Speech development classes for the senior group kindergarten. Lesson plans Gerbova Valentina Viktorovna

Visual and didactic aids

The successful implementation of program objectives depends on a number of factors and, above all, on the way of life of a preschool institution, the atmosphere in which the child is raised, and on a specially designed, thoughtful developmental environment.

The effectiveness of education and training is achieved through the painstaking work of teachers who work directly with children and all preschool employees who communicate with preschoolers during the day.

The system of work on teaching children their native language and introducing them to fiction is presented in the works of V.V. Gerbova “Development of speech in kindergarten” (M.: Mozaika-Sintez, 2008), “Introducing children to fiction” (M.: Mozaika-Sintez, 2008).

The manual “Classes on speech development in the senior group of kindergarten”, written within the framework of the “Program of education and training in kindergarten”, edited by M. A. Vasilyeva, V.V. Gerbova, T.S. Komarova, supplements recommendations on the most important area of ​​pedagogical activity - targeted and systematic training of preschoolers in the classroom. Practical purpose books - to provide educators with approximate guidelines for planning lessons (defining topics and learning goals, ways to implement them).

Features of speech development in children of the sixth year of life

Speech is a tool for the development of the higher parts of the preschooler’s psyche. By teaching a child to speak, adults simultaneously contribute to the development of his intellect. The development of intelligence is a central task in the training and education of older children preschool age.

The power of the native language as a factor that develops the intellect and nurtures emotions and will lies in its nature - in its ability to serve as a means of communication between a person and the outside world. The sign system of language - morphemes, words, phrases, sentences - encodes (encrypts) surrounding a person reality.

The pace of speech development depends on the perfection of speech skills (especially phonetic and grammatical). What are the speech skills of children 5–6 years old and what determines their successful development at this age stage?

As you know, the period of highest speech activity is the fifth year of life. According to A. Gvozdev, by the age of five children master complex grammar system, including syntactic and morphological patterns, and on an intuitive level correctly use words that are exceptions to the rules.

Tall enough and level of vocabulary development. Synonyms, antonyms, figurative comparisons and contrasts appear in children's speech. Preschoolers use nouns with different suffixes without errors (bear - little bear - little bear - little bear - bearish). Their stories contain surprisingly accurate assessments of objects and phenomena. (fat, fidgety, icicle-shaped). Children begin to use adjectives in different degrees of comparison (heavy – very heavy – lighter – the lightest), as well as designations of color shades (lilac, lilac, crimson, dark gray, etc.). The number of verbs increases noticeably, and preschoolers use synonyms with different emotional connotations (walks - walks - strides - trudges - wanders). In children's statements, many words appear that relate to different parts of speech and denote the activities of people, their relationships, actions, behavior, experiences. Apparently, this is due to the fact that the period from five to seven years is the age of development of socially standardized speech (P. Blonsky and others).

In situations that require something to be compared, explained and proven, the speech of a child of the sixth year of life becomes more difficult. Cumbersome statements that are not divided into sentences appear (“Then the prince wanted to live with Cinderella forever, but he had such work at home that he was always working, could not leave this work and only went to Cinderella,” - Alyosha, 5 years 8 months ).

By the age of five, not all children master the correct pronunciation of sounds: some may have delays in their assimilation, others may have incorrect formation (for example, a throaty or single-beat pronunciation of a sound R and etc.). Some children do not differentiate between whistling and hissing sounds in hearing and pronunciation, and sometimes even sounds R And l. This leads to the fact that the child does not always correctly pronounce words in a sentence containing several words with sounds that sound similar to him ( s – z, s – c, h – sch and etc.). The cause of incorrect pronunciation of sounds and unclear speech may be defects in the structure of the speech organs, insufficient mobility of the muscles of the articulatory apparatus. These kids demand special attention speech therapist and educators.

The rapid pace of mastery of the native language, characteristic of the fifth year of a child’s life, slows down in the sixth year of life. Researchers of children's speech believe that after the age of five, speech skills improve only slightly, and some become even worse. Thus, the number of short requests and orders increases (Move away! Put it here!) and the number of friendly, well-reasoned, and explanatory remarks decreases. (Don’t bother me, please, don’t you see, I’m starting the plane!) According to G. Lyamina, the number of cases of explanatory speech is halved. Now children are less likely to accompany their actions with speech. However, if a 5-6 year old preschooler is presented with a task that he has difficulty solving, he develops external speech, although not directly addressed to the interlocutor (the experiments of L. Vygotsky, described by A. Luria). Psychologists explain this by the fact that in older preschool age a new function of speech is formed - intellectual, that is, planning, regulating practical actions (speech “for oneself”, speech mastery of one’s own behavior). The intellectual function of speech has a communicative purpose, since planning one’s behavior and solving mental problems are components of the activity of communication.

