Reading fiction in the 2nd junior group: list of works

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.

On the topic: methodological developments, presentations and notes

Long-term plan for the educational field “Reading fiction” in 2 ml.gr. taking into account FGT and the “Preschool Educational Calendar of Life”.

List of literature for the academic year for reading in the second junior group with goals and objectives.

Prospective - thematic planKnowledge of the objective and social world, mastering safe behavior. Reading fiction. (Second junior group, “Childhood” program.

A long-term plan for reading fiction for the younger group outside the GCD according to the program “From birth to school” by N.E. Veraksa and in accordance with the Federal State Educational Standard, taking into account thematic planning. Date of.

This outline plan will be useful for teachers of the younger group (children 3-4 years old). It is focused on reading fiction, consolidating children's ideas about forest animals, and activating attention.

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.

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.

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.

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.

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.

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.

Familiarization of preschool children with fiction

Such a conversation may include: a short story about the writer, a reminder of his other books that are already familiar to children. If children have been prepared by previous work to perceive a book, you can arouse their interest with the help of a riddle, a poem, or a picture. Next, you need to name the work, its genre (story, fairy tale, poem), and the name of the author.

Explanation of unfamiliar words is a mandatory technique that ensures a full perception of the work. It is necessary to explain the meanings of those words, without understanding which the main meaning of the text, the nature of the images, and the actions of the characters become unclear. The explanation options are different: substituting another word while reading prose, selecting synonyms (bast hut - wooden, upper room - room); the use of words or phrases by the teacher before reading, while introducing the children to the picture (“milk flows down the mark, and from the mark down the hoof” - when looking at the goat in the picture); asking children about the meaning of a word, etc.

Expressive reading, the interest of the teacher himself, his emotional contact with children increase the degree of impact of the literary word. While reading, children should not be distracted from perceiving the text with questions or disciplinary remarks; raising or lowering the voice or pausing is enough.

At the end of reading, while the children are impressed by what they heard, a short pause is necessary. Should we immediately move on to an analytical conversation? E. A. Flerina believed that it is most appropriate to support childhood experiences and strengthen the elements of analysis during repeated reading. A conversation started on the initiative of the teacher will be inappropriate, as it will destroy the impression of what was read. You can ask whether you liked the fairy tale and emphasize: “A good goldfish, how it helped the old man!”, or: “What a Zhikharka! Small and remote!”

At the end of the lesson, you can re-read the work (if it is short) and look at the illustrations, which deepen your understanding of the text, clarify it, and more fully reveal artistic images.

The method of using illustrations depends on the content and form of the book, and on the age of the children. The basic principle is that showing illustrations should not violate the holistic perception of the text. The main task of reading for a preschooler is to teach him to listen and hear (correctly perceive speech). A picture—an illustration placed in a children's book—helps the teacher present the child with a readable text, but it can also interfere with comprehension if shown at the wrong time.

When introducing a new book, it is advisable to first read the text to the children, and then look at the illustrations with them. It is necessary that the picture follows the word, and not vice versa - otherwise a bright picture can captivate children so much that they will only imagine it in their minds; the visual image will not merge with the word, because children will not “hear” the word, its sound shell they won't be interested. The exception is the colorful cover of the book, which arouses the natural interest and curiosity of children in this book.

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.

MAGAZINE Preschooler.RF

Project in the second junior group “Reading together”

Author: Elena Gennadievna Postnova, Olga Andreevna Siforova.

Description: The book is a source of knowledge! Children who read usually grow up with parents who read. In order to revive family reading, this project was developed, designed for children 3-4 years old and their families.

Educational area: cognitive development, artistic and aesthetic development, speech development, social and communicative development.

Project type: practice-oriented.

Project type: complex.

Relevance of the topic: Unfortunately, today parents do not pay enough attention to reading their children. Interest in the book has decreased. Parents don’t know what books they can recommend to their child, and if they recommend it, it’s books that they themselves read in childhood, but they are not always of interest to modern children. Without reading, children hardly develop the habit of focused attention and the ability to work intellectually. A dislike for reading that arose in childhood and difficulties in perceiving text, as a rule, accompany a person throughout his life.

Family reading is of particular importance for a child’s reading destiny. Preschool children are listeners, so parents need to read to their children as much as possible. Listening to an adult read, looking at book illustrations with him, the child actively thinks, worries about the characters, he develops bright, imaginative, colorful, grammatically correct speech, and there will be a desire for constant communication with the book.

Project participants: pupils of the second junior group, teachers, parents.

Duration of the project: short-term, March 25 – April 5.

Objective of the project:

in the revival, starting from an early age, of the tradition of joint family reading;
in introducing the child to the book, to the process of reading and thinking about its contents;
in creating a family library, including using book exchange technology

Project objectives:

to intensify the work of parents to promote and develop reading in the family;
contribute to maintaining family reading traditions and enriching the home library;
cultivate partnership and friendly relationships with children, parents, and teachers.
cultivate high moral qualities and respect for books;
increase the efficiency of introducing children to books in the interaction of all participants in the educational process: teachers, children, parents.

Participation of parents in the implementation of the project: ensuring continuity in raising a child in a child care institution and in the family. Involving parents in joint activities with children and teachers.

Project implementation plan:

Questioning parents: “Child and book”
Conversation: “Books are best friends”
Consultation for parents: “Reading with your child”
Proverbs and sayings about the book.
Riddles about the book.
Poems about the book.
Promotion: “Give children a book”
Role-playing games: “Bookstore” , “Book Workshop” ,

"Library"

Getting to know the works of children's writers
Reading fiction by Russian and foreign authors
Family Library “Read to us, parents!”

