Program content:
Continue to teach children to write short story stories;
Continue to learn to use different types of sentences in the story, to tell intonation expressively;
Develop an emotional attitude to works of art, learn to empathize, understand the characters;
Develop creative imagination;
Individual work.
Preliminary work:
Exercise children in compiling (inventing) various fairy tales and stories;
Memorizing a fairy tale by 2 children;
Learning the words of Little Red Riding Hood
Equipment:
Red box, toothbrush, toothpaste, flower;
Little Red Riding Hood costume, basket, sweets;
Materials for the games "Tale Get Together" and "Fairytale Heroes";
Audio recording - "Song of the Little Red Riding Hood", "Birdsong".
Slides on a laptop.
Course progress.
Children greet the guests and sit on the chairs.
Educator: Guys, listen carefully and guess the riddle.
The grandmother loved the girl very much.
She gave her a red hat.
The girl forgot her name.
Well, tell me her name.
(slide shown after correct answer)
Music "Song of the Little Red Riding Hood" sounds. A girl appears with a basket in her hand. Approaches the teacher, and greets everyone present.
Educator: Little Red Riding Hood, what do you have in your basket?
Little Red Riding Hood:
I ran away from my grandmother
And I saw the box.
She was standing under a bush
And there was a note:
"Who will find this box-
Take it to the kindergarten to the children.
Educator: Guys, let's see what lies in this beautiful box?
The teacher takes out a toothbrush, toothpaste and a flower from the box.
Educator: I know whose items these are! They belong to a toothy wolf from a funny fairy tale called "Once a week", and it was written by Valery Shulzhik. The toothy wolf uses these items once a week. What else would you like to know about him?
Children's questions are heard.
Educator: To find out how the toothy wolf uses these items, you need to listen to a fairy tale. Mark, please tell us the beginning of the tale.
Once a week toothy wolf
Cleans teeth with mint paste.
Washes windows, whitens the stove,
Lay a rug on the porch
And with a flower at the door
Waiting for animals to visit.
Educator: Guys, let's come up with a continuation of this fairy tale. Now we will get into the forest where the toothy wolf lives. And with the birds singing, imagine what will happen to the main character. Who can visit him? What will they do? Or maybe a toothy wolf will get into trouble?
To the music of “Birdsong”, children “go to the fairy forest” (walk around the group), and independently come up with a continuation of the fairy tale.
We listen to 3-5 stories. The teacher evaluates the stories together with the children, noting the creativity of the child, who came up with more interesting ideas.
Educator: Little Red Riding Hood, what else do you have in your basket?
Little Red Riding Hood: I brought the guys a game. And I want us all to play together.
Educator: Guys, look carefully at the pictures. Heroes of what fairy tales are depicted here. (Heroes from the fairy tales "Geese-Swans", "Three Little Pigs", "The Wolf and the Seven Kids")
Now we will play the game "Tale Get Together". Take one hero each. When the music starts, you will run in all directions, and when it stops, you must “collect fairy tales”, gather in three groups.
The game is repeated 3-4 times to the music of "The Song of the Little Red Riding Hood".
Then the children sit on the chairs.
Educator: Guys, let's listen to the beginning of the fairy tale "Once a week" again.
Mark tells the beginning of the tale.
Now listen to what the author Valery Shulzhik came up with at the end. Sasha tell us, please, the end of the tale.
But, alas! forest animals
Don't knock
To the wolf at the door.
High, of course, honor,
But it's dangerous
They can eat!
Educator: Guys, Little Red Riding Hood told me now that trouble happened to some heroes of fairy tales. The evil witch bewitched them, and cut the pictures with their image. To save these heroes, you need to assemble the whole picture from the parts. And then you will know which hero you saved.
Children sit at tables. The game "Fairy-tale heroes" is played to the music. Having collected a split picture of the hero, the children come up with a riddle about him, and make them to each other.
The children return to their seats.
Little Red Riding Hood: Guys, for saving my friends, fairy-tale heroes, I want to treat you to fabulous sweets.
Little Red Riding Hood: Guys, I have to go home. Mom is waiting for me. Goodbye.
To the music of "The Song of the Little Red Riding Hood", the girl says goodbye and leaves the group.
GCD on the development of speech in the middle group "Forest parcel"
Description of work: Synopsis of directly educational activities for children of the middle group "Forest Parcel". The material will be useful for teachers of preschool groups. This summary of an educational lesson for preschoolers 4-5 years old, aimed at summarizing and consolidating the topic "Wild Animals".Target: Expansion of vocabulary and consolidation of knowledge of the names of wild animals in preschoolers.
