Storytelling based on a picture in the senior group
In older preschool age, when the child’s activity increases and speech improves, opportunities arise for independently composing stories based on pictures.
During the classes, a number of tasks are solved: to cultivate in children an interest in composing stories based on pictures, to teach them to correctly understand their content; develop the ability to coherently and consistently describe what is depicted; activate and expand your vocabulary; teach grammatically correct speech, etc.
In the process of teaching storytelling using the material of paintings, the teacher uses a variety of methodological techniques: a conversation regarding the key points of the depicted plot; reception of joint speech actions; collective story; speech sample, etc.
In the older group, children, perceiving a speech model, learn to imitate it in a general way. The teacher's description reveals mainly the most difficult or less noticeable part of the picture. The children express themselves about the rest.
Children of this age compose stories based on well-known pictures (in most cases, the pictures were examined in classes in the middle group). In order for the storytelling session to be successful, a painting viewing session is organized two to three days before the session. This combination of activities takes place mainly in the first half of the year, when children gain initial experience in independently composing stories based on pictures. This revives the impressions they received earlier and activates speech.
The storytelling session begins with a second viewing of the painting. The teacher conducts a short conversation in which he touches on the main points of the plot. In order for children to begin stories more purposefully and more confidently, the teacher asks them questions that help convey the content of the picture in a logical and temporal sequence and reflect the most essential. For example: “Who walked with the ball? What could have caused the ball to fly away? Who helped the girl get the ball?” (Based on the painting “The Ball Flew Away.” From the series “Paintings for Kindergartens.”)
At the end of a short conversation, the teacher explains the speech task specifically and in an accessible form (for example, it is interesting to talk about the girl whose ball flew away).
During the lesson, the teacher uses various methodological techniques, taking into account what speech skills the children have already developed, i.e. at what stage of teaching storytelling the lesson is held (at the beginning, middle or end of the school year).
If, for example, a lesson is held at the beginning of the school year, the teacher can use the technique of joint actions - he begins the story based on the picture, and the children continue and finish. The teacher can involve preschoolers in a collective story, which is composed in parts by several children.
So, during a lesson on the painting “The Ball Flew Away,” the teacher addresses the children: “I will start the story about the girl, and you will continue it. Ira inflated the red balloon and went for a walk in the garden. Leaves were turning yellow everywhere in the garden. It was windy. Ira had fun: she held the ball by a string, ran along the path and watched how the ball either fell or flew up in the wind. What happened next? How did it happen that Ira’s ball flew away, where did it end up and what did the girl do? Tell us about it, Kolya (Misha, Nastya).” With the help of supporting questions, the teacher outlined a plan for the further story, and the child tried to continue the story. In case of difficulty, the teacher comes to the rescue. Then he outlines the plan for the final part of the story: “Who persuades Ira not to cry? Who gets the ball? What will Ira say to the boy when he brings her the ball? - and invites the next child to finish it. When the story is compiled in parts, it is useful to invite one of the children to repeat it from beginning to end. If the child does not cope with the task, the teacher tells him himself.
Using the example of a lesson on the painting “Hedgehogs” (from the series “Wild Animals” by P. S. Menshikova), we will consider how teaching storytelling can be carried out using questions and instructions as the main techniques.
Progress of the lesson.
The teacher prefaces the repeated showing of the picture with the words: “Children, now you will see a picture that is already familiar to you. (Hangs up the picture.) Look carefully at the prickly family: the hedgehog and the hedgehogs.”
Then the children answer the questions: “What is the hedgehog family doing? Which clearing did the hedgehog bring her hedgehog to? What grows on it? Try to talk about this in detail. What do hedgehogs and hedgehogs look like? Remember the story about the prickly family that we recently read. This will help you talk interestingly about the hedgehog and hedgehogs.”
Directing the children to compose a story, the teacher says: “Tell in detail about what the hedgehog was like, what hedgehogs were like, where the hedgehog once took the hedgehog, what they did in the forest clearing. Try to tell about the prickly family in an interesting and fun way.” The called child comes up to the picture and begins to tell. The children and the teacher listen to him. Then five or six more children perform.
