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.

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.

List of books recommended for reading

What is the best way to read fiction in a preschool educational institution? The 2nd junior group (a card index of books can be compiled for convenience) is distinguished by the use of a large number of poems and fairy tales, which will help the teacher to form a stable interest in reading among the children.

The list of works recommended by the new educational standard includes Russian folklore:

• Fairy tales: “Kolobok”, “Teremok”, “The Wolf and the Seven Little Goats”, “Geese and Swans”, “The Fox and the Hare”, “The Snow Maiden”, “The Cat, the Rooster and the Fox”.
• Poems: “Ant-grass...”, “Finger-boy...”, “A squirrel is sitting on a cart...”, “Rainbow-arc...”, “Magpie, magpie...”, “Chicky-chicky-chickalochka...”, “Like our cat...”, “There are three hens on the street...”, “Zarya-Zaryanitsa.” “We lived with grandma...”, “Shadow, shadow, shadow...”, “I’m going, going to grandma, to grandpa...”, “Tili-bom! Tili-bom!

In addition to reading fairy tales and poems, teachers also use memorable children's songs in preschool institutions to develop creativity and communication skills in their pupils.

For example, while learning the song “Boat,” the children develop an idea of ​​the sea, and the children get to know the world of professions for the first time.

Among the poetic works recommended for this age according to the Federal State Educational Standard are:

• “Rhyme with answers” ​​by J. Baltvilks;
• “Rain” by A. Bosev;
• “Hedgehog and Drum”, G. Vieru;
• “The Sly Hedgehog”, P. Voronko;
• “Pencil”, N. Zabila;
• “Who will finish drinking sooner?”, “Masha doesn’t cry” by S. Kaputikyan;
• “Swift Legs and Gray Clothes” by L. Mileva.

Card file “Reading fiction on lexical topics for every day” (junior group)

Marina Popkova

Card file “Reading fiction on lexical topics for every day” (junior group)

Reading fiction on lexical topics for every day

(junior group)

SEPTEMBER

1 Topic : “Repetition of poems by A. Barto from the series “Toys”

»

To arouse in children the desire to recite familiar poems by A. Barto with intonation and expressiveness; develop a positive attitude towards poetry.

2. Topic : Title: “V. Dragunsky "What I love"

Goal: Creating conditions for

formation of the ability to listen to a literary text through the development of speech culture.

3. Telling the Russian folk tale “Turnip”

Help children learn the sequence of actions of fairy tale characters using a model; learn to identify and name the characteristic features of characters; develop intonation expressiveness of speech.

4Telling the fairy tale “Kolobok”

Teach children to emotionally and actively perceive a fairy tale, participate in the story; lead to modeling: teach them to accurately answer questions; develop creative initiative, interest in

classes.

5. Reading a fairy tale in verse by K. I. Chukovsky “The Cluttering Fly”

. Teach children to emotionally perceive a poetic work, to be aware of the theme and content; evoke a desire to memorize and expressively reproduce quatrains.

WEEK 2 “Whether in the garden or in the vegetable garden...”

1 Y. Tuvim “Vegetables”

translated by S. Mikhailov Expanding ideas about growing vegetable crops.

2 Reading I. Tokmakova “Buy onions...”

Goal: to continue to promote interest in
literature .
3 E. Moshkovskaya “Alien Carrot”

, Introduce children to
a literary work .
4 Suteev “Apple”

Goal: be able to maintain a conversation, listen carefully, empathize with the characters of the work.

5 N. Egorov “Radish, pumpkin, carrot”

.Goal: to introduce children to new works, to develop dialogical speech.

WEEK 3 “Voronezh - the city where you were born”

1 Reading a poemB . A. Avtononova “My City”

2 Reading a poem by S. Mikhalkov "My Street"

3 Reading Z. Alexandrova "Motherland"

Goal: to develop poetic perception, to evoke an emotional response.

4 Reading proverbs and sayings about the Motherland

Goal: To teach children to understand proverbs and sayings, to develop thinking.

5 Reading fiction poems by I. Surikov. "This is my village"

.

Goal: to consolidate the ability to listen and understand poetic lines.

WEEK 4 “Life Safety – a child on the city streets”

1 Topic : “Car and subway”

N. Nosov

Goal: Creating conditions for

formation of the ability to listen to a literary text through the development of speech culture.

2 Reading : S. Marshak “Ball”

, V. Berestov
“About the car”
.

3 "Scooter"

N. Konchalovsky.

4 Reading the fairy tale “Cat’s House”

. Introduce the concept of hospitality, teach children to listen to a large work; evoke an emotional response.