Tasks:
1. Fixing in speech the names of wild animals, and their cubs, body parts, dwellings.
2. The development of thinking on the material of descriptive riddles.
3. Strengthening the ability to compose a story using mnemonic tables.
4. Development of fine motor skills of the fingers.
Integration of educational areas:"Cognition", "Communication", "Artistic creativity", "Socialization", "Reading fiction".
Materials for work:
- parcel with locks, letter;
- cards with the image of dwellings of wild animals;
- didactic game: “Whose tail? ”;
- subject pictures depicting wild animals and their cubs.
Preliminary work: Acquaintance with wild animals in the classroom on familiarization with the outside world, through outdoor games, imitation of animal movements. Conducting finger gymnastics, guessing and inventing riddles. Educator: Good morning, guys. This morning a parcel and a letter were brought to our group. Let's read the letter.
Hello guys!
We send you a parcel with gifts for you. But in order to open it and find out who it is from, you need to pass tests. For each test you pass, you will receive a key to the lock. We wish you good luck!
Educator: So guys, are you ready for the test? (children's answers)
caregiver: In order to learn how to speak beautifully and correctly, you and I need to do a warm-up for the tongue.
1. "Smile", "Fence"
Our lips smiled
Straight to the ears stretched.
You try "I-i-i" say
Show me your fence.
2. "Tubule"
An elephant came to visit us,
amazing baby,
Look at the elephant
Sponges proboscis pull.
3. "Smile" / "Tube"
If our lips smile
Look - the fence appears.
Well, if the sponges are a narrow tube,
So we can play the flute.
4. "Watch"
One after the other, one after the other
Arrows go around.
You lick both lips
Show me how the arrows move.
5. "Pendulum"
There is a minion in the clock:
To the left is tick, and to the right is so.
You will be able to do this:
Tick and tock, tick and tock?
6. "Swing"
On a fun swing
Tanya and Nikita sat down.
The swing went down
And then they flew up.
Probably with the birds
They wanted to fly.
Educator: Well done, you did a great workout. So, the 1st test is guessing riddles (with the correct answer, an image of an animal is displayed).
What kind of forest animal is this?
Did you stand up like a column under a pine tree?
And stands among the grass -
Ears are larger than the head.
Answer: hare
Who is cold in autumn.
Walking gloomy and hungry? (Wolf)
This glorious redhead
Lush tail, white belly,
Very scary trick
Chickens in a cage will count
And the owners will be scared
Instantly run away and straight into the forest.
Answer (fox)
In the pit sleeps in the long winter,
But as soon as the sun begins to warm,
On the road for honey and raspberries
Heading off …
Answer (Bear)
I walk in a fluffy fur coat, I live in a dense forest.
In a hollow on an old oak tree, I gnaw nuts.
Answer (Squirrel)
Well done boys. All riddles solved. Here is the first key to the lock. Tell me, what animals did you and I guess riddles about? (children's answers). Why are they called that? (children's answers). That's right, wild animals live in the forest, and everyone has his own house. The next test is called "Who lives where?"
On the tables are cards with the image of an animal and a dwelling. Children are invited to connect the line of the animal and its dwelling. When completing the task, the teacher asks related questions:
Where does the wolf live? (In the lair)
Where does the squirrel live? (In the hollow.)
Where does the fox live? (In holes.)
Where does the hare live? (Under the bush.)
Educator: Great, and passed the test. Here is the second key to the lock. And our next test is called "Name it right."
The child chooses a picture from the series "animals and their cubs" and names:
Fox - fox - fox cub (foxes)
Wolf - she-wolf - cub (wolf cubs)
Bear - she-bear - cub (cubs)
Hare - hare - hare (hare)
Squirrel - squirrel - squirrel (squirrels)
caregiver: Good job. And for this we get another key. And now I suggest a little rest. (physical minute)
Naughty animals.
Bunny jumps on the bushes,
Through the swamp and over the bumps.
The squirrel jumps on the branches
The mushroom carries baby squirrels.
The clumsy bear walks,
He has crooked paws.
No paths, no paths
A spiny hedgehog rolls. They jump on two legs, making "ears" from their palms.
They jump with their arms bent in front of their chest.
They go side by side.
They move in a half squat, making round backs.