Features of working with children in the classroom

Organization of speech development classes

In the older group, adult speech still remains the main source of speech development for preschool children.

When teaching children sound pronunciation, it is necessary to clearly and correctly articulate speech sounds and their combinations; practice voice modulation (voice strength, pitch, speech rate, timbre) when expressing various feelings: joy, annoyance, approval, affection, bewilderment, etc.

The formation of lexical and grammatical skills is determined by how seriously the teacher listens to the answers and reasoning of each child, helps him express his thoughts, promptly suggesting more accurate and appropriate words.

Different speech styles are determined by the synonymy of the language: lexical, grammatical, phonological (variety of intonations when pronouncing the same phrase). And the more synonymous words children hear and use, the richer and more expressive their speech will be.

Various lexicon is constantly updated as the child enriches his experience with new impressions and information. At the same time, the teacher needs to clarify and activate the vocabulary in the process of communicating with children in everyday, play situations and in the classroom. For this purpose special didactic games and exercises. Some of them are carried out based on clarity: “Tops - roots”, “Who is the odd one out and why?” (“What’s extra?”), “Determine by touch” (the material from which the object is made: silk, velvet, gauze, etc.), “What’s wrong?” (confusion pictures), “What has changed?” and so on. Effective and verbal didactic exercises: “Who will say otherwise?”, “Who will notice more?” (qualities, details), “Who will tell you more?”, “What about the other way around?” (use of antonyms), etc.

A special place is occupied by exercises in which the teacher and children make up various absurdities: “Wow!” (“In the spring, the animals had cubs: the elephant had a little fox, the fox had a hedgehog...” The teacher invites the children to continue the story); “Whoever screams” (“And we found ourselves in a wondrous country. There elephants meow, frogs crow,” etc.); “What in the world doesn’t happen?” (“Fishes fly, roosters hatch chickens, mice hunt cats,” etc.) These exercises prepare children to participate in fun games(“What happens is what happens”, “Who was it?”), effective both for activating vocabulary and for developing imagination, the ability to joke and laugh.

Through a variety of games, children master the morphological means of the language. For this purpose, it is necessary to pay attention to the sound of the grammatical form, the sound design of a particular grammatical category. These requirements are met by exercises that require:

Listen to the sound of some words (refrigerator, all-terrain vehicle, navigator, missile carrier) and explain their etymology;

Form words with the same root (cat - cat - Kotofeich and so on. ) ;

Form nouns by analogy (sugar bowl - sugar bowl), adjectives (eared – big-eyed – handy); use indeclinable nouns correctly, comparative degree adjectives (clean - cleaner, sweet - sweeter and so on. ) .

IN active dictionary children should be introduced to special linguistic means with the help of which the structural parts of a judgment can be connected (because, after all), concretize the idea (for example, here), summarize what has been said (always, never).

For improving the syntactic side of speech It is important in the learning process to create situations in which the child must explain something to the teacher or peers (an error in a friend’s story, a rule of the game), convince others of something, prove something.

It is necessary to teach children to understand questions and answer them correctly: how would you do it? how can I help? etc. When answering questions, especially when discussing moral and everyday situations, children should give detailed answers. The teacher should evaluate not only the content of the answer, but also its verbal presentation. (“Oli’s answer was strange. Listen to what she said and help correct the mistakes.”)

When characterizing objects, children of the sixth year of life name color, size, etc. features, which contributes to the appearance in their speech of sentences with homogeneous members. It is important that the teacher notes this. (“Listen to how interesting Andrey told me about this fox: a red-haired beauty, cheerful, very bright.”)

Older preschoolers rarely use subordinate clauses, so when analyzing their statements, complex sentences composed by children should be repeated. (“Dima’s answer pleased me. Listen to him again.”)

Preschoolers can be taught to use complex sentences using the “Complete (complete) sentence” technique. (“Autumn brings me sadness because...”, “We called so that...”, “We called when...”, “We decided to make a stop because...”) For the same purpose, children decipher a letter that was caught in the rain, dictate the text of a letter to a sick teacher (peer).

Children rarely use verbs in speech subjunctive mood, and if they are used, it is usually with errors. Therefore, it is useful to practice them in constructing statements on topics such as: “If I were a teacher” (Santa Claus, clown, cook, etc.).

In the older group, children are taught differentiate the most commonly mixed sounds: hissing and whistling (w – s, g – h, h – c, sh – s), voiced and unvoiced (c – f, h – s, g – w, b – p, d – t, g – j), sonorous (l And R).

The classes use special games and exercises aimed at formation of sound culture of speech.