5 Reading the Russian folk nursery rhyme “There are three chickens on the street”

. Continue to introduce children to the culture of the Russian people and develop interest in it. Learn to expressively repeat the lines of a nursery rhyme after the teacher.

October

WEEK 1 “Toys visiting the guys”

1. Alexandrov’s poem “My Bear”

Introduce the poem
“My Bear”
Alexandrova ;

cultivate good feelings; bring positive emotions.

2 Russian folk song “The cat went to market...”

Introduce the content of a folk song; learn to listen and answer the teacher’s questions; form round lumps of plasticine.

3 Story by E. Charushin “Hedgehog”

Introduce a new story, develop the ability to listen silently, without distractions; introduce the habits of a hedgehog.

4 Fairy tale "Mitten"

Introduce a new fairy tale, make you want to return to it more than once, teach you how to solve riddles.

5 Reading fiction . "In the toy store"

Ch. Yancharsky, translation from Polish by V. Prikhodko.
Teach children to listen and perceive a literary work
WEEK 2 “Book Week”

1 Topic : “K. Chukovsky "Fedorino's grief"

Goal: Creating conditions for the development of speech activity by introducing children to the work of K. Chukovsky.

2 Reading a fairy tale in verse K. I. Chukovsky “Aibolit”

,
“Confusion”
Teach children to emotionally perceive the work, to be aware of the theme and content; evoke a desire to memorize and expressively reproduce quatrains.

3 Nursery rhyme “Oh, you little bastard…”

Introduce a new nursery rhyme, a riddle poem; teach to guess animals by description, develop attention, teach to ask and answer questions.

4 Nursery rhymes, jokes: “Cockerels”

,
“What are you doing, hare?” “Spanking in single file.”
Goals: Continue to introduce nursery rhymes and jokes. Clarify children's knowledge about nursery rhymes. Teach children to expressively convey the movements of characters.

5. V. Suteev’s fairy tale “Who said meow?”

To develop skills in perceiving
of art by ear, learning to depict the actions of characters, and expressively conveying dialogue from a fairy tale.
WEEK 3 “Golden Autumn”

1Memorization of V. Mirovich’s poem “Falling Leaves”

Teach children to recite a poem by heart with intonation and expressiveness; practice selecting definitions for a given word, express your impressions in drawings and movements.

2 Reading poetry A. Block "Bunny"

and A. Pleshcheev
“Autumn”
. Introduce poetry; develop a poetic ear; evoke sympathy for the hero of the poem; teach to memorize poetry.

3. Reading E. Addienko “Autumn has come”

.

Goal: Expand children's understanding of seasonal natural phenomena, teach them to understand the content of literary works .

4 Reading M. Evensen "Leaves are Falling"

- consolidate children’s knowledge about the characteristic signs of autumn, activate children’s vocabulary, expand their vocabulary.

5. Reading p . n. With. "Teremok"

- continue to develop children's memory and speech.

WEEK 4 “Autumn Gifts”

1 A. Gorkovenko “Vegetable Garden”

. Introduce children to the works of A. Gorkovenko. Foster a love for the works of poets.

2 Reading the nursery rhyme “Grass-Ant”

-teach children to listen carefully to the teacher.

3 Reading : Y. Korinets “The Last Apple”

Goals: To expand children’s understanding of the characteristic signs of autumn and signs of the approach of winter. To form an interest in the artistic word .

4 Reading the poem “The landlady once came from the market”

.

Goal: develop speech, listen carefully, discuss.

5. Reading poems about vegetables, fruits, berries.

Introduce children to poems and introduce them to high poetry.

WEEK 5 “Goodbye birds, see you spring”

1 Topic : “Pchelnikova A. - Bird”

Goal: Creating conditions for the development of attention through musical accompaniment.

2 Reading : E. Charushin “Why doesn’t Tyupa catch birds”

.

Goal: to teach to listen carefully to the work, not to be distracted, and to answer the teacher’s questions.

3 Reading B. Berestov “What are the little sparrows singing about?”

Goal: To introduce children to poetry, to teach them to understand the content of the work.

4 Dramatization games “Russian folk nursery rhymes about birds”

.

Goal: to introduce children to theatrical activities; teach them to combine words with movements.

5 Reading L's story . Tolstoy “The bird made a nest...”

Goal: to develop the ability to listen carefully to
a literary work ; to expand ideas about simple connections in nature: the sun began to warm up, it became warmer, grass appeared, birds began to sing, people replaced warm clothes with lighter ones.
NOVEMBER

1. WEEK “Nature has no bad weather”

1 T. D. Golub (Kuban author)
“Rain”
To encourage thinking about why some people write, while others enjoy listening to and memorizing poetry.