Educator: We rested, but there is still a test, and it is called “Make up a story”.
The child is invited to choose an image of one animal and use the mnemonic table to compose a story. Children's responses are heard.
Educator: Another test is behind us, and we have another key. There remains the last test "Whose tail?"
On the tables are pictures of animals without tails. The child is invited to find the desired tail and stick it while naming whose tail (fox, wolf, squirrel, hare).
Educator: Guys, all the tests have been passed, let's see what's inside the package (open it, there's a treat).
Educator: Who do you think sent you the package? (children's answers). That's right, the forest dwellers sent you gifts.
The children are given treats.
The development of speech in preschool childhood naturally plays a leading role. Speech develops - thinking develops. Speech acts as a communicative, educational, educational basis, the further education of the child at school depends on the quality of speech. At preschool age, it is important to develop the child's vocabulary, create conditions for the development of grammar, phonetics of children. In this regard, it is also important to develop fine motor skills of the fingers as a factor stimulating speech. In the preparatory group for school, it is important to teach children to distinguish sounds, to develop auditory attention. In general, all this serves the development of coherent speech. High results in the development of coherent speech of preschoolers are an indicator of the work of parents, educators, and a speech therapist.
Thematic classes fully meet the solution of speech development issues. The complex impact on the child's speech remains one of the leading in preschool practice. Therefore, it is advisable to conduct speech therapy classes with a group of children precisely thematic.
Abstract 1
Subject: Dentist's Day
Target: development of children's speech
Tasks: clarify the correct articulation of the C sound, consolidate the ability to determine the position of the C sound in words, enrich the children's vocabulary with the concepts of profession, dentist, benefit, approval, develop the mobility of the articulatory apparatus, speech breathing, creative thinking, cultivate the correct attitude to health, "sense of language".
Equipment e: a CD with a recording of the song "Smile", a CD with a recording of cheerful music, dummies of products, cards - symbols for the stages of classes, toothbrushes, booklets with tips on how to keep your teeth healthy, a picture of the tongue - a dentist, Svetlana Sergeevna doll in a doctor's costume.
Lesson progress:
1. Organizing moment
- Guys, do you like to learn new things, and tell something interesting yourself? Then I invite you to class, come in, sit down on the chairs.
2. Main body
- at the beginning of February (that is, this month), many countries celebrate Dentist's Day.
- Who is the dentist? This is a doctor. But the doctor is special, he has his own specifics, he is a dentist.
- So on the day of the dentist we will congratulate ... And how do they congratulate you on the holidays? (wish good, give gifts)
– All dentists consider the good, healthy teeth of his patients to be the best gift. And who are these patients? (customers, visitors)
- And what teeth can be called healthy, good? (which do not hurt, do not bother)
- We will consider 4 signs of dental health.
- So, the first sign is a light fresh breath. Tell me, guys, when do they say "tooth-to-tooth"? When it's cold, a frozen person's teeth chatter and they say that the tooth does not hit the tooth. And when can a person get very cold? What time of year? In winter. Let's catch a light winter cloud and tame it. Cloud training - we release a cloud on inhalation, inflate the stomach, on exhalation - we hold the cloud, we retract the stomach.
- And now let's remember the winter tongue-twister and repeat it all together while standing (for a lot of words - spread your arms wide, your cheeks are red, beautiful - rub your cheeks with your palms, flew in - raise and lower your hands):
We are January frost
Brought a lot of freshness.
Cheeks are red, beautiful!
And February blizzards
They circled, they flew.
Do we have fresh, light breath? So, next to the first sign we will place a smiley (any symbol is a smiling sun, a face).
What does the next symbol mean? That's right, healthy teeth are clean teeth. The language has come to visit us, and it will help us to perform the language warm-up. Do everything with me, be careful and diligent.
The tongue is familiar to you, children,
We will meet him with a smile.
Let's smile wide
One more time, yes!
(smile, hold wide, all teeth visible)
Dentist is our language
Get used to taking care of your teeth.
Mouth open wide
We will knock all our teeth easily.
Run through the teeth
All silently we need.
(brushing teeth, tapping tongue on teeth)
Hide the upper teeth
Hide the lower teeth.
Let's not close our mouths
We'll do it exactly.
The doctor looked at his watch
Patients come in.
(watch)
Recommended by our doctor
Keep the sky clear.
Rinse your mouth with water
We start everything in a crowd.