When evaluating stories, the teacher notes their compliance with the content of the picture; completeness and accuracy of conveying what was seen, lively, figurative speech; the ability to consistently, logically move from one part of the story to another, etc. He also encourages children who listen carefully to the speeches of their comrades.
With each lesson, children learn to delve deeper into the content of the pictures, and show greater activity and independence when composing stories. This makes it possible to combine two types of work in one lesson: looking at a new picture and writing stories based on it.
As an example, we will show the methodology for conducting a lesson based on the painting “Whose Boat?” (from the series “Our Tanya”).
The main goal of the lesson is to help children comprehend the content of the picture and convey it in their stories.
The plot side of the stories will become brighter if children delve deeper into the events depicted, into the actions of all the characters, into their emotional state. However, the child often makes semantic errors in the interpretation of events, actions and actions of the depicted persons, especially when inattentively and hastily viewing the picture. Therefore, it is necessary to teach children to convey an event with a description of all its participants, the environment in which it occurs, causal relationships and dependencies, promptly preventing the appearance in stories of a superficial listing of characters and small details. It is also necessary to train children, of course in a form accessible to them, in conveying the dynamics and color originality of the picture.
Progress of the lesson.
The viewing of the painting is accompanied by a conversation. In the older group, work continues to develop the ability to highlight the most significant things in a picture, therefore, when talking with children, the teacher directs their thoughts to the essence of the depicted event using the following question: “What incident happened during Tanya’s walk?” Together with the teacher, the children convey the content of the picture: while walking, Tanya rode a bicycle to a stream and saw a boat floating. She decided to help the guys find a boat that had floated far away from them along the stream and shouted to them: “Whose boat?”
Along with highlighting the most essential things in the plot of a picture, the teacher teaches children to see its details, describe the background, landscape, etc. The teacher’s questions focus the child’s attention on the stream, on the boat, on the spring square where Tanya was walking, on the appearance of the girl herself. Questions and tasks are formulated something like this: “Take a closer look at the stream and the boat drawn in the picture. Tell us about them. Where did Tanya come to ride a bike? Tell us about the spring park: about the trees, the grass, about the paths of the park. How will this incident on the walk end? What do you think of it?"
During the conversation, the teacher also encourages children to express their personal attitude towards what is depicted. Having answered the questions: “What in the picture do you want to look at longer? What to admire? What would you like to talk about in more detail?”, the child will highlight something emotionally attractive for himself, and this will make the picture more relatable and interesting for him, and will increase the desire to talk about what is depicted.
The transition to composing stories by children is determined by the teacher’s instructions: “Now that you have examined the picture, try to tell about Tanya’s spring walk: how she got ready for a walk and why this walk was interesting; what Tanya did when she saw the boat.”
After the children answer, the teacher offers to listen to his story. So, in the structure of a painting lesson, preparing children for storytelling is essential. Speech practice of preschoolers - storytelling - is given the main educational time. Assessment of task completion is organically included in the structure of the lesson.
Retelling in the older group
The kindergarten program indicates the following tasks for teaching retelling in the senior group: to teach children to coherently, consistently and expressively tell short literary works without the help of questions from the teacher; convey dialogic speech, changing intonation in accordance with the experiences of the characters; present the content closely to the text, using the author’s words and expressions. In classes, children master the ability to correctly, consistently and completely retell works heard and previously known for the first time; learn to listen carefully to the speeches of their comrades, clarify and supplement them.
The following works are recommended for retelling: Russian folk tale “The Fox and the Cancer”; fairy tales and stories “Know how to wait”, “Bishka” by K. D. Ushinsky, stories “Kitten”, “Fire Dogs” by L. N. Tolstoy, “For Mushrooms” by Y. Taits, “Chicken” by E. I. Charushin, “ Blue leaves" by V. Oseeva, "About the snow bun" by N. Kalinina and others.
Children five to six years old, when retelling literary texts, are able to show greater independence and activity than younger preschoolers. At this age, the process of perception and emotional development of works of art is improved. Older preschoolers orient themselves more freely in literary material, their vocabulary expands, word usage skills are formed, their linguistic sense, attention and interest in figurative words are strengthened. The role of voluntary actions also increases - children make efforts to better remember and more accurately reproduce what they read. At five or six years old, children retell stories more freely and naturally. They can already use their own, successfully found figurative expressions that are lexically and syntactically close to the language of the work of art. Children learn new words and phrases encountered in the text more intensively, making volitional efforts to memorize and reproduce them.