2nd reading A. Pleshcheyeva “Autumn has come”

Goal: to clarify and
systematize children’s ideas about the characteristic signs of autumn, to activate the corresponding concepts in speech. to form an interest in literary works and the beauty of the artistic word .
3. Reading poems about autumn

Introduce children to poems about autumn, introduce them to high poetry.

4. Solving riddles about natural phenomena.

To consolidate children's knowledge about the genre features of riddles; learn to distinguish riddles from miniatures of other genres. Develop the ability to solve riddles based on a simple description. Learn to use knowledge about natural phenomena when solving riddles.

2. WEEK “How animals prepare for winter”

1 Reading poems about animals Teach children to emotionally perceive poetry, understand the content of poetic texts, feel the rhythm of poetic speech; encourage them to express their impressions in independent statements.

2 E. Charushin story “Wolf”

Give children an idea of ​​the lifestyle of animals; cultivate love for animals, sympathy for their cubs in trouble.

3. Reading poems about animals

Introduce children to poems about animals, introduce them to high poetry.

4. Saying nursery rhymes “Kitty, kitty cat”

— continue to introduce children to folk art

5. Solving riddles about animals.

To consolidate children's knowledge about the genre features of riddles; learn to distinguish riddles from miniatures of other genres. Develop the ability to solve riddles based on a simple description. Learn to use knowledge about animals when solving riddles.

3. WEEK " Mother's Day "

1Memorization of the poem by Y. Akim “Mom”

To evoke a joyful emotional mood in children, to help them express their attitude and love for their mother through poetry and creative activity;
replenish your vocabulary with emotional and evaluative vocabulary .
2 E. Blaginina, poem “That’s what a mother is”

Introduce E. Blaginina’s poem
“That’s what a mother is”
; to cultivate in children a good feeling, love for their mother.

3 "Sunshine, like mom"

A. Pavlova. Continue to introduce children to natural phenomena;

4 A. Barto “Conversation with Mom”

.
Develop children's interest in literature .
Develop curiosity, cognitive activity, attention, auditory perception, coherent speech; 5 S. Marshak “The Tale of a Stupid Mouse”

,
“The Tale of a Smart Mouse”
Cultivate a desire for constant communication with a book together with an adult and in independent activities.

4. WEEK “Life Safety – “Child and Other People”

1 Topic : N. Nosov “Cog, Tine and Vacuum Cleaner”

Goal: Creating conditions for

familiarize yourself with the content of the fairy tale by looking at the illustrations.

2Telling the Russian folk tale “The Little Goats and the Wolf”

Continue to teach children to emotionally perceive the content of a fairy tale, to convey images of characters with intonation and expressiveness when playing songs;
I use a structural-logical diagram to teach how to compose coherent statements on a given topic; activate verb vocabulary .
3Telling the tale of L. N. Tolstoy “The Three Bears”

Learn to emotionally perceive a fairy tale, pay attention to figurative words, remember and intonationally expressively reproduce the words of the text; help to assimilate the content of the fairy tale through modeling.

4Telling the fairy tale “Zayushkina’s Hut”

Teach children to emotionally perceive a fairy tale, understand and remember the plot and characters; learn to accurately repeat songs from fairy tales; practice word formation.

5 Reading the fairy tale “Fear has big eyes”

, arr. M. Serova. Teach children to emotionally perceive the work, to be aware of the theme and content; evoke a desire to memorize and expressively reproduce quatrains.

DECEMBER

WEEK 1 “Hello guest winter”

1 Reading the nursery rhyme “Three sleighs flew through the snow, through a blizzard”

. Continue to introduce children to small folklore genres that reflect elements of folk life.

2 reading of a Russian folk tale: “The Snow Maiden”

. Promote the development of dialogical speech, listen and understand the question. Discussion of a fairy tale read.

3. Reading poems about winter

Introduce children to poems about winter, introduce them to high poetry.

4 Reading the fairy tale “The Snow Maiden and the Fox”

. Target. Introduce children to Russian folk tales

5 Reading the poem by V. Berestov: “Snowfall”

.
Teach children to recite short poems by heart. Continue teaching children to agree adjectives with nouns. Listening to Tchaikovsky “Winter”
WEEK 2 “Fairy Tale Week”

1 "Tales of the Peoples of the World"

Goal: Creating conditions for stimulating speech activity by introducing children to fairy tales of the peoples of the world.