(clear the sky)
You listen to me
Horse's teeth are strong
The horse galloped on the way,
Stopped to rest.
(horse, fungus)
Our tongue became a spoon
We stirred the syrup.
(cup, twist the cup)
The coward detained the doctor,
And the brave man let the doctor in
The coward has a toothache,
Never with a brave man.
(we clamp the tongue with our teeth and push it with force on ourselves)
We said goodbye to the doctor.
They waved a handkerchief.
(swing)
Our teeth became clean after the performed articulation exercise. Let's put a smiley on this symbol.
What does the next, third character mean? Only healthy teeth are strong. Our teeth need to be protected, and the food we eat greatly affects the strength of our teeth. You know which foods are good for the teeth, or in other words, which foods a dentist would approve for us, and which ones he would say are harmful, not beneficial. I will now distribute food to you, and you go to the table and put healthy food on a pink dish, and unhealthy food on a brown dish. Models of apple, pear, ice cream, chocolate, onion, carrot, walnut in shell and without. So, let's check. I show the products from the pink dish, if you agree that they should be there - clap. Have you checked? Well done! We put a smiley on this symbol.
What does the next symbol mean? A beautiful, open smile. Guys, do you remember the song that sings about a smile? Of course, this song is called “Smile”. Let's sing a verse of this song.
What holiday are we talking about today? About Dentist Day. And who is congratulated on this day? Dentists. Let's pronounce this word again and listen to what is the first sound in it. WITH tomatologist. Sound C. guys, what do our lips, teeth, tongue do when we pronounce this sound? The lips are smiling, the mouth is parted, and the tongue is hidden behind the lower teeth and allows air to pass through the middle of the tongue.
- Today, guys whose names contain the sound S will come to the dentist Svetlana Sergeevna. Do you know these guys? Let's name them. (Semyon, Savely, Sasha, Oksana, Vasya, Larisa, Denis, Suzanne, Styopa, Sonya, Kostya),
- Now we have listed all the patients, but tell me the sound C is in all words in the same place or in a different place? Indeed, the sound C can be at the beginning of a word, in the middle or at the end. I call the word, and you try to determine where the sound is. If at the beginning, then the word begins with this sound, if in the middle, then there are other sounds before and after the sound C. And if at the end, then the word ends with this sound. Let's define.
- What good fellows you are! I have a telephone conversation. Dentist Svetlana Sergeevna was in a hurry to visit us, but on the way she was kidnapped by an evil witch of sick teeth and does not want to give her to us. How can we help Svetlana Sergeevna? Your suggestions. I know one little secret - the evil witch of sick teeth is very afraid of the cheerful dance of the fairies of teeth cleanliness, and if we could ask the fairies to perform the dance, then the evil witch of sick teeth would disappear, and Svetlana Sergeevna would be saved. Fairies of dental cleanliness agreed to help us, you just need to set everyone up for a dance, and for this you need to say - "as - as - as - the dance is waiting for us." Fairies and we will dance a fun dance, guys, dance more fun, fairies need our help! From such a dance, the evil witch of sick teeth disappeared.
- And here is Svetlana Sergeevna. "Hello guys, thank you very much for your help, I'll dance for you too." (The doll is dancing a cheerful dance).
- Well, guys, how do you congratulate on holidays? They want something good. Let's congratulate Svetlana Sergeevna with you, because Dentist's Day is her professional holiday (we wish you happiness, health, success).
Did you have a good Dentist Day?
3. Bottom line
What do you remember about today's lesson? What have you learned?
Guys, I really liked the way you worked today. So that you remember our lesson, I want to give you a bookmark-memo Annex 1 on which it is written that it is necessary to strengthen the teeth. And the toothbrushes are from our tooth-cleaning fairies. Be healthy guys!
Synopsis 2
Subject: Circus.
Target: differentiation of sounds C - C, development of a dictionary, speech breathing, mobility of the articulatory apparatus, sound discrimination, education of the correct pronunciation, curiosity, activity.
Equipment: poster, monkey simulator (board game "Catch the monkey" by Samyonok), dodgers, circus tongue drawing, coloring clown, clown for reflection.
Lesson progress:
1. Organizing moment
– Urgent announcement:
the circus is preparing a performance!
Guys, what is a circus? Do you want to go to the circus? Then welcome to the lesson!
2. Main body
What is the name of the circus scene? Arena. I invite you to take your seats, do you have tickets to the circus? What is the name of the person who checks the availability of a ticket? Ticket clerk.