The performing skills acquired in the middle group are improved.
Fairy tales and stories recommended for retelling in the senior group are somewhat more complex in structure, language material and the number of characters than texts for the middle group.
We provide methodological recommendations that can be used when teaching retelling in the senior group.
A lesson on retelling the Russian folk tale “The Fox and the Cancer” is held at the beginning of the school year. The fairy tale is very short and dynamic, it features characters familiar to the children from many other folklore works.
Goal: to help children understand the main thing in the character of fairy-tale characters; learn to expressively convey the speech of the characters, changing intonations in accordance with the experiences of the characters.
Here is the text of the tale:
The Fox met Cancer and told him:
- Let's race with you!
- Well, Lisa, come on. They began to distill.
As soon as the Fox ran, Cancer grabbed her tail. The Fox reached the spot, but the Cancer did not unhook.
The Fox turned around to see how far Cancer was crawling, wagged its tail, Cancer pulled away and said:
- I’ve been waiting for you here for a long time!
Progress of the lesson.
After reading the fairy tale twice, a conversation is held during which the children answer the teacher’s questions reflecting the main points of the plot. The children understand how Cancer’s quick wit helped him teach the cunning and self-confident Fox a lesson.
“What did the Fox say to Cancer when we met?” - “Let’s race with you!” - “How did she say these words?” - the teacher asks and invites the children to convey the Fox’s self-confidence using intonation. “What do you think, did Cancer answer the Fox immediately or a little later?” The teacher not only confirms the correct answer (“Yes, he probably thought about how to trick the Fox and did not answer right away”), but also explains: “So, when Cancer spoke, he already knew how to outwit the Fox, so he spoke confidently, with grin." At the request of the teacher, one of the children tries to pronounce the character’s answer with the appropriate intonation. “What did Cancer do to outwit the Fox?” - the teacher continues the conversation. “That’s right, he grabbed the Fox’s tail.” (He pronounces this phrase with enthusiasm, cheerfully, focusing the attention of the listeners on the word clung, so that the children remember it and use it in the retelling.) Answering the question “When did Cancer unhook?”, the children more specifically imagine the situation described in the fairy tale: so that to be in front of the Fox, Cancer unhooked only when the Fox, having reached the place, turned back and wagged its tail. “What did Lisa hear?” - this question prompts preschoolers to reproduce the very end of the fairy tale - the words of Cancer: “And I’ve been waiting for you here for a long time!” The teacher invites the children to pronounce this phrase expressively, with a grin in their voice, emphasizing the word long ago. In conclusion, the teacher asks what can be said about the Fox and Cancer, and helps to characterize fairy-tale characters.
At the end of the conversation, the teacher tells the fairy tale again and informs that at the next lesson the children will retell it. During the lesson, which is held two or three days later, the teacher reads the text again and offers to prepare for its retelling. If the called child finds it difficult to begin the story, the teacher himself tells the beginning of the fairy tale or asks the children to help a friend.
In the process of guiding the retelling, the teacher uses various methodological techniques. If the child fails to replace one word or another, the teacher uses a hint. If the child allows a long pause, the teacher begins the retelling and continues it. An important methodological technique is the analysis of a child’s retelling: the teacher evaluates its completeness, notes the demonstrated independence, the use of different intonations and tempo of speech. Children are also involved in evaluating the stories of their comrades, for example, they note which words from the fairy tale they tried not to miss, whether they pronounced phrases clearly, whether they retold them expressively, etc.
After two or three children have told the whole fairy tale, the teacher offers to act it out in person (in this case, he reproduces the author’s text, and the children reproduce the speech of the characters. As a more complicated version, the lesson and the author’s text can be assigned to one of the children).
Preschoolers retell the fairy tale in person two or three times, and the teacher ends the lesson with advice to tell mom, dad, grandma, grandpa, brother, sister about Fox and Cancer.