2 Reading a fairy tale in verse K. I. Chukovsky “Moidodyr”

Teach children to emotionally perceive a poetic work, to be aware of the theme and content; evoke a desire to memorize and expressively reproduce quatrains.

34Telling the Russian folk tale “Masha and the Bear”

Continue to teach children to emotionally perceive a fairy tale, memorize and intonationally expressively reproduce words and phrases from the text in the process of theatricalization

4Telling the Italian fairy tale “Lazy Brucholina”

. Teach children to emotionally perceive the content of a fairy tale, remember the characters and sequence of actions, using the modeling method.

5 Reading fiction : L. N. Tolstoy “Three Bears”

Goal: To develop the ability to emotionally perceive a fairy tale, to be attentive to figurative words

WEEK 3 “From the life of animals”

1 Russian folk tale “The Cockerel and the Hen”

Goal: Creating conditions for the development of attention by introducing children to Russian folk tales.

2. Solving riddles about animals.

To consolidate children's knowledge about the genre features of riddles; learn to distinguish riddles from miniatures of other genres. Develop the ability to solve riddles based on a simple description. Learn to use knowledge about animals when solving riddles.

3Telling the tale of K. Chukovsky “Chicken”

Teach children to emotionally perceive the content of a fairy tale;
practice selecting words for a given word, replenish the dictionary with emotional and evaluative vocabulary ;
teach children to find means of expressing an image in facial expressions, gestures, and intonations. 4 Reading the works of A. Krylov “The story with the hedgehog”

,
“The rooster got sick with tonsillitis”
, M Pirishvina “Hedgehog.
Teach children to perceive the linguistic and artistic features of a poetic text.
5 Russian folk nursery rhymes “Kitsonka-murysenka”

,
“The cat went to market”
Introduce children to Russian folk nursery rhymes; evoke an appropriate emotional attitude towards the characters.

WEEK 4 “Santa Claus’s Workshop”

1Memorization of the poem by E. Trutneva “Happy New Year!”

. A story from personal experience on the topic “New Year's holiday. Teach children to express their impressions of the New Year holiday in coherent statements, when reciting poems by heart, to convey joy and triumph through intonation.

2. Memorizing poems about the New Year.

To develop children's memory, figurative speech, monitor sound pronunciation, and help create a joyful atmosphere in anticipation of the New Year holidays.

3 Reading to children K. Chukovsky “Yolka”, look at the illustrations for the poems.

4 S. Kozlova “How a hedgehog, a donkey and a bear cub celebrated the New Year”

5 Memorizing the poem by A. Usachev “Father Frost”

6 A. Usachev “Father Frost”, “New Year”, “March of the Snowmen”, look at the illustrations for the poems.

7. Reading a ritual song

introduce children to ancient Russian holidays (Christmas, Carols)

; teach to distinguish between genre features of ritual songs; teach to understand the main idea of ​​songs; reveal to children the riches of the Russian language, teach them to speak figuratively and expressively.

JANUARY

WEEK 1 “Winter-winter, it was a snowy winter”

1: V. Golyavkin “How I celebrated the New Year”

Goal: Creating conditions for stimulating speech activity by familiarizing children with the work of V. Golyavkin.

2Telling the Russian folk tale “The Snow Maiden and the Fox”

Teach children to emotionally perceive the content of a fairy tale, imagine images of characters, express their impressions in words, facial expressions, gestures;
enrich speech with fairy-tale vocabulary ;
to form intonational expressiveness of children’s speech. 3Memorization of A. Kondratiev’s poem “Blizzard”

To teach children to emotionally perceive and understand the figurative content of a poetic text, to connect it with real
pictures of nature , to convey its joyful character in independent reading ; to enrich the children’s vocabulary with figurative words and expressions: snowflakes-fluffs, cobwebs, flies, spins, pours, dances.
4 L. Voronkova story “It’s snowing”

Introduce
a work of art , reviving in the children’s memory their own impressions of the snowfall.
5 V. Dal “Snow Maiden Girl”

Task: to create conditions for the formation of interest and need for reading .

6 RNS "Morozko"

7 L. Voronkova “It’s snowing”

- introduce
a work of art .
WEEK 2 “Family”

1 Reading the fairy tale “Geese and Swans”

, arr. M. Bogolyubskaya Teach children to emotionally perceive the work, to understand the theme and content; evoke a desire to memorize and expressively reproduce quatrains.