- The program begins, our first guest is a fakir. And who are these guys, what does he do in the circus? Yes, he conjures and controls fire - a very courageous profession. And we, after watching the performance of the fakir, will extinguish the fire, cool his heated body. Fire on the palms, bring it to the mouth, blow it out, make sure that the cheeks do not swell. Inhale through the nose, exhale through the mouth. And now an interesting number - to inhale to bend over and make a swallow, hold your breath and, exhaling through your mouth, lower your foot to the floor. Three times.
Here in the circus the audience makes noise
Here the magician is already standing.
He is a real acrobat
And very glad to see all of us!
Let's do exercises for the tongue, and our acrobat will help us.
The tongue is a circus performer with us,
We will show the highest class
- We will go to the circus with him now,
Opening the door wider
Let's smile wide
Very smart and easy!
Smile fence - We are met by a kind elephant,
It pulls a long trunk.
Trained famously elephant
Trunk twirl learned!
tubule - The tiger Fred licked his lips,
He is waiting for breakfast and lunch.
delicious jam - Hurries to us on a horse
Circus dashing horseman!
horse - Clown Petya is like a ball
Jumping for teeth from above!
He cleverly made the bridge,
Real champion.
Sail slide - In the arena - a famous yogi,
He is very interesting to us.
He lay down on nails
Without even moving, "ah!"
Blade-breeze - Goodbye, we say
And wave one, two, three!
Swing - The circus man knows how to prance,
To train animals and birds,
And spin on the trapeze
And dance on the rope!
And the circus performer can bend over and bend very strongly. Guys, what letter did we become like. C. And let's say the sound C. What does our tongue, lips and teeth do when we pronounce this sound. Very good. Now listen to what I call you, and you will hear what sound I highlighted. Good fellows and girls - beauties. What sound did I make? The sound of C. And when we pronounce it, what do our teeth, lips, tongue do. What is the difference between these two sounds? And what do they have in common? Both whistle, both are deaf, the tongue of both sounds is below, behind the lower teeth. But when we say C, the smile is in a constant position, and C - the mouth opens wider.
- Here you hear C - clap, hear C - stomp. SSCSPISCACS
- Hear in the syllable with - clap, C - stomp. sa so tsa tsu tsu
- And in the word what sound of these: heron, cheese, chicken, circus, beets, tsits, hat.
- Correct the sentences: Sveta and Seryozha came to the circus. What were the guys' names. What do the guys' names have in common? They start with the same sound.
The heron was eaten by a frog.
- Let's learn the phrase:
Tsa-tsa-tsa, a sheep is running
And behind her are two pigs.
- And who are these trainers? And who can be trained in the circus? Name. Today we will train monkeys. Let's split into two teams. Everyone must run with the monkey to the chair opposite and bring a fishing rod to a friend. Who will be the real trainers.
- And today we will train our hands: we will sing a circus - big top. But first, let's remember what sounds we sing - but o u and s e. Welcome, arena, tiger, lion, donkey, cat, clown. (Using T.S. Ovchinnikova's "Speech therapy chants")
- Oh, and someone is coming to us. The clown enters the music. You recognized me? And what do I do in the circus, you know? I can do everything that an ordinary circus performer can do, but I do it all funny. Let's juggle, do you guys know what a juggler is? This is a person who sorts through various objects in his hands at high speed, making the objects fly in the air. (Children are offered "Tricksters" - simulators made from plastic bottles, you can use balls, corks from plastic bottles as a roller)
- And let's lift the barbell, but only it is very heavy. Psychogymnastics. Imagine how hard it is for us to lift the barbell, how we lean under the weight first to one side, then to the other. And now we will pull the rope with teams, right? In our hands we imagine a rope, and together we pull it together.
- The clown says goodbye to us, because he is waiting for more performances, and as a gift he has in store for you a coloring book. See how wonderful they are.
3. Bottom line
- Did you enjoy the activity? What did you like about the lesson? Our clown is missing something on his face, draw such a clown (sad or cheerful), what mood did you have in class.
Lesson on the development of coherent speech
in the middle group
Topic: "Retelling the story of E. Charushin" Cat "
Educator
MALYSHEVA LOVE NIKOLAEVNA
R.p. North Yenisei
Software content.