The teacher mixes up two similar-sounding sounds, for example, and And h, and children (by prior agreement) show movements that characterize the image with which the sound is associated: and– movement with both hands (“a bug is flying”), h – waving movement with the hand (“scaring away a mosquito”), etc. First, the teacher finds out how the children understood the task, and then works with the whole group. Then the girls perform the exercise, and the boys observe and analyze the results; then only boys (or children sitting at the first tables, etc.) complete the task. The teacher takes note of those who make mistakes and identifies the cause of the difficulties (the child does not differentiate sounds, does not have time to work at a given pace, which is very important for the future student). In order to set a certain pace of work, the teacher, having pronounced sounds (later words), counts to himself: “One, two, three,” and raises right hand, giving the children the signal: “Put your hands on the table!”

The teacher pronounces 9–11 words with similar sounds, for example, g – h, and the children, as in the previous task, show the corresponding movements. The teacher selects not only nouns, but also verbs, adjectives, adverbs (crane, umbrella, squint, green, yellow, tomorrow, from afar, vest, buzzing and etc.).

The teacher reads the entire rhyme or the passage needed for work 2–3 times.

Mouse in a green circle

I made some millet porridge.

There are a dozen kids

Waiting for dinner.

Czech song, translation by S. Marshak

The teacher offers to name words with sounds and. It is easier for children to complete this task if supporting objects are used. (“I put three pyramids on the table. So, you need to name three words with the sound and, which are found in the sentence: “A dozen kids are waiting for dinner.”) As they are named, the teacher removes the objects.

The teacher asks the children to remember and name words containing a certain sound (names of objects, actions, qualities, etc.).

The teacher invites the children to choose similar sounding (rhyming) words: chamomile - bug - dirty - tumbler; top - bull - knot - cricket - old man - heel - Cossack; bird - little songbird - little blueberry - strawberry - blackberry - little one.

The teacher plays the game “Say (prompt) a word.” (Speech material for this exercise can be taken from a variety of educational books for preschool children and children's magazines.)

The hunter shouted: “Oh!

Doors (animals) They're chasing me!

There are no roads in the swamp.

I'm into cats (bumps)- hop and hop!”

A. Shibaev “The letter got lost”

Children (based on pictures) make up a “chain of words.” Guessing what sound the word ends with bus, the guys name the second picture, which depicts an object whose name begins with the last sound of the first word (sled). Next, the children choose pictures on their own. It is important that each child can create his own chain of words by receiving an initial picture from the teacher or choosing it independently. (Children should have a lot of pictures at their disposal.) The child who correctly made the longest chain within a certain period of time wins.

Older preschoolers often disrupt their fluency of speech because, while gasping for air, they finish long sentences while exhaling. Therefore we need to keep an eye on them breathing and practice low, drawn-out pronunciation of sounds and, at, onomatopoeia aw, words echo.

The development of speech breathing is facilitated by pronouncing tongue twisters. First, the teacher reminds the text, then the children recite it several times in chorus at different tempos. After this, you can begin individual exercises (speaking at a fast pace).

In a preschool institution it is recommended to have dictionaries. For five-year-old children, spelling is more suitable. The teacher should show it to the children, tell them what a wonderful and unusual book it is, and provide the opportunity to explore the dictionary: “Maybe you can guess why I praise this book so much with a strange arrangement of text and no pictures.”

After listening to the children's reasoning and ideas, the teacher tells them what a dictionary is and shows them columns of words starting with a specific letter of the alphabet. You can play with the children. Let's give an example.

Game “Who can name the most words starting with the letter (A)”?

“So, you were able to remember twelve words starting with the letter A,” says the teacher. – This is a lot, but there are much more of them in the dictionary, maybe a hundred or two hundred. Now I will name words starting with the letter A, which I especially enjoy pronouncing, and you will try to explain what they mean: lampshade, apricot, August, aviation, autograph, alphabet, adagio, admiral, adjutant, openwork, amethyst... So, for now you only know five words out of eleven, but I am sure that at the end of the year you will know the meaning of a much larger number of words. Our music worker must be surprised to hear the word “adagio” from your lips. Let's ask him to let us listen to a recording of the adagio from the ballet."

You can access dictionaries at any time convenient for preschoolers and the teacher: indoors and outdoors, communicating with all children or only with those who want to hear different words with a familiar letter. While listening to children's interpretation of words, the teacher should not forget to correct their speech, suggest which word is appropriate to use in a given case and how to construct a phrase or small statement more correctly. Exercises based on reading words from the dictionary to children and interpreting them, at first glance, are formal in nature. However, older preschoolers like them, and their results are amazing: children’s vocabulary is enriched, a steady interest in the meaning of words appears; they begin to listen and hear the teacher’s story differently, perceiving not only its meaning, but also its speech design. As a result, children have questions like: “What did you name him?”, “What did you just say?”, “Did you say a new word?”