2 S. Ya. Marshak “The Tale of a Stupid Mouse”

Introduce the fairy tale
“About a Stupid Mouse”
;
make you want to listen again; show images of heroes; cultivate interest in works of art .
3 Reading the poem “We need different mothers, we need all kinds of mothers”
(Russu V.)
4 Reading the Russian folk tale “Sister Alyonushka and Brother Ivanushka”

.

Goal: developing the ability to listen carefully, developing an interest in reading

5 Reading a poem by A. Barto "Mom goes to work"

.Goal: Invite children to answer questions based on the content. Learn to use figurative words and expressions.

WEEK 3 “Our little brothers”

1 Reading the fairy tale “Bull - black barrel, white hooves”

, arr. M. Bogolyubskaya. Teach children to emotionally perceive the work, to be aware of the theme and content; evoke a desire to memorize and expressively reproduce quatrains.

2 Reading the Russian folk tale “The Wolf and the Seven Little Goats”

.

3. Solving riddles about pets.

To consolidate children's knowledge about the genre features of riddles; learn to distinguish riddles from miniatures of other genres. Develop the ability to solve riddles based on a simple description. Learn to use knowledge about animals when solving riddles.

4 Reading the Russian folk tale “Winter Forest Tale”

.

5 Reading poems from S. Marshak’s cycle “Children in a Cage”

FEBRUARY

WEEK 1 “Feathered friends. Feed the birds in winter"

1Memorization of the poem by E. Blaginina “Fly”

Teach children to emotionally recite the poem
“Fly”
, conveying an encouraging and interrogative intonation;
activate vocabulary on the topic “Birds in winter”
.

2 Reading B. Dahl "Crow"

Goal: to develop the ability to listen to stories and follow the development of events.

3 Reading a fairy tale by K. I. Chukovsky “Chicken”

Goal: to develop interest and need for reading , the ability to use words and expressions from the text.

4 Reading N. Naydenova “Bird”

5. Solving riddles about birds.

To consolidate children's knowledge about the genre features of riddles; learn to distinguish riddles from miniatures of other genres. Develop the ability to solve riddles based on a simple description. Learn to use knowledge about birds when solving riddles.

WEEK 2 “Nature in winter”

1 I. Tokmakova “There is a lantern on the street. Snowflakes are spinning under him...”

2 Reading the fairy tale “Zayushkina’s hut”

— to cultivate in children sympathy for the hero of a fairy tale.

3. Reading poems about winter

Introduce children to poems about winter, introduce them to high poetry.

4 Listening to the fairy tale “The Snow Maiden”

— teach children to empathize with a fairy-tale hero.

5Memorization of M. Klokova’s poem “Winter has passed”

Teach children to recite the poem
“Winter has passed”
; practice selecting definitions for a given word.

WEEK 3 “Defenders of the Fatherland”

1 Reading a poem by A. Oshnurova “In our army”

to cultivate respect for the defenders of the Motherland, to arouse the desire to cultivate the best qualities in oneself.

2 O. Bundur “Soldier”

offer to listen to a poem, learn to name items of clothing, attributes, and conduct role-playing dialogues.

3. Reading poems about the army.

Expand children's understanding of the army and the peculiarities of military service. Instill a sense of pride in your country's army.

4 Reading the poem “Beat the Drum!”

I. Gamazkova.

5 T. Bokov “Like Dad”

WEEK 4 “Magic words”

1 Russian folk tale

"The Cockerel and the Beanstalk"

Continue to get acquainted with Russian folk tales; learn to understand the characters' personalities.

2 L. N. Tolstoy’s story “Truth is dearer than everything else”

Bring the author’s thought to the consciousness of children
(you must always tell the truth)
; help them remember the story; develop memory and thinking.

3 V. Mayakovsky “What is good and what is bad”

.Ts:: help children understand the content of the poem; learn to analyze actions; develop speech; create a desire to do only good deeds.

4 Reading a poem by S. Y. Marshak: “If you are polite”

.

MARCH

1 WEEK “Spring. March 8 is Women's Day »

1 Reading a poem by A. Pleshcheev "Spring"

Introduce the poem; learn to name the signs of spring;

develop a poetic ear; cultivate interest in art.

2 Reading poems by A. Barto "Everything for everyone"

,Goal: to instill a love for
literary works , teach to listen carefully, and answer questions about what you read.
3 S. Kaputikyan “My Grandmother”

Goal: to instill a love for
literary works , teach to listen carefully, and answer questions about what you read.
4 Reading poems and nursery rhymes about the sun, looking at illustrations.