Educational tasks:
learn to retell a previously unfamiliar text; to achieve the transmission of its content without omissions and distortions; encourage the use of copyright words and phrases; encourage expressive speech; exercise in correlating the names of animals and their cubs
Development tasks:
Educational tasks:
to form the ability to listen to their comrades, in case of difficulties in retelling, to provide assistance; cultivate a friendly attitude towards animals.
Vocabulary enrichment: snorts, puffs, bristles
Vocabulary activation: closet, purrs, well-fed, satisfied.
Visual material: pictures of animals with cubs (cat, kittens, dog, puppies, chicken, chickens, duck, ducklings, magpie). Cards - schemes for a consistent story.
Course progress.
Children enter the group, greet those present. The teacher invites them to go to the chairs.
Educator: Let's play with you guys. Remember gymnastics for fingers "Claws"
Finger gymnastics.
At the cat's daughter
Claws on paws.
Don't rush to hide them
Let the kids watch!
(Alternately bend the fingers of the right hand, firmly pressing them to the palm. The thumb is pressed to the index finger. After the last phrase, open the palm with force, say “Meow!”.
Repeat with left hand, then both hands)
Educator. And now I will guess a riddle. To correctly guess it, you need to listen carefully and think before giving an answer.
Though velvet paws,
But my name is "scratch".
I'm good at catching mice
I drink milk from a saucer.
(children's answers)
How did you guess it was a cat? (summarizes children's answers)
I suggest you listen to a new story about a cat. It's called "The Cat". The author of the story is the writer Yevgeny Charushin, already familiar to you. (draw the children's attention to the portrait of the writer)
Evgeny Charushin
This cat is Maruska. She caught a mouse in a closet, for which her mistress fed her with milk. Maruska is sitting on the mat, full and contented. She sings songs - purrs, and her kitten is small - he is not interested in purring. He plays with himself - he catches himself by the tail, snorts at everyone, puffs up, bristles.
What words do you not understand?
What is a closet?
Second reading
Who is the story about?
During the conversation, vocabulary work is carried out on the content, the words are repeated individually: closet, hostess, well-fed, satisfied, purrs, snorts, puffs up, bristles; phrases: sings songs, little kitten.
The teacher exposes pictures - diagrams.
Installation. Guys, I'll read the story again. Listen carefully, try to remember everything in order. Pay attention to the intonation with which I read, because then you will retell it yourself.
Third reading.
After reading, a short pause to prepare the children for the retelling. Retell 3 - 4 children.
The first two retellings are evaluated. It is necessary to point out 1 - 2 qualities of a positive nature, to involve children in the assessment?
If the children find it difficult, the teacher suggests difficult words, offers to repeat the phrase or word in unison again.
Fizminutka
Educator. And now I invite you to play. Get in a circle.
I'll be a mother cat, and you are my kittens. With my wand and spell, I will turn you into real kittens. Close your eyes and stretch out your hand: "Meow - meow - meow - kitty, you become a kitten!"
(Wand touch children's hands)
Ah, my dear kittens, you have been sleeping for so long, but now the sun has risen and it's time for you to wake up. Open your eyes. Wake up, wipe your eyes with your paws. Stretch up, (kneel) paws up, head up, bend your backs, and now lower your paws, tilt your head down, round your backs. They sat down, brushed their fur with their paws, wiped their muzzle. What clean kittens!
Wanted to eat. They meowed: “Meow - meow, give us, mom, milk!” (Children repeat the sentence)
Drink to your health!
Come on, now you can play. Kittens love to play with each other (jumping in pairs), and with their tails (wag).
Played enough, tired, it's time to rest. And it's time for you to turn into children. Close your eyes, stretch out your paw. "Meow - meow - meow - kitty, you become a child!"
After a physical minute, the children sit on chairs.
Educator.
Reading a story with pictures and children's contract.
The girl Varya had a cat with kittens, a dog with puppies, a chicken with chickens, a duck with ducklings.
Once the kids ran to the river. Ducklings began to dive and swim, and kittens, puppies, chickens looked at them. Suddenly, "Tra-ta-ta-tah!" The kids got scared and ran to their mothers: kittens to the cat, puppies to the dog, chickens to the chicken, ducklings to the duck. The mothers reassured their children and they again ran to the river. Kittens run from a cat, puppies from a dog, chickens from a chicken, ducklings from a duck. They just ran to the river, as again: “Tra-ta-ta-tah!”. The little ones were more frightened than ever and again ran to their mothers. Kittens run to the cat, puppies to the dog, chickens to the chicken, ducklings to the duck. They came running and asked: “Who is it so terribly cracking?” some kind of bird darted towards the forest: it is black itself, its sides are white, its tail is long. It crackled: “Tra-ta-ta-tah!” - and disappeared.