In the process of communicating with children in the classroom and in everyday life, it is necessary improve dialogic speech. And although dialogue is arbitrary contextual speech, it must be taught using a variety of games and exercises, involving interaction with a teacher - the bearer of communicative culture. This manual presents classes in which children master the rules of behavior and learn cultural speech interaction. In the classroom, you can use visual didactic aids that allow children to solve practical problems using their accumulated life experience (for example: Gerbova V.V. Speech development in kindergarten. Visual didactic aid for classes with children 4–6 years old. – M.: Mosaic-Synthesis, 2009.)

Serious attention should be paid teaching children storytelling: retelling, describing an object, composing a story based on a picture and pictures with a sequentially developing action.

In the older group of children they begin teach retelling. It is very important to choose the right text for this type of work. The text should captivate the child so emotionally that he listens to it with interest many times, both when performed by an adult and when retold by peers (for example, the story by V. Bianchi “Bathing the Bear Cubs”).

At the beginning of the year, many children need the help of an adult when retelling. He should start the story, and the child should continue it. During the retelling process, if necessary, it is appropriate to prompt the child with the desired phrase. In the second half of the year, children learn to retell the text together. The child must decide for himself when to stop so that the second storyteller (chosen by the child himself) can take over the baton. The ability to divide a text into parts, maintaining the logical completeness of passages, will be necessary for children at school.

In the older group, a lot of attention is paid working with pictures. Children's ability to name individual pictures and several pictures at the same time is improved; tell meaningfully and consistently, guided by a plan.

A plan is drawn up when children first become acquainted with the picture. Let's give an example.

The teacher, setting up the children to look, offers attention to the initial phrase (phrases) of the future story: “In a warm summer evening The hedgehog took the hedgehogs out into the forest clearing. Everyone is busy with what." Next, the teacher tells the children where it is most convenient to start looking at the picture: “Hedgehogs have a lot to do. They scattered throughout the clearing. It is so? Tell us about it..."

While listening to the children, the teacher asks clarifying questions, suggests more precise words that characterize the situation, and summarizes what was said in a short story.

Then the teacher draws the children’s attention to another part of the picture: “The hedgehog does not bother the kids. She has her own business, doesn't she? Tell me, what are these things?”

The teacher again summarizes the preschoolers' stories and turns their attention to the perception of the last object (the beauty of the meadow). The teacher ends the examination with a final phrase that conveys his attitude towards the picture: “It’s good for hedgehogs in a forest clearing on a warm summer evening!”

With this organization of work, children talk about the picture without repetitions or omissions, since the teacher unobtrusively suggested to them a plan consisting of only three points.

In the older group, children’s ability to create pictures is consolidated and developed using a matrix painting and handout pictures.

Considering pictures with plot development (with sequentially developing action), children are happy to arrange them in a certain sequence and comment on their actions, using quite a lot of complex sentences. The logic, completeness and imagery of children’s stories are determined both by the content of the pictures and by the nature of the questions and tasks provided by the teacher. Pictures with plot development of action encourage children to compose creative stories, activate their imagination.

For classes with older preschoolers, you can use the following manuals: Gerbova V.V. Pictures on the development of speech in children of senior preschool age (M.: Prosveshchenie, any edition), Radlov N. Stories in pictures (any edition). You can also use appropriate pictures that are periodically published in children's illustrated magazines.

When working on pictures with sequentially developing action, the following features must be taken into account.

When asking children to arrange pictures in the correct sequence, it is necessary to provide them with the opportunity to discuss their actions. This moment is most favorable for practicing such speech formulas as: “I believe (I think, I am sure, I believe) that the row is lined up correctly”; “I have some doubts (there are objections)”; “It seems to me that Sasha made a small mistake”; “I would like (I will try) to explain my actions.” First, the teacher will have to tell the children for a long time and persistently about what words are appropriate in a particular address, about how they enrich a person’s speech. Over time, the children themselves will begin to tell the teacher how in this or that case they can turn to an adult or peer. And then non-standard speech patterns will appear in children’s independent speech.

A lesson on composing a story using pictures should be structured as follows.

Having approved the sequence of pictures, the teacher invites the child (from among those who wish) to compose a narrative story based on the first picture. The teacher listens to the answer and finds out from the children what else could be included in the story to make it more interesting and meaningful. (“I believe that...”; “It seems to me that...”; “I’m not sure, but it seems to me that...”) Then the teacher invites another child (optional) to make up a story based on the second picture. And so on.

In conclusion, one of the children makes up a story based on all the pictures. The teacher finds out if there are anyone else who wants to write a story. If necessary, the teacher invites the children to listen to their story and asks them to pay attention to unusual and rarely encountered words.