The teacher can involve children in presenting the content of an already familiar work and practice them in a delayed retelling. Delayed retelling contributes to the development of the ability to retain learned material in memory in a fairly complete volume and reproduce it after a certain period of time. This is how children gradually replenish their stock of works of art, which they freely and vividly retell not only in class, but also in situations of everyday verbal communication with adults and peers.
In the senior group, they conduct a lesson on retelling the fairy tale by K. D. Ushinsky “Know how to wait.”
Goal: to teach preschoolers to meaningfully and emotionally perceive a work of art, to assimilate its structure and linguistic material; stimulate interest in retelling.
There lived a brother and sister, a cockerel and a hen. The cockerel ran into the garden and began pecking at the green currants, and the hen said to him: “Don’t eat it, Petya! Wait until the currants ripen."
The cockerel did not listen, he pecked and pecked and got so sick that he had to force his way home. "Oh! - the cockerel cries, - my misfortune! It hurts, sister, it hurts!” The hen gave mint to the cockerel, applied mustard plaster - and it went away.
The cockerel recovered and went into the field; ran, jumped, warmed up, sweated and ran to the stream to drink cold water; and the chicken shouts to him: “Don’t drink, Petya, wait until you get cold.”
The cockerel did not listen, drank cold water - and immediately a fever began to strike him; The chicken brought it home by force. The chicken ran for the doctor, the doctor prescribed Petya some bitter medicine, and the cockerel lay in bed for a long time.
The cockerel recovered for winter and saw that the river was covered with ice; The cockerel wanted to go ice skating, but the hen said to him: “Oh, wait, Petya! Let the river freeze completely, now the ice is still very thin, you will drown.” The cockerel did not listen to his sister and rolled on the ice: the ice broke and the cockerel fell into the water! Only the cockerel was seen.
Progress of the lesson.
The teacher, after reading the text once or twice, conducts a conversation, the purpose of which is to increase children’s interest in fairy-tale characters, their actions, and behavior; emphasize the logical connection between parts of the tale; highlight the necessary vocabulary and syntactic structure of phrases through practical use of them in questions and explanations. By participating in the conversation, children themselves begin to operate with the linguistic material of the work and thereby prepare for free use of it in the process of retelling.
You can start a conversation with the question “Remember how a fairy tale begins.” At the same time, the teacher focuses the children’s attention on the traditional fairy tale beginning: “Once upon a time there was a brother and a sister, a cockerel and a hen.” Next, the children answer the questions: “What did the hen say to the cockerel when he began to peck the green currants? Why did the cockerel get sick? When was the second time the hen advised the rooster to wait? What did Petya do? When was the third time the chicken gave advice to wait?”
In his questions, the teacher deliberately includes words and expressions from the fairy tale (for example, “green currant”). This methodological technique encourages children to use the author’s words and expressions in their retellings. Question “How did the hen explain to the cockerel why it is necessary to wait?” encourages them to reproduce the characters' spoken language.
During the conversation, the teacher can resort to selective reading - read only that part of the text that contains the necessary phrases and figures of speech. In this way, he will once again attract the attention of children to the vocabulary and syntactic structure of the work. This is especially important in cases where the literary material turns out to be difficult for them.
At the end of the conversation, the teacher reads the text again and invites the children to begin retelling.
The fairy tale is large in volume, and preschoolers learn to tell it collectively, in parts - one child conveys the content of the first, logically complete part, the second retells the middle of the fairy tale, the third - the final part of the text.
Then another group of children repeats the retelling.
Thus, children of senior preschool age become familiar with various methods of retelling and practically master them. The stories and fairy tales of K. D. Ushinsky (“Know how to wait”, “Bishka”, “Together is crowded, but apart is boring”, “Might is not right” and many others) are valuable literary and artistic material that teachers turn to when teaching children coherent speech.
Preschoolers listen to and retell the short fairy tale “Bishka” with keen interest.
Answering the teacher’s questions: “What did they ask Bishka to do? How did Bishka respond when she was asked to read a book?”, children retell the content of the fairy tale close to the text, preserving its linguistic features and intonation pattern. After re-reading, the teacher directs the children to independently retell: “Try to tell the story in a fun way.”