5 Reading a fairy tale Sh . Perrault "Tom Thumb"

WEEK 2 “Important Subjects”

1 Thu. R. n. With. at the request of the children.

2 Reading fiction : S. Marshak “Gloves”

,

3 ChHL: K.I. Chukovsky “Fedorino’s grief”

4 Reading : Russian folk tale “The Fox and the Crane”

.Goal: to encourage children to identify positive and negative characters in a fairy tale.

WEEK 3 Every knows the fire number - 01!”

1 S. Marshak “Cat House”;

Purpose: to introduce S. Marshak’s poem “Cat House”

2 P. Golosov “The Tale of the Hare’s House and the Dangerous Box”

3 B. Zhitkov “Smoke”

4 story by N. Pikulaev “Fire Truck”

;

5 K. I. Chukovsky “Confusion”

Goal: to introduce children to the work of K. Chukovsky

WEEK 4 “Modes of transport”

1 Readings of A's poem . Barto "Truck"

.

Goal: develop speech, train memory, enrich vocabulary.

2 Reading fiction Reading a story by M. Ilyin and E. Segala “Cars on our street”

3. Solving riddles about transport.

To consolidate children's knowledge about the genre features of riddles; learn to distinguish riddles from miniatures of other genres. Develop the ability to solve riddles based on a simple description.

4 Reading E. Miler "The Mole and the Little Car"

.

Purpose: to introduce the work.

5 V. Suteev “Boat”

APRIL

WEEK 1 “Birds of Migratory”

1. Guessing and composing riddles about birds. Develop logical thinking and imagination.

2 Reading A. Mike "Swallow"

Goal: expanding the understanding of birds.

3 Reading N. Sladkova “The rooks have arrived;

Goal: development of coherent speech in children;

4 S. Gorodetsky “How birds learned to build nests”

,

5 T. Nuzhina “Sparrows”

,
"Martin"
,

Shaping Humanity

Reading fiction in the 2nd junior group, for example folk tales, helps preschoolers familiarize themselves with the expressive Russian language, figurative speech, humor, and figurative comparisons. With the help of folk tales, interest in the traditions of their ancestors is formed in the younger generation, and a sense of pride in their country is established. A child who, in preschool age, learns to empathize with literary characters will not experience problems communicating with peers and adults. It is in the process of reading that such humane qualities as kindness, sympathy, justice, and care are formed in the younger generation.

What other significance does literary reading have? The 2nd junior group is the optimal age for developing communication skills and forming the foundations of citizenship.

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.

Preview:

An approximate list of literature for reading and telling to children according to the PROGRAM OF EDUCATION AND TRAINING IN KINDERGARTEN, edited by M. A. Vasilyeva, V. V. Gerbova, T. S. Komarova

Fiction for children

Early age (1-2 years)

Sample list for reading and telling to children

Russian folk tales. “Chicken Ryaba”, “Turnip” (arranged by K. Ushinsky); “How a goat built a hut” (model by M. Bulatov).

Works of poets and writers of Russia

Prose. T. Alexandrova. “Piggy and Chushka” (abbr.); L. Panteleev. *How a pig learned to speak”; V. Suteev. "Chicken and Duckling"; E. Charushin. “Chicken” (from the series “Big and Small”); K. Chukovsky. -"Chick".

Fiction for children

First junior group (2-3 years)

Sample list for reading and telling to children

Songs, nursery rhymes, chants. “Our ducks in the morning.”; “The cat went to Torzhok.”; “Egorka the Hare.”; “Our Masha is small.”; “Chicky, chicky, chicky.”, “Oh doo-doo, doo-doo, doo-doo! A raven sits on an oak tree"; “Because of the forest, because of the mountains.”; “A fox was running through the forest with a little box.”; “Cucumber, cucumber.”; “Sunny, bucket.”

Fairy tales. “Kids and the Wolf”, arr. K. Ushinsky; "Teremok", arr. M. Bulatova; "Masha and the Bear", arr. M. Bulatova. Folklore of the peoples of the world “Three Merry Brothers”, trans. with him. L. Yakhnina; “Boo-boo, I’m horned”, lit., arr. Yu. Grigorieva; "Kotausi and Mausi"; English, arr., K. Chukovsky; “Oh, you little bastard.”; lane with mold. I. Tokmakova; “You, little dog, don’t bark.”, trans. with mold. I. Tokmakova; “Ragovory”, Chuvash., trans. L. Yakhnina; "Snegirek", trans. with him. V. Viktorova; “Shoemaker”, Polish, arr. B, Zakhodera.