Pictures with sequentially developing action are excellent material for creative storytelling. When arranging pictures in a certain sequence, children discover that some important culminating plot is missing (usually the third picture). This activates their imagination and makes them think about what happened to the characters.

It is useful to train children in composing endings to folk tales well known to them. For example, the teacher reads or tells the Russian folk tale “The Braggart Hare” (arranged by O. Kapitsa) until the words: “The hare saw the dogs scolding the crow, and thought...” What exactly did the hare think about, did he dare to help the crow or was he afraid if helped, then how, and if he didn’t help, then how he later justified himself - all this is made up by children. Then the teacher reads the end of the fairy tale.

Or the teacher tells the children the Nenets folk tale “Cuckoo” (translation by K. Shavrov) to the words: “Brothers, look, look, our mother is flying away like a bird!” - shouted the eldest son.” Children continue the fairy tale.

You can compose an ending to the fairy tale by D. Bisset “About the tiger cub Binky, whose stripes disappeared” (retelling from English by N. Shereshevskaya). Children figure out where the tiger cub looked for the stripes, who he asked to lend them to him or draw them, and how his adventures ended.

And the fairy tales of J. Rodari, which have three endings (“The Dog That Couldn’t Bark”, etc.), are good didactic material that focuses on creative storytelling.

It is useful to exercise children outside of class in writing short fairy tales without relying on literary texts. The teacher sets a topic for the children, helps them compose a story and present it clearly to the audience. You can offer children the following topics:

The tale of how a bear cub caught the moon;

A fairy tale about how a polar bear wandered into Africa and what came of it;

A fairy tale about how a rude hedgehog and a good little bunny traveled;

A fairy tale about how a badger gained courage.

The senior group continues to improve their ability to compose stories on themes from personal experience . Here, too, the choice of topic and the presence of a story plan are very important. You can offer the children the following topics: “How we congratulated the kindergarten staff on the holiday,” “How we looked for traces of autumn” (collective experience); “My favorite toy (favorite cartoon)”, “Our mischievous cat (my dog ​​friend)”, etc.

Introducing children to fiction

Children aged 5–6 years already have sufficient literary knowledge, distinguish a fairy tale from a short story, and accurately identify poetic works. They understand the essence of a specific act of a literary hero, although they do not always grasp his hidden motives. Preschoolers are able to admire the description of nature (poems by I. Bunin, F. Tyutchev, A. Maykov, A. Fet, S. Yesenin and other poets).

The list of works of art for senior preschool age is quite voluminous and varied. It includes songs and chants, but children’s interest in them is not as pronounced as in previous age groups. But counting rhymes, tongue twisters, riddles, and fairy tales are popular.

Russian folk fairy tales, full of wonderful fiction, dramatic situations, confrontation between good and evil, not only entertain and delight children, but also lay the foundations of morality.

The program includes original fairy tales (A. Pushkin, D. Mamin-Sibiryak, N. Teleshov, V. Kataev, P. Bazhov, M. Gorky, H. K. Andersen, R. Kipling, O. Preusler, T. Jansson and etc.); stories about children, their actions and experiences (V. Dmitrieva “Baby and the Bug”; A. Gaidar “Chuk and Gek”; L. Tolstoy “Kostochka”); works about relationships in the world between people and animals (L. Tolstoy “The Lion and the Dog”; G. Snegirev “The Brave Little Penguin”, etc.); humorous stories (V. Dragunsky, N. Nosov, K. Paustovsky, L. Panteleev, S. Georgiev, etc.).

Already in middle group reading of a “thick” book chapter by chapter (reading with continuation) is introduced. Older preschoolers have a more stable interest in “thick” books. Reading chapter by chapter, you need to be interested in what the children remember and whether they have a desire to listen to what else awaits the heroes of the book (A. Volkov “The Wizard of the Emerald City”; T. Aleksandrova “Kuzka the Brownie”; L. Panteleev “Stories about the Squirrel and Tamara”, etc.).

Preparing children to perceive a new work can be done immediately before reading or the day before, using a variety of techniques.

The teacher places a new book in the book corner. Children look at the illustrations on their own, try to determine the genre of the work (fairy tale, short story, poem), and find out what it is about. At the beginning of the lesson, the teacher asks the children about their assumptions, praises them for their observation, and names the work.

The teacher shows objects that are mentioned in the work and which the children do not know, names them, and explains their purpose. For example, before reading N. Teleshov’s fairy tale “Krupenichka”, he suggests considering buckwheat (cereals and a picture of this plant; better during flowering and with already ripe fruit-seeds).

