3 Table: examples of GCD notes in the second junior group in fiction
  • 3 Video: reading poems by Agnia Barto in classes in the second junior group
  • The benefits of reading fiction for children 3–4 years old

    In children aged 3–4 years, there is an active development of imagination and cognitive processes. The child is already able to emotionally evaluate and comprehend the texts of works: empathize with the characters, give an assessment, and draw conclusions.

    Reading fiction develops imaginative thinking, fosters a love of reading, nature, and the world around us. Collective reading in a group helps the teacher to open up for children the world of relationships between people, the features of life in society.

    Reading fiction develops imaginative thinking

    Reading books is the path along which a skillful, intelligent, thinking teacher finds the way to a child’s heart.

    V.A. Sukhomlinsky

    The following goals for reading classes in the second junior group are set:

    • developing a complete picture of the world;
    • development of speaking skills;
    • continued acquaintance with the artistic word;
    • developing the ability to construct answers to questions;
    • development of perception of artistic images;
    • introduction to the culture of reading, the formation of a love for books;
    • development of emotional reaction to events in works of art.

    Books help children explore and understand the world around them

    The objectives of a specific lesson may be:

    • introducing children to literary works, meeting new writers;
    • replenishment of vocabulary, familiarization with new words;
    • developing the skill of expressive reading and intonation;
    • expanding knowledge about the world around us (for example, getting to know professions while studying S. Mikhalkov’s poem “What do you have?”).

    Progress of the lesson:

    Children sit on chairs.

    Educator: Guys, today we are going to travel through fairy tales . Let's get on the train and go.

    They move around the room to the music. Every time before the train departs, the teacher reads a poem by T. Volzhina to the children:

    First stop.

    The train stops at the fairy tale "Kolobok"

    .

    With the help of the teacher, children remember the heroes of the fairy tale . The teacher asks leading questions, the children answer.

    Educator: Who baked the kolobok? Who did the bun come from? Who ate the kolobok?

    Sing the kolobok song with the children.

    Educator: Well done, guys.

    Educator: Now let's play the game "The Fox and the Hares"

    .

    The teacher pronounces the words, and the children perform the corresponding movements.

    The bunnies sat in a circle,

    They dig the root with their paw.

    Suddenly a fox runs

    The fox teacher is catching up with the hare guys.

    Educator: And now, guys, let's get on the train and go further to another fairy tale . Let's go:

    Too-too-too. I'll take you far!

    Children repeat after the teacher.

    Second stop: “ Tale of Teremok”

    .

    Educator: Now we have arrived in a fairy tale . Tell me, guys, what kind of fairy tale ?

    Educator: That's right, guys. Let's remember who lives in the little house?

    Educator: Who broke the tower?

    Educator: That's right, guys, the bear broke it. Now let's play the game: “The bear is in the forest.”

    R-r-r-y-y The teacher bear is catching up with the children

    How to read with children of the second youngest group

    In the second junior group, it will be useful to use the following techniques in the classroom:

    • artistic expression - reading a text;
    • teacher's story - here you can read the text or retell it, using various means to help: toys, puppet theater, pictures, filmstrips;
    • learning by heart;
    • individual reading and choral speaking;
    • combining two types of arts - viewing pictures, listening to music while reading;
    • staging (for example, acting out the fairy tale “Turnip” using finger toys or figurines);
    • didactic games.

    Should be read to children daily. There must be a book corner to which children will have constant access. There you need to place several books studied according to the program, as well as books recommended for study in your free time. At the age of 3-4 years, daily reading before bed after lunch is mandatory.

    It’s better when parents also support their child’s involvement in reading.

    Before reading a work to children, the teacher should read it himself and analyze it. Here you need to pay attention to the following points:

    1. Determine what the child can understand on his own in the book, and what needs to be explained for better assimilation.
    2. Mark passages and words in the text that will help develop speech when they are repeated (for example, the teacher reads the passage: “Little goats, kids! Open up, open up! Your mother came and brought milk...” (“The Wolf and the Seven Little Kids”), then reads some more times the phrase and asks the guys to finish it).
    3. Intonation moment: the teacher should highlight emotional moments with intonation.
    4. Selection of illustrations for the book.

    Conducting a more comfortable lesson without overloading children with unnecessary information and fatigue will be facilitated by:

    • changing teaching techniques with game ones (for example, after reading S. Marshak’s poem “The Tale of a Stupid Mouse,” you can play the game “Find the Mouse”);
    • alternation of group and individual responses of children (both verbal and motorically expressed);
    • inclusion of demonstration materials (toys, figurines, drawings, etc.) into the lesson - this pleases the kids and helps focus their attention;
    • using actions that will require the children to change their position, move (for example, “Children, let’s look where the cat hid” - and look under chairs and tables). This technique significantly enlivens the activity, enlivens the child’s imagination and prevents fatigue.

    Organization of reading using the example of the Russian folk tale “Kolobok”

    The objectives of the lesson are to introduce the children to the fairy tale “Kolobok” and teach them word formation.