If the children did not name, show a picture of a magpie.
And now you know?
And the kids recognized the magpie and calmed down and each went about his own business - who to look for worms, who to play.
View document content
"Speech Development Lesson"
MUNICIPAL PRESCHOOL EDUCATIONAL INSTITUTION "NORTH YENISEI KINDERGARTEN No. 3"
Lesson on the development of coherent speech
in the middle group
Subject:“Retelling of the story by E. Charushin “Cat”
Educator
MALYSHEVA LOVE NIKOLAEVNA
R.p. North Yenisei
Software content.
Educational tasks:
learn to retell a previously unfamiliar text;
to achieve the transmission of its content without omissions and distortions;
encourage expressive speech;
exercise in correlating the names of animals and their cubs
Development tasks:
develop coherent speech through the reproduction of a work of art.
Educational tasks:
to form the ability to listen to their comrades, in case of difficulties in retelling, to provide assistance;
cultivate a friendly attitude towards animals.
Dictionary Enrichment: snorts, puffs, puffs up
Dictionary activation: closet, purring, well-fed, satisfied.
visual material: pictures of animals with cubs (cat, kittens, dog, puppies, chicken, chickens, duck, ducklings, magpie). Cards - schemes for a sequential story.
Course progress.
Children enter the group, greet those present. The teacher invites them to go to the chairs.
Educator: Let's play with you guys. Remember gymnastics for fingers "Claws"
Finger gymnastics.
At the cat's daughter
Claws on paws.
Don't rush to hide them
Let the kids watch!
(Alternately bend the fingers of the right hand, firmly pressing them to the palm. The thumb is pressed to the index finger. After the last phrase, open the palm with force, say “Meow!”.
Repeat with left hand, then both hands)
Educator. And now I will guess a riddle. To correctly guess it, you need to listen carefully and think before giving an answer.
Though velvet paws,
But my name is "scratch".
I'm good at catching mice
I drink milk from a saucer.
(children's answers)
How did you guess it was a cat? (summarizes children's answers)
I suggest you listen to a new story about a cat. It's called "The Cat". The author of the story is the writer Yevgeny Charushin, already familiar to you. ( draw the attention of children to the portrait of the writer)
Cat.
Evgeny Charushin
This cat is Maruska. She caught a mouse in a closet, for which her mistress fed her with milk. Maruska is sitting on the mat, full and contented. She sings songs - purrs, and her kitten is small - he is not interested in purring. He plays with himself - he catches himself by the tail, at all snorts, puffs, bristles.
What words do you not understand?
How do you understand the words - snorts, puffs up, bristles?
What is a closet?
Second reading
Who is the story about?
What happened to the cat Maruska?
What was Maruska's kitten like?
During the conversation, vocabulary work is carried out on the content, the words are repeated individually: closet, hostess, well-fed, satisfied, purrs, snorts, puffs up, bristles; phrases: sings songs, little kitten.
The teacher puts up pictures - diagrams.
Installation. Guys, I'll read the story again. Listen carefully, try to remember everything in order. Pay attention to the intonation with which I read, because then you will retell it yourself.
Third reading.
After reading, a short pause to prepare the children for the retelling. Retell 3 - 4 children.
The first two retellings are evaluated. It is necessary to indicate 1 - 2 qualities of a positive nature, to involve children in the assessment?
How did Polina speak loudly or quietly?
Do you think she told everything? Missed nothing? Did you tell everything in order?
If the children find it difficult, the teacher suggests difficult words, offers to repeat the phrase or word in unison again.
Did you enjoy retelling yourself?
Fizminutka
Educator. And now I invite you to play. Get in a circle.
I'll be a mother cat, and you are my kittens. With my wand and spell, I will turn you into real kittens. Close your eyes and stretch out your hand: "Meow - meow - meow - kitty, you become a kitten!"
(Wand touch children's hands)
Ah, my dear kittens, you have been sleeping for so long, but now the sun has risen and it's time for you to wake up. Open your eyes. Wake up, wipe your eyes with your paws. Stretch up ( get on your knees) paws up, head up, bend the backs, and now lower the paws, tilt your head down, round the backs. They sat down, brushed their fur with their paws, wiped their muzzle. What clean kittens!