Listening to the children’s answers, the teacher notes what they cope with successfully and what makes them difficult. For example, preschoolers have difficulty reproducing the turnover will be from me and this. The teacher can offer the children the following speech exercise: “Listen to the words with which Bishka finished her answer, and repeat after me.” After this, he clearly pronounces the words of the fairy tale. This exercise will help children master a difficult phrase or phrase faster and more firmly. They will monitor their speech and the speech of their comrades with great attention, compare it with the text, and try not to repeat the previous mistake. After the children have repeatedly retold the text, the teacher can set them a creative task - to come up with their own version of the fairy tale with the consistent introduction of new characters into it.
With his instructions, the teacher helps the children solve this problem, adhering to the plot framework and linguistic features of a familiar fairy tale: “Imagine that a cow was asked to read a book. Think and tell me what would happen next.” As experience has convinced us, children transform familiar fairy-tale material with great interest and without much difficulty in accordance with the creative task. They say, for example, that Burenka would look at the book and answer: “It’s not my business to read books. I graze in the meadow, cut the grass, give milk. I’ll have enough of that too.” Then the children unfold another version of the fairy tale with a new character - a horse.
Consequently, in retelling classes, children of senior preschool age can take part in verbal creativity. The product of this creativity is their own fairy tales, created by children with the participation of a teacher, by analogy with works well known to them.
Thus, the retelling can be supplemented by children’s verbal creativity when relying on familiar literary and artistic material.
Older preschoolers listen with interest and retell L. N. Tolstoy’s story “Kitten.” The children develop a feeling of sympathy for the boy and see his actions as a manifestation of courage.
You can devote one entire lesson to reading this work and talking about its content, and organize a retelling after two or three days.
After reading, it is important to support the emotional mood of children: you can give them the opportunity to think about the story on their own, share their opinion with friends, or show a drawing on the cover of the book (artist A. Pakhomov).
Starting the conversation, the teacher addresses the group with questions: “Remember what kind of kitten the children chose for themselves. Why did the kitten almost get into trouble?” The answers must indicate the reason for the incident described in the story.
Question “How did the kitten behave when hunting dogs approached?” guides children to identify the following description: “... the kitten, stupid, instead of running, crouched down to the ground, hunched its back and looked at the dogs.” And the question “What did Vasya do to save the kitten?” will help them understand the boy’s character, will emphasize his courage and dedication: “...Vasya rushed to the kitten with all his might and at the same time as the dogs ran up to him. The dogs wanted to grab the kitten, but Vasya fell with his stomach on the kitten and blocked it from the dogs.”
At the end of the conversation, you should ask questions that encourage children to express their attitude towards the characters, evaluate their characters and actions: “What excited you about Vasya’s action? What can you tell us about Vasya? What do you remember about Katya? And the hunter? What would you like to tell Vasya about how you take care of kittens yourself?”
At the end of the conversation, it is recommended to re-read the story in order to consolidate the holistic artistic impression of the work.
At the next lesson, the children will begin the retelling with interest.
Among the works offered to children for retelling, it is impossible not to include the story by E. I. Charushin “The Hen”. It fully meets the literary and pedagogical requirements for texts recommended for teaching retelling. The impact of this work on the moral and aesthetic feelings of the child is significant. The writer encourages children to look at the animal world with kind, keen eyes, to see many remarkable, sometimes surprisingly touching, and sometimes funny things in the habits of animals.
A lesson on retelling E. Charushin’s story “The Hen” is conducted with the following goals: to deepen children’s interest in retelling, to develop the ability to convey the content consistently and completely, without omissions or distortions; reproduce figurative descriptions close to the text.
A hen and her chicks were walking around the yard. Suddenly it began to rain. The chicken quickly sat down on the ground, spread out all its feathers and clucked: “Kwoh-kwoh-kwoh-kwok!” - this means: hide quickly. And all the chickens crawled under her wings and buried themselves in her warm feathers. Some are completely hidden, some have only their legs visible, some have their heads sticking out, and some only have their eyes peeking out. But the two chickens did not listen to their mother and did not hide. They stand, squeak and wonder: what is this that is dripping on their heads?
Progress of the lesson.
The lesson can begin with a brief introductory word from the teacher, which introduces the children to the title of the work and its author: “Today I will read you the story “Chicken” by E. I. Charushin. This story is new for you - you will hear it for the first time.”