    It is easier for children of primary preschool age to perceive text accompanied by illustrations

    The lesson can be structured as follows:

    1. Introductory part. The teacher conducts a conversation with the children, asks who Kolobok is, whether the children have heard of him before (from home reading, cartoons).
    2. Then reading an excerpt from a fairy tale: “I kneaded the dough with sour cream, rolled it into a bun...” (kids demonstrate with their hands how to make a bun).
    3. Expressive reading of a fairy tale (here it is worth emotionally highlighting the moments of joy when Kolobok manages to escape from the animals so that the children rejoice, and the moment of grief when the fox deceived him with her cunning).
    4. The teacher repeats with the children what different animals said to the kolobok (“Kolobok, kolobok, I’ll eat you!”).
    5. Word game (“Guys, now let’s play! I will tell you words that denote a large object, and you will say words that denote the same objects, only smaller: table - table, cup - cup”).
    6. Then the teacher shows the children drawings for the fairy tale “Kolobok”, saying that many famous artists have depicted Kolobok.

    The teacher must make full use of the necessary methodological techniques for mastering the material, developing listening skills, and reading comprehension. Expressive reading of a work helps children better remember the material and evaluate it. When discussing what you read, you can use a comparison of a situation in a book with a comparison of a real-life incident, and give hints when answering.

    Expressive reading will help you remember the material better

    When choosing a topic for a lesson, it will be very useful to associate it with some holiday or time of year for the children to better assimilate the material.

    Table: long-term plan for fiction (fragment, author Natalya Aleksandrovna Artyukhova)

    MonthSubjectWhat are the lessons aimed at?
    SeptemberPoem “The Preacher” by Sasha Cherny
    • Introduce the work of Sasha Cherny;
    • Arouse children's sympathy for their peers with the help of the teacher's story.
    Russian folk tale "Cat, Rooster and Fox"
    • Introduce children to Russian folk tales;
    • learn to answer questions about the content of a fairy tale;
    • develop auditory perception; cultivate interest in fiction.
    Russian folk tale "Three Bears"
    • Continue to introduce children to Russian folk tales;
    • to cultivate obedience and a sense of empathy for a girl lost in the forest.
    OctoberReading the Russian folk tale "Kolobok"
    • Introduce the fairy tale “Kolobok”;
    • learn to listen to a work of art;
    • answer questions about its content;
    • look at illustrations;
    • develop auditory perception.
    Reading poems by A. Barto from the “Toys” cycle
    • Introduce children to the poems of A. Barto;
    • cultivate good feelings, positive emotions;
    • teach listening;
    • learn to reproduce phrases from the text and the quatrains themselves.
    Reading poems by A. Blok “Bunny” and A. Pleshcheev “Autumn”
    • Introduce poetry;
    • develop a poetic ear;
    • evoke sympathy for the hero of the poem;
    • teach memorizing poetry.
    NovemberRussian 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.
    Russian folk tale “Sister Alyonushka and Brother Ivanushka”
    • Bring the idea of ​​the fairy tale to the consciousness of children;
    • help in character assessment;
    • instill in children good feelings towards loved ones.
    Reading poems about mom
    • Introduce children to poetry;
    • develop poetic taste;
    • develop a good attitude towards your mother, a desire to please her.
    Reading a fairy tale in verse by 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.
    DecemberRussian folk tale "Masha and the Bear"
    • Introduce the Russian folk tale “Masha and the Bear”;
    • help children understand the hidden agenda of the girl Mashenka (how she tricked the bear into taking her to her grandparents).
    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.
    Russian folk tale "The Fox and the Wolf"
    • Introduce the Russian folk tale “The Fox and the Wolf”;
    • introduce the images of a fox and a wolf, the characters of fairy tale heroes;
    • cultivate a love for Russian folk art.
    JanuaryL. Voronkova story “It’s snowing”Introduce a work of art, reviving in the children’s memory their own impressions of the snowfall.
    Russian folk tale "The Snow Maiden and the Fox"
    • Continue to introduce children to Russian folk art;
    • introduce the Russian folk tale “The Snow Maiden and the Fox”, with the image of a fox from other fairy tales;
    • learn to listen to works, answer questions.
    E. Charushin story “Wolf”
    • Give children an idea of ​​the lifestyle of animals;
    • cultivate love for animals, sympathy for their cubs in trouble.
    FebruaryRussian folk tale "The Wolf and the Seven Little Goats"
    • Introduce a fairy tale, make you want to listen to the work again and remember the goat’s song;
    • cultivate a love for animals;
    • sympathy for cubs in trouble.
    Z. Aleksandrova’s poem “My Teddy Bear”
    • Introduce the poem “My Bear” by Z. Alexandrova;
    • cultivate good feelings;
    • bring positive emotions.
    Russian folk tale "Rukavichka"
    • Introduce children to the Russian folk tale “The Mitten”;
    • promote overall emotional development;
    • learn to speak out about the character of the heroes of the fairy tale.
    Russian folk tale "The Cockerel and the Bean Seed"
    • Continue to get acquainted with Russian folk tales;
    • learn to understand the characters' personalities.
    MarchE. Blaginina, poem “This is what a mother is like”
    • Introduce E. Blaginina’s poem “That’s what a mother is”;
    • to cultivate in children a good feeling, love for their mother.
    Reading of A. Pleshcheev’s poem “Spring”
    • Introduce the poem;
    • learn to name the signs of spring;
    • develop a poetic ear;
    • cultivate interest in art.
    Russian folk tale “Fear has big eyes”
    • Introduce children to Russian folk tales and recall famous folk tales;
    • learn to retell a fairy tale;
    • train speech.
    L. N. Tolstoy's story “Truth is more precious than anything else”
    • Bring the author’s thought to the consciousness of children (you must always tell the truth);
    • help remember the story;
    • develop memory and thinking.
    AprilReading the Russian folk tale "Geese and Swans"
    • Introduce the Russian folk tale “Geese and Swans”;
    • promote obedience education;
    • learn to answer questions about the content of the work.
    K. Chukovsky reading the story “Chicken”
    • Introduce the story “Chicken” by K. Chukovsky;
    • expand children's knowledge about animal life;
    • teach understanding of illustrations.
    Russian folk tale “Bull-black barrel, white hooves”
    • Introduce Russian folk tales;
    • cultivate a sense of empathy for the heroes of the fairy tale.
    MayReading the story “Holiday” by Ya. Taits
    • Introduce the story “Holiday” by Y. Taits;
    • Maintain a joyful mood and interest in describing the festive event in children.
    V. V. Mayakovsky “What is good - what is bad?”
    • Introduce Mayakovsky's poem;
    • learn to distinguish between good and bad deeds.
    S. Marshak poem “Children in Cages”
    • Introduce vivid poetic images of animals in Marshak’s poem;
    • develop poetic hearing, memory, attention.