The teacher suggests, based on the title, to make assumptions about the content of the book. For example: “Boris Zakhoder’s new fairy tale is called “The Gray Star”. Who do you think it's about? (Children's answers.) Actually, this fairy tale is about a toad. Why did you frown and wave your hands?”

Immediately after reading the work (or after some time), you need to talk with the children. The following techniques will help you understand the content better.

Questions from the teacher.

Examination of illustrations for the work.

Demonstration of drawings and panels depicting the heroes of the work and various episodes.

For example, a teacher invites children to close their eyes and imagine a goat from P. Bazhov’s fairy tale “The Silver Hoof.” Then he shows the drawing. “This is not him,” the children say, “the fairy-tale goat has a silver hoof on his right front leg, thin legs, a light head, and five branches on his horns.” The teacher once again asks the children to close their eyes and replaces the previous drawing with a new one (a goat with a silver hoof, from under which gems). Children are happy to complete the set of stones by making them from shiny candy wrappers (lumps).

Verbal sketches. The teacher invites the children to imagine themselves as illustrators, think and tell what pictures they would draw for the work. While listening to statements, the teacher asks clarifying questions.

Reading passages from the text at the children's request.

In order for children to better understand the features of the genre and language of the work, the teacher can offer them:

– talk about the funniest (saddest, scariest, etc.) episode. Then the relevant passages are read. For example: “But the cat didn’t come out. He howled disgustingly, howled continuously and without any fatigue. An hour passed, two, three... It was time to go to bed, but the cat was howling and swearing under the house, and it got on our nerves” (K. Paustovsky “The Thief Cat”);

– tell about one of the episodes (at the teacher’s choice) in more detail. Then the teacher reads out the text, and the children finish the endings of the sentences: “Maryushka was good - a written beauty, and out of kindness... (her beauty increased)"("Finist - Clear Falcon", Russian folk tale). Or: “Krupenichka, red maiden, live, bloom, grow young... (for the joy of good people)! And you, buckwheat, fade, mature, curl - be you... (for the benefit of all people)! (N. Teleshov “Krupenichka”);

– dramatize passages that are most interesting from the point of view of activating vocabulary or containing dialogues that children are happy to reproduce and listen to. For example, Natasha’s conversation with the brownie Kuzya (based on the work of T. Alexandrova “The Brownie Kuzka”).

Brownie. Aren't you going to rubbish too?

Natasha. What is rags?

Brownie(laughs, jumps, has fun). To fray is to scratch.

Natasha. I won't scratch myself. I'm a person, not a cat.

Brownie. Aren't you going to freak out?

Natasha. What is it to collapse?

Brownie(jumps, dances, wails). Ah, trouble, trouble, grief! Whatever you say is not reasonable, whatever you say is all in vain, whatever you ask is all to no avail!..

The scene is rehearsed in advance. Then those who wish can play it out on a walk or in a group in their free time from classes, and if necessary, even on holidays. Oddly enough, the performers of the role of Brownie are very happy when they put on a shaggy wig. He helps them get into character.

The need for a conversation based on what has been read is obvious, since any work of art becomes an aesthetic object only when it is comprehended. But we must not forget that the child, first of all, should enjoy what he hears. A detailed analysis may do more harm than good. If the work is read to children outside of class, you should only help them understand the motives of the hero’s actions by asking them to think, reflect in their spare time, what prompted him to make this or that decision. Or you can clarify why the work is called that way. For example: “Why do you think the fairy tale in which the hare showed courage by saving a crow is called “The Braggart Hare”?” (Russian folk tale, adaptation by O. Kapitsa).

Talking about what was read in class and asking questions that require reflection and evidence, the teacher, after listening to the children, should read an excerpt (excerpts) from the work. It is important that children hear the text more often than reasoning about what happened and why.

It is advisable to begin reading Russian folk tales with the saying: “Our tales begin, our tales are woven. On the sea-ocean, on the island of Buyan..."

The telling of fairy tales should end with one of the endings traditional for Russian folklore, for example:

This is how they live

Gingerbread cookies are chewing,

They drink it with honey,

They are waiting for us to visit.

And I was there

Honey, drank beer,

It ran down my mustache,

Not a drop got into my mouth.

Or the ending from A. Pushkin’s fairy tales: “The fairy tale is a lie, but there is a hint in it! A lesson to good fellows!”

Children in the older group are introduced to some ritual songs, jokes, boring fairy tales, and fables (folk and original).

There are many poems dedicated to nature in the bibliography lists. They should be read repeatedly to children in class and in everyday life (in full and in excerpts), especially when it is difficult to say better.

It smelled like winter cold

To the fields and forests.

Light up bright purple

Clouds before sunset.

I. Bunin “First Snow”

More transparent forests

It's like they're turning green.