Next, the teacher expressively, slowly, separating one paragraph from another with intonation, reads the story. Then he takes a short pause and invites the children to listen to the text again. Repeated reading helps preschoolers penetrate deeper into the essence of the content, into the figurative author’s speech.
After reading twice, the teacher conducts a conversation. By answering questions in which the main points of the work are presented in the required sequence, children will be better prepared for the retelling: “What did the chicken do when it started to rain? How did she cackle? How do chickens burrow into the warm feathers of a hen in different ways? What happened to the two chickens who didn’t hide from the rain?”
The teacher intentionally includes words and phrases from the text into the linguistic fabric of the questions, showing an example of the use of artistic and figurative speech in conveying the described events and actions. Thanks to this, the conversation is consonant with the story just read and effectively affects the speech abilities of children.
Much attention must be paid to the quality of answers to questions. By supplementing and clarifying children's statements, the teacher helps them better master the material of the story: highlight the main thing, emphasize an interesting detail, pay special attention to any turn of speech. For example, when answering the question “What did the chicken do when it started to rain?” the child may omit essential details: “The chicken sat down on the ground and clucked.” In this case, the teacher helps him complete the description more fully: “The chicken quickly sat down on the ground, spread out all its feathers and clucked...”
Let's give another example. After listening to the answers to the question “How did the chickens bury themselves in the warm feathers of the hen?”, the teacher notices that not all children can cope with reproducing the author’s text. Then he reads the corresponding lines from the story: “...Who is completely hidden, who has only his legs visible, who has his head sticking out, and who has only his eye peeking out” and then asks one or two children to answer the same question again.
When analyzing and evaluating a retelling, the teacher can point out the omission of a word that is essential for describing a particular picture; especially if this omission is repeated in the answers of several children. For example, a child, when describing chickens that were not hiding from the rain, omits the word squeak (the only thing that says about them is that they stand and are surprised: what is that thing dripping on their heads?). The teacher invites the children to remember the text in more detail: “What else needs to be said about chickens?” Having approved of those who added to the description, he advises: “When you retell it, don’t forget to say that the chickens squeaked while standing in the rain.”
After all the children have mastered the retelling of this work, the teacher can offer them a new creative task - to imagine the further development of the event described in the story: “What happened next when the rain passed? What can you tell us about the two chickens standing in the rain?”
As experience confirms, older preschoolers cope well with this task: in accordance with the logic of the read work, they interestingly and in detail describe the actions and state of the characters in a new situation, freely using vocabulary drawn from the story.
Thus, the speech activity of children in the classroom manifests itself in various forms: first, they reproduce the material of a work of art in the form of a retelling, and then use it in the process of their own verbal creativity. This contributes to a more complete and profound assimilation of literary and artistic material and enhances its impact on the development of children’s coherent speech.
Lesson on retelling the story by N. Kalinina “About the Snow Bun”
This story is widely used in kindergartens when conducting retelling classes.
Purpose of the lesson: to teach children to purposefully master the material of the story; present the content closely to the text, be able to use pronouns and verbs in the 1st person form in the retelling; develop skills in translating indirect speech into direct speech.
The guys were walking in the yard. They made a woman out of snow. Alyosha made a snow bun. I found coals and made eyes; I found sticks and made a nose and mouth. The guys played, took a walk and went back to kindergarten. It’s a pity for Alyosha to leave the bun in the yard, he took it and put it in his pocket.
I came to kindergarten, hung my fur coat in the locker, and in the pocket of my fur coat there was a snow bun. The guys had lunch, went to bed after lunch, and when they woke up, Alyosha remembered about his bun. I ran with the guys to the locker, and there was a puddle near the locker. What's happened? We opened the door, looked, and from the pocket - drip, drip, drip, drip - water was dripping. Alyosha looked in his pocket, but there was no kolobok there. There are two coals and two sticks in a wet pocket. Where's the bun? How do you think?.
Progress of the lesson.
Before reading a story, you can have an introductory conversation that promotes a certain emotional mood in children. The question “What do you sculpt from snow?” will bring to life the personal experience of each child, will make him want to speak out and listen to his comrades. After this, the children will show greater interest in the story and listen to it carefully.