    In pedagogical practice, there is a huge amount of materials to help teachers conduct classes.

    Table: examples of GCD notes in the second junior group in fiction

    Author and title of the abstractDescription of material
    Tatiana Osipova. “Reading the Russian folk tale “Geese and Swans” Notes on reading the Russian folk tale “Geese and Swans” (aimed at the general artistic development of children, and also serves other educational purposes).
    Ksenia Yakovleva. “Reading the fairy tale “The Wolf and the Seven Little Goats” The notes will help in planning a fairy tale reading lesson, the purpose of which is to instill in children a love for animals and teach them to empathize with them.
    Olga Yantsen. “Reading the fairy tale “Kolobok” The summary is aimed at developing spoken language in children of the second younger group.
    Galina Kochulova. Integrated lesson in the second junior group on familiarization with fiction “Teremok” Lesson summary using non-traditional appliqué technique (“Palms”).

    Stories for little ones Ya. Taits

    Story by Ya. Taits “Geese”

    My grandmother had geese on the collective farm. They hissed. They pinched. They were talking to each other: “Ha-ha!” "Ha-ha!" “Yeah!” "Ha-ha!" “Yeah!” Nadya was afraid of them. She shouted: “Grandma, geese!” Grandma said: “You take a stick.” Nadya took a stick, and how could she swing at the geese? - Get out of here! The geese turned and walked away. Nadya asked: “Are you scared?” And the geese answered: “Aha!”

    Story by Ya. Taits “Train”

    There's snow everywhere. Masha has a sled. Misha has a sled. Tolya has a sled. Galya has a sled. One dad without a sled. He took Galina's sled, hitched it to the Tolins, Tolina - to the Mishins, Mishins - to the Mashins. It turned out to be a train. Misha shouts: - Tu-tu! He is a machinist. Masha shouts: “Your tickets!” She's a conductor. And dad pulls the string and says: “Choo-chuh... Chuh-chuh... So he’s a locomotive.”

    At the age of 1 year 6 months to 2 years, it is very important to start teaching a child to listen to stories without visual support - that is, without showing pictures based on the content of the story, without dramatizing or showing toys. I have made a selection of such stories for children, which they understand from the content itself. In the collection, the stories are grouped by age: from 1 year 9 months to 2 years, from 2 years to 2 years 6 months, from 2 years 6 months to 2 years 11 months.

    Making a laptop based on fairy tales

    The supplementary guide is called a lapbook. This is a visual aid that contains all the information about the work, interesting facts and illustrations.

    The laptop was invented to supplement knowledge about the work. This material allows you to give free rein to your imagination. With its help, you can make theatrical performances, ask riddles and ask each other questions about the text.

    • According to a specific fairy tale;
    • For several works;
    • For the section on fairy tales with mixed plots.

    Example of a lapbook “Through the pages of fairy tales”

    They add to it:

    • Character images;
    • Picture hints for retelling;
    • Coloring books;
    • Games;
    • Puzzles;
    • Proverbs;
    • Devices for the theater (pictures on sticks, on fabric, tabletop).

    Important! Additionally, there may be tasks related to the section studied, for example: guessing the name of a fairy tale and the writer based on the illustration, naming the characters based on the title of the work. In older groups, students are asked to solve a crossword puzzle based on the fairy tale they have studied.

    In the younger group, various interesting quizzes are held. They help the baby develop speech and fight inhibitions. Closed guys begin to behave more relaxed in society.

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