Works of poets and writers of Russia

Poetry. A. Barto. “Bear”, “Truck”, “Elephant”, “Horse” (from the series “Toys”, “Who Screams”; V. Berestov. “Sick Doll”, “Kitten”; G. Lagzdyn, “Cockerel”; C Marshak, “The Tale of a Stupid Mouse,” E. Moshkovskaya, “Order” (abbr.), N. Pikuleva, “Fox Tail,” “The Cat Was Blowing a Ball,” N. Sakonskaya, “Where is My Finger?” A. Pushkin. "The wind walks on the sea." (from "The Tale of Tsar Saltan"); M. Lermontov. "Sleep, baby." (from the poem "Cossack Lullaby"); A. Barto, P. Barto. "Girl -revushka"; A. Vvedensky. "Mouse"; A. Pleshcheev, in Rural Song"; G. Sapgir. "Cat"; K. Chukovsky. "Fedotka", "Confusion".

Prose. L. Tolstoy. “The cat was sleeping on the roof.”, “Petya and Misha had a horse.”; L. Tolstoy. "Three Bears"; V. Suteev. "Who said 'meow'"; V. Bianchi. "The Fox and the Mouse"; G. Ball. "Yellow"; N. Pavlova. "Strawberry"

Works of poets and writers from different countries S. Kaputikyan. “Everyone is Sleeping”, “Masha Is Having Dinner” trans. from Armenian T. Spendiarova. P. Voronko. "New clothes", trans. from Ukrainian S. Marshak. D. Bisset. "Ha-ha-ha!", trans. from English N. Shereshevskaya; Ch. Yancharsky. “In the toy store”, “Friends”.! from the book “The Adventures of Mishka Ushastik”, trans. from Polish V. Prikhodko.

Fiction for children

Second junior group (3-4 years)

Sample list for reading and telling to children

Fairy tales. "Kolobok", arr. K. Ushinsky; “The Wolf and the Little Goats”, arr. A. N. Tolstoy; “Cat, rooster and fox”, arr. M. Bogolyubskaya; "Swan geese"; "The Snow Maiden and the Fox"; “Goby - black barrel, white hooves”, arr. M. Bulatova; "The Fox and the Hare", arr. V. Dahl; “Fear has big eyes”, arr. M. Serova; "Teremok", arr. E. Charushina.

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.

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.

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.

Rainbow-talents.RF

author: Sikorskaya Lyudmila Borisovna

teacher of MBDOU “Kindergarten No. 141 “Ladushki”, Dzerzhinsk, Nizhny Novgorod region.

“Development of children’s speech through familiarization with fiction” (junior group)

Municipal budgetary preschool educational institution "Kindergarten No. 141 "Ladushki"

Professional self-development program:

“Development of children’s speech through familiarization with fiction”

Developer:

teacher of category I

Sikorskaya L.B.

Dzerzhinsk, 2021

Target:

development of understanding of speech, ability to imitate, accumulation of vocabulary, formation of speech as a means of communication with others.

Tasks:

1. Study methodological literature on this topic.
2. Introduce children to various works of art (fairy tales, nursery rhymes, jokes, poems).
3. To form the need for communication, teach to listen to figurative speech.
4. Development of active speech (reproduction of short sentences, phrases, through the formation of the ability to communicate on various occasions with adults, children, ask questions, convey previously received impressions in a few words, phrases.
5. Develop the ability to reproduce movements in accordance with the text, reproduce sound combinations, words, memorize small interesting texts.

Plan for working with children

Plan for working with parents

The development of coherent speech is an important component of the education of a culture of speech in the broad sense of the word, which is understood as compliance with the norms of the literary language, the ability to convey one’s thoughts, feelings, ideas in accordance with the purpose and purpose of the statement in a meaningful, grammatically correct, accurate and expressive manner.

Speech becomes figurative, direct and lively if the child develops an interest in linguistic wealth and develops the ability to use a wide variety of expressive means in his speech.

The most important sources for the development of expressiveness of children's speech are works of fiction and oral folk art, including small folklore forms (proverbs, sayings, riddles, nursery rhymes, counting rhymes, phraseological units).

The formation of imagery should be carried out in unity with the development of other qualities of a coherent statement, based on ideas about the compositional features of a fairy tale, story, poem, a sufficient supply of figurative vocabulary and an understanding of the appropriateness of its use in one’s own writings.

In the younger group I use works of different genres. I teach children to listen to fairy tales, stories, poems, and also to follow the development of actions in a fairy tale, to sympathize with the positive characters. Constantly drawing children's attention to the figurative language of fairy tales, stories, poems, attracting children to repeat individual words, expressions, songs of characters that they remember. For example, after listening to the fairy tales “The Wolf and the Seven Little Goats” and “Kolobok”, the children were asked to repeat the songs of the characters. By mastering the content of fairy tales: “Teremok”, “Zayushkina’s hut”, “Three Bears”, children learn to convey the words of different heroes. They repeat the intonations that we pronounce, but this also lays the foundation for further independent development of intonation expressiveness at an older age.