A. Pushkin “Eugene Onegin”

The list of program works lists poems recommended for memorization and for reading in person.

Lessons for memorizing poems are structured as follows: reading without the intention of memorizing; reading with a focus on memorization, sequential analysis of logically completed passages; leading children to how to correctly read a certain part of the poem; exercises in reciting a passage (3–5 people); The teacher reads the entire poem.

Before reading the next passage, you should say the previous one, and then the new one, so that the child hears the text as often as possible. There is no need to encourage children to read the poem in chorus. When reading individually, it is important to pay attention not to the volume of speech, but to its expressiveness and naturalness of intonation. Let's give an example.

“Wonderful poem, isn’t it? – the teacher asks after reading I. Surikov’s poem “Winter”. – What is unusual about it, what do you especially remember?

The teacher reads the first part of the poem and the next quatrain.

The teacher invites the children to continue the line: “Snow fell all night, and in the morning it snowed... (the field turned white, as if everything had been covered with a shroud)».

Three or four children repeat the passage.

The teacher reads the poem in full.

The third quatrain is the most difficult. In order to help children remember it, the teacher uses the technique “I ask - answer!”: “A dark forest that covered itself with a wonderful hat”? The question is addressed to 3-4 children who memorize poetry more slowly than their peers. Children take turns repeating the phrase.

The teacher reads the poem in its entirety, inviting the children to read very quietly with him.

Each lesson on familiarization with works of fiction should begin with repetition, so that children do not forget the material covered: “Today I will introduce you to a new poem by Samuil Yakovlevich Marshak. What poems and fairy tales of his do you already know?”

You should also more often remind children of excerpts from familiar program works during classes on speech development and familiarization with the world around them. At the end of each month, it is advisable to hold literary quizzes and literary kaleidoscopes. In this age group, they can already be thematic: “Fairy tales”, “How many cats and kittens (foxes, bears) are there in fairy tales, stories, poems!”, “Books of a favorite writer”, “These amazing animals!”, “Unprecedented yes unheard of”, “Funny poems”, etc.

Lesson plans can include:

Quizzes (“What works are these excerpts from?”);

Dramatizations of small excerpts from 1-2 works (prepared in advance);

Performances of singing heroes of works. They are found in Russian and especially often in foreign fairy tales (performances must be prepared in advance with the participation of a musical worker):

The fires are burning high,

Cast iron boilers are boiling,

Damask knives are sharpened,

They want to kill me.

Sister Alyonushka and brother Ivanushka,Russian folktale

Wash yourself, Grumpy,

Clubfoot Bear,

So that Bear is clean,

We need Mishka to wash

Claws and heels,

Back, chest and legs.

T. Enger “Adventures in the forest of Elki-on-Gorka”

The teacher reads excerpts from works that children especially like (at the children’s request);

Competition for the best performer of the role (for example, a gnome, a brownie, the Frog Princess, Winnie the Pooh, etc.).

This set of tasks is quite suitable for leisure evenings. At these evenings, it is also appropriate to act out (in a free interpretation) an excerpt from a work, teaching children improvisation with the active participation of adults. For example, when dramatizing an excerpt from K. Chukovsky’s fairy tale “The Cluttering Fly,” children are asked to portray beetles, cockroaches, butterflies, and crickets.

Ant appears.

Ant. Oh, I can't! This is news! Fly... She... Fly...

All. What's happened? What fly? What with her? Yes, speak up!

All insects talk about the same thing, but each in their own way.

Ant. Eww! Let me catch my breath! A fly walked across the field.

All. What? What a miracle - a fly went across the field. Let him go.

Ant. A fly walked across the field. The fly found the money.

All. Yes? What did you find? She says she found the money. What is this money? Maybe a bomb? Oh, where should we run?!

Ant. The fly went to the market and bought a samovar.

All. Where did you go? What did you buy? Samovar! That's it!

Ant. And there she is.

The fly is barely dragging a hefty samovar (an imaginary situation), wiping sweat from his forehead.

Fly. Come, dears, I will treat you to tea.

All. Well, thank you! Thank you! This is good! This is amazing! How lucky we are! We need to get ready, we need to dress up.

Planning lessons

The “Program of Education and Training in Kindergarten” in the senior group recommends conducting 8 classes per month on speech development and introducing children to fiction.

The table shows the numbers of classes in which specific software tasks are solved.

Lesson Plans

August – September – October – November

During these months, during daytime and evening walks, children should pay attention to how nature changes with the onset of autumn, and read poems about early and late autumn.