A conversation on the content of what has been read should consolidate a holistic perception of the story.
The teacher's questions focus the child's thoughts on the sequence of events, on descriptions, expressive phrases and phrases. In speech practice - in the form of answering questions - preschoolers will better master the linguistic material of the work and, when they start retelling, will use it more freely. When answering questions, children must remember the corresponding places in the text. “What kind of snow bun did Alyosha make?” - “...Alyosha found coals - made eyes, found sticks - made a nose and mouth.” - “How did the snow bun end up in Alyosha’s coat pocket?” - “...It’s a pity for Alyosha to leave the bun in the yard, he took it and put it in his pocket.” - “What did the guys and Alyosha see near the locker and in the locker?” - “Near the locker they saw a puddle, and when they opened the door, they saw: drip, drip, drip from the pocket - water was dripping.” Thus, the teacher’s questions activate the process of children’s mastery of literary material.
The story has a very peculiar ending - the author’s direct address to the readers: “Where is the bun? How do you think?" When at the end of the retelling the child reproduces this question, the teacher can invite one or two children to answer it. So, due to the specifics of the text, the narrator and listeners are united by joint speech actions.
Analyzing and evaluating children’s retellings, the teacher notes how expressively the interrogative intonation sounded in the storytellers’ speech, helps with logical stress, a pause to highlight question words at the end of the phrase, etc.
Using the material from the story “About the Snow Bun,” a teacher can introduce children to a new type of retelling for them—from the perspective of the main character. An independent lesson is provided for this purpose. The teacher, offering children a new task, uses various methodological techniques: explanations, a sample retelling, instructions, and methods of joint actions. After reading the story again, the teacher addresses the group: “Children! Alyosha probably told in detail everything about the snow bun at home. How did he tell it? He could say this: “I made a snow bun. I found coals and made eyes; I found sticks and made a nose and mouth. We played, walked and went back to kindergarten. And I feel sorry for leaving the bun in the yard, so I took it and put it in my pocket. I came to kindergarten, hung my fur coat in the locker, and in the pocket of my fur coat there was a snow bun. We had lunch, went to bed after lunch, and when we woke up, I remembered my bun. I ran with the guys to the locker, and there was a puddle near the locker. What's happened?"
Having brought the story to this point, the teacher offers to finish it, and the children have the opportunity to reproduce the ending of the text, constructing a phrase in the form of direct speech: “I looked in my pocket, and there was no kolobok there. There are two coals and two sticks in a wet pocket..."
In this way, the teacher shows children how text material is transformed if the retelling is done from the perspective of the main character. At the same time, he emphatically pronounces words-pronouns, words-verbs used in the first person form, etc.; uses intonations that convey the boy’s internal state. The teacher gives the children the opportunity to translate indirect speech into direct speech using the material of one phrase, leading them to a retelling from the perspective of the main character.
The experience gained in retelling fairy tales and stories is also used in other speech development activities - when describing pictures, toys, etc. Retelling is widely used in conversations on various topics. For example, a conversation about winter can end with a presentation of P. Kalinina’s story “About the Snow Bun,” and a conversation about pets can end with a retelling of L. N. Tolstoy’s story “Kitten.” This enriches the content and forms of children’s verbal communication and increases interest in retelling.
To consolidate speech skills, it is useful to devote individual classes entirely to retelling fairy tales and stories familiar to children. At the same time, the teacher puts children in a learning situation where they learn in a practical way how important it is to be able to retell a work not only immediately after reading it, but also after a certain period of time. Children get the opportunity to operate with well-learned material. Their literary and artistic impressions are organized and systematized.
For such an activity, the teacher selects two or three well-known literary works that are close to each other in concept, theme and images, for example, “For the Berries,” “For the Mushrooms,” (Ya. Taits), “About the Snow Bun” (N. Kalinina) or “Chicken” (E. Charushin), “Know how to wait” (K. Ushinsky), etc. You can invite children to retell stories and fairy tales of their choice. It should be borne in mind that in such classes, children’s retellings will be briefer, more condensed, containing a greater number of replacements of the author’s speech with independently selected words.