Expected result:

increasing the activity of parents in the life of the child and the group;
creation of a book exhibition;
awareness by every parent of the value of children's reading as an effective means of education and upbringing;
popularization of family reading as a source of developing interest in books

Conversation in junior group 2 on the topic “Books are best friends”

Tasks:

To foster in children an interest and love for books;
develop speech activity, skills in verbal description and illustrations;
identify familiar books and fairy tales.

Move

State budgetary preschool educational institution kindergarten No. 52, Kolpinsky district of St. Petersburg

Project “Books are the best friends!”

(increasing reading interest in children by creating a library in the reception group)

Prepared and conducted by: Chelnokova O.S. St. Petersburg, Kolpino 2020

Project type: communicative-creative, children's and family.

By number of participants: group.

Project participants: children of the second junior group, teachers, parents.

Project duration: 1.5 months

Problem: Not enough attention is paid to reading within the family.

Goal: To help parents realize the value of children's reading as an effective means of education and upbringing of preschoolers.

Tasks:

To encourage children to develop an interest in books and works of fiction.

To create a desire for joint child-parent reading.

Develop elements of creativity, teach how to use what they read in other types of children’s activities (play, productivity, communication with adults).

To instill in children and parents a love and respect for books.

Bring your family together through reading fiction.

Expected Result:

Revival of the tradition of home reading.
Increasing the competence of family members in raising a literate reader.

Project product:

Creating a library in the reception group
Bookmarks
Baby book (joint work of parents and children)

Relevance:

Fiction has always been recognized as the main means of comprehensive development of children and affects all aspects of the child’s personality. At the same time, the modern sociocultural situation complicates this process. Our society has turned from a “reading” into a “watching” one . The fading interest in reading and books had a negative impact on adults and, as a result, had a negative impact on children and their personal culture.

Reading together between children and adults and discussing what they read is a fertile ground for the spiritual rapprochement of children and parents. Therefore, we must not forget that parents, by telling or reading to their children, create a warm and cozy atmosphere in the family, which is very important for the all-round development of the child. Unfortunately, many parents nowadays, due to their busyness, devote very little time to reading with their children; many generally consider this activity frivolous, a waste of time, and there are those who simply do not know how to organize home reading. Therefore, an important role in the work of introducing preschoolers to reading fiction is played by the interaction of teachers of a preschool educational organization with the families of their pupils.

Currently, the book is losing an unequal battle with technical means: television and computer. Modern children increasingly spend their free time playing computer games, watching TV shows, especially cartoons, and reading books less and less. And this is understandable, reading is a kind of work in which the child thinks, imagines, and gets used to the image. As for technical means, you don’t have to put in any effort, you don’t have to think, imagine, just sit and watch, and it’s more convenient for parents.

The task of today is to introduce preschool children to reading fiction with the help of their parents. After all, according to the Federal State Educational Standard, they are full participants in the educational process.

Project stages:

I. Stage (preparatory)

Selection and analysis of methodological literature and Internet resources on the project topic.
Parent survey.
Analysis of the survey.
Video message from library workers.
Survey of parents regarding registration in the library.
. Drawing up a work plan for the project.

II. Stage (main)

Consultation for parents of pupils: “Reading with the child” , “The child and the book” .
Promotion for parents: “Let’s open a library together”
Conversation with children: “My favorite book , “Ryaba the Hen , “What kinds of books are there?”

4. Selection of proverbs, sayings, riddles, poems about the book.

5. Story-role-playing games: “Book Workshop”

6. Family library: “Read to us, parents!”

7. Together with parents, the production of a “Baby Book” with a rich fairy tale or story.

8. Children’s artistic creativity (drawing): “Favorite fairy tale hero” , (applique) “Bookmark for my book”

9. Selection of didactic games on the topic of the project

III. Stage (final)

As a result of work on the project, products of children's activities were created: drawings “favorite fairy tale characters” , production together with parents of “Baby Book” , application “Bookmark for my book” made by children.
The activity of parents in the life of the child and the group has increased.
Every parent's awareness of the value of children's reading as an effective means of educating and raising a child has increased.
Popularization of family reading as a source of interest in books.
Creation of a children's library in the reception group “Read to us, parents!”

Result of the project:

As a result of the project, children became acquainted with the work of children's poets and writers.
We learned to recognize fairy-tale characters in reproductions and photographs.
Children's interest in fiction has increased.
We met children's book illustrators.
Thematic exhibitions were organized (Do-it-yourself book “Baby Book” ).
As part of the project, children learned to take care of books.
Parents also actively participated in organized events and showed initiative.
In addition to this, parents actively took part in creating a library in our group.
The project method aroused cognitive interest in various areas of knowledge, formed cooperation skills: parents-educators - children...

design makes active participants in the educational process, leads to self-development not only of children, but also of parents.

Significance of the project

Thanks to the project, the interaction between the preschool educational institution and the family has expanded, and new areas of cooperation have emerged to introduce children to the wonderful world of poems and fairy tales by children's writers.

Bibliography:

Arbuzova V.F. Conversation with children “What kind of books are there? ” nsportal. ru
Karaseni S. V. “Journey into the past of the book . nsportal. ru
Karpunina O. G. “Knizhkina Hospital” . nsportal. ru
Polikarpova I. B. Synopsis of the role-playing game “Library” . nsportal. ru

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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.