You still need to read every day at a time convenient for the children and the teacher (in the morning before breakfast; when putting the children to bed for an afternoon nap; before going out for an evening walk). You should read, first of all, programmatic works (new and already known to children). Before going to bed - sing lullabies; tell fairy tales and stories with a calmly developing plot. It is possible to read the work chapter by chapter, for example, “The Brownie Kuzka” by T. Alexandrova, “Mr. “Little Baba Yaga” by O. Preusler (translation from German by J. Korinets), “Penguin Beach” by G. Snegirev, etc.

Children of older preschool age do not experience such pleasure from Russian folk songs and nursery rhymes as children who enjoy the rhythm of the works. But small forms of folklore help solve many everyday problems, are the key to understanding the richness of the Russian language (see Appendix). For example, when helping a child get up, the teacher says:

Vanya was driving, in a hurry.

The raven fell off his horse!

If everything is in order, the teacher quotes the ending of the song “Like thin ice...”:

They put him on a horse,

We saw off on our way:

- How are you going, Ivan?

Don't yawn around.

While watering the flowers and wiping the leaves, the teacher can recite lines from the song “I’m already touching the pegs...”:

Don't be empty

And be thick.

Don't be small

And be great.

“Serious advice” by R. Sef (children learn the poem by heart) helps quickly calm disputants:

With children you need to play a lot of board games (including children's and adult dominoes), verbal, and outdoor games. Among board games“Tic Tac Toe” is very popular among older preschoolers.

Tic-tac-toe game

A 3x3 square is drawn. Players must place three identical icons horizontally, vertically or diagonally: a cross or a zero. The one who completes this task faster wins.

Games with words activate the speech and thinking of preschoolers, for example, games during which children compose fables and nonsense (“What happens is what happens,” “Who was it?”). At the same time, older preschoolers are introduced to the best author’s and folk examples of this genre (“Listen, guys...”, “Ermoshka is rich...” - Russians folk songs; “Poodle” by S. Marshak, etc.).

Game “What happens, comes”

This game can be played both outdoors and indoors. But first you need to practice children answering the questions: What? Which? What is he doing? Where is? At first, the teacher will probably have to answer these questions himself more often, offering hints. For example: “Which one? – the teacher asks and answers: “Yellow.” And the children continue to list the colors: “Green, red, pink,” etc.

“Round,” says the teacher.

“Square, triangular,” the children list.

Hints can be concise or detailed.

– When you lie on a soft meadow carpet, you can watch living creatures - fluttering, crawling, buzzing. Can you name them?

– Where are the things? Where can you hide? Where can you go for a walk?

– There are many interesting things in the world. What can you do to avoid getting bored?

If children begin to answer questions on their own, you can invite them to play. You need to take a sheet of paper, divide it vertically into four parts and write questions in them in the following order: who? What? Which? what is he doing? Where?

Having formulated a question, the teacher should listen to the children’s answers and offer them a number of their answers for discussion. Words that clearly do not correlate in meaning should be entered in the table. When the columns are filled, you need to read fables to the children, starting the phrase with an adjective (“The frozen chest meows in the oven”).

Here are the versions of fables that teachers made up together with the children.

If children do not show interest in this game, you need to return to it after 3-4 months.

During the game, children should pronounce a correctly constructed phrase and a phrase with violations in the coordination of words, for example: “The sad fur coat is crying on the mountain.” Let the children notice the mistake and correct it. Such exercises are useful for improving the grammatical structure of speech.

Having mastered the technology of composing fables according to a diagram, children will begin to invent them on their own.

Game "Who was it?"

This game is borrowed from the book “The Grammar of Fantasy” by Gianni Rodari. The nature of the questions and their sequence have been changed.

The teacher reads out the question and, with the help of the children, chooses the most successful answer. Then he reads the resulting fable.

- Who was that? (Hippopotamus.)

-Where was it? (On the beach.)

- What did you do? (Knitted a vest.)

- What did you suddenly shout? (Ku-ka-re-kuu!)

– What did the people say? (He knows a foreign language.)

- How did this story end? (The hippopotamus became famous.)

Let us give examples of joint creativity between the teacher and children.

- Who was that? (Crocodile.)

-Where was it? (In the kitchen.)

- What did you do? (I tried fried potatoes.)

- What did you suddenly shout? (Eureka! Hurray! Found it! Victory!)

– What did the people say? (He made some discovery.)

- How did this story end? (Since then, all crocodiles have dreamed of trying fried potatoes.)

- Who was that? (Abstract-minded man.)

-Where was he? (In the trolleybus.)

- What did you do? (Walked on foot.)

- What did you shout? (Please, stop the Earth! It is shaking.)

– What did the people say? (You must be tired or overworked.)

- How did the story end? (The absent-minded man got off the trolleybus, stood, waited and calmed down - the Earth no longer swayed.)

The following game contributes to the development of sound pronunciation and attention of children.

Game "Owl"