Application

• Consultation “Teaching poetry with your child”

Method number 1.

In order for a child to easily and well remember the rhyme, it is necessary to introduce him to the “melody” of the poem and should start as early as possible. If you read ri, “Our Tanya is crying loudly” to a very little baby, then when the child grows up, this first experience, embedded in the subconscious, will make it easier for him to take a conscious approach to the process of memorization. It is known that the most favorable age for memorizing poems is 4-6 years. It is during this age period that the baby’s memory begins to develop especially quickly. If, until the age of four, we do not set the child the task of memorizing a piece, but simply “recite” a number of them - what he remembers, he will remember, then after four years we purposefully teach the child to memorize the text by heart. Moreover, you need to learn as much as possible - this is the best way to form the amount of memory necessary for learning.

Method No. 2

To quickly learn by heart, it is advisable to choose poems whose content would correspond to the age and temperament of the child. There is no need to force a four-year-old child to memorize “Lukomorye” by A. Pushkin in order to show his “genius”. It is best to learn children's classics by S. Mikhalkov, A. Barto, K. Chukovsky.

Method number 3.

Before starting to memorize, the adult who will learn the poem with the child must read it himself with expression. It’s even better if an adult knows it by heart. Then you should definitely find words in the text that are unfamiliar or incomprehensible to the child and explain them. When all the words have been explained, the poem needs to be written about

Role play while reading

Special classes on speech development, which are a mandatory element of the program in preschool institutions, involve the use of physical activity and independent role-playing. The use of visual aids: living and inanimate objects, images, toys, pictures is accompanied by words and replicas, allowing children to enrich their speech.

Works of folk oral art, artistic expression, nursery rhymes, jokes, fairy tales - all this presupposes the use of visual aids in early preschool age. The teacher shows actions and movements using toys. A child, listening to figurative speech, perceives movements in full accordance with the voiced text, reproduces small excerpts from a fairy tale or poem he heard.

Of particular importance is the use of pedagogical methods that promote the development and improvement of independence of preschool children. The tasks that preschoolers must complete gradually become more complex. For example, they not only listen to a fairy tale, but also have to describe the appearance of the hero and list the qualities that he possesses. Such tasks develop logical thinking in the younger generation, form imagination, and teach them to observe and analyze the phenomena and events they see.

While reading books, which are supplemented with bright and colorful illustrations, the teacher focuses the pupils’ attention on the image and asks the children to describe the picture. After listening to the work, the teacher invites the children to reproduce excerpts from the book they read. In addition, in the process of reading poetry, the teacher uses the method of collective memorization. Children repeat 1-2 lines of the poem in turn; by repeating it repeatedly, they memorize a short poem.

Thanks to this method of work, the teacher fully fulfills the task assigned to him by the Federal State Educational Standard, namely, to form a harmoniously developed personality.

During role-playing games, children learn to communicate with peers and use speech to explain their own actions.

How do younger preschoolers perceive literature?

When introducing children of primary preschool age, it is necessary to remember that sometimes it is difficult for them to understand even seemingly simple things, so while reading they may be distracted or ask their own questions. This is especially true for the second youngest group. The teacher’s task is to be patient, treat with understanding and try to answer children’s questions as clearly as possible.

In addition, during the reading process it is worth paying attention to the most significant details, since children are not always able to grasp them on their own. To do this, you can make a list of leading questions in advance. Questions will allow you to include all children in the group in the reading process and subsequent conversation.

When introducing children of the second younger group to fiction, the teacher must take into account the peculiarities of perception of children of this age:

• absent-minded attention;
• dividing heroes only into good and bad;
• trying on images for yourself;
• restlessness, cannot listen for a long time;
• craving for magic;
• They prefer watching cartoons and illustrations to reading;
• sensitive to comments and corrections from the teacher.

Based on these features, acquaintance with fiction is best organized in small groups. When forming a group of children, the teacher should take into account the interests of the children and, in accordance with this, unite them.

Additionally, greater productivity can be achieved through the use of visualizations. That is, accompany the reading by viewing illustrations or pictures.

Note 2

The entire reading process should take place in a favorable emotional and psychological environment, which will contribute to the child’s development of a sustainable interest in getting acquainted with fiction in the future.