Wanted to eat. They meowed: “Meow - meow, give us, mother, milk!” (Children repeat the sentence)
Drink to your health!
Come on, now you can play. Kittens love to play with each other jump in pairs) and with their ponytails (wiggle).
Played enough, tired, it's time to rest. And it's time for you to turn into children. Close your eyes, stretch out your paw. "Meow - meow - meow - kitty, you become a child!"
After a physical minute, the children sit on chairs.
Educator.
I have another interesting story for you. But I need your help, you will prompt me.
Reading a story with pictures and children's contract.
The girl Varya had a cat with kittens, dog with puppies, screaming with chickens, duck with ducklings.
Once the kids ran to the river. Ducklings began to dive and swim, and kittens, puppies, chickens looked at them. Suddenly, "Tra-ta-ta-tah!" The kids got scared and ran to their mothers: kittens to cat, puppies to dog, chickens to chicken, ducklings to duck. The mothers reassured their children and they again ran to the river. kittens run away cats, puppies from dogs, chickens off Chicken, ducklings from ducks. They just ran to the river, as again: “Tra-ta-ta-tah!”. The little ones were more frightened than ever and again ran to their mothers. They run to the cat kittens, to the dog puppies, to the chicken chickens, to the duck ducklings. They came running and asked: “Who is it so terribly cracking?” some kind of bird darted towards the forest: it is black itself, its sides are white, its tail is long. It crackled: “Tra-ta-ta-tah!” - and disappeared.
Have you guys guessed what this bird is?
If the children did not name, show a picture of a magpie.
And now you know?
And the kids recognized the magpie and calmed down and each went about his business - who to look for worms, who to play.
It's time for us to relax too.
Current page: 1 (total book has 13 pages) [accessible reading excerpt: 9 pages]
V.V. Gerbova
Classes on the development of speech in the senior group of kindergarten
Lesson plans
Library "Programs of education and training in kindergarten" under the general editorship of M. A. Vasilyeva, V.V. Armorial, T. S. Komarova
Gerbova Valentina Viktorovna -candidate of pedagogical sciences, author of manuals on the method of developing children's speech and introducing them to fiction.
The successful implementation of program tasks depends on a number of factors, and above all on the way of life of a preschool institution, the atmosphere in which a child is brought up, on a specially set, thoughtful developmental environment.
The effectiveness of education and training is achieved through the painstaking work of teachers who work directly with children, and all employees of a preschool institution who communicate with preschoolers during the day.
The system of work on teaching children the native language, familiarizing them with fiction is presented in the works of V.V. Heraldry "Development of speech in kindergarten" (M.: Mozaika-Sintez, 2008), "Introducing children to fiction" (M.: Mozaika-Sintez, 2008).
The manual “Classes on the development of speech in the senior group of kindergarten”, written as part of the “Program of education and training in kindergarten”, edited by M. A. Vasilyeva, V.V. Gerbovoy, T.S. Komarova, supplements the recommendations on the most important area of pedagogical activity - targeted and systematic teaching of preschoolers in the classroom. The practical purpose of the book is to give educators approximate guidelines for planning classes (determining the topics and goals of training, ways to implement them).
Features of the development of speech in children of the sixth year of life
Speech is a tool for the development of the higher departments of the psyche of a preschooler. 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 education and upbringing of children of senior preschool age.
The strength of the native language as a factor that develops the intellect and educates 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 the language - morphemes, words, phrases, sentences - encodes (encrypts) the reality surrounding a person.
The pace of speech development depends on the perfection of speech skills (especially phonetic and grammatical). What are the speech skills of 5–6 year old children and what determines their successful formation at this age stage?
As you know, the period of the highest speech activity is the fifth year of life. According to A. Gvozdev, by the age of five, children master a complex grammar system, including syntactic and morphological patterns, and intuitively use words that are exceptions to the rules correctly.
high enough and level of vocabulary development. Synonyms, antonyms, figurative comparisons and contrasts appear in the speech of children. Preschoolers use nouns with different suffixes without errors (bear - bear cub - bear cub - bear - bear). In their stories, there are surprisingly accurate assessments of objects and phenomena. (studded, swirling, icicle). Children begin to use adjectives in different degrees of comparison (heavy - very heavy - lighter - the lightest), as well as designations of shades of colors (lilac, lilac, crimson, dark gray, etc.). The number of verbs increases noticeably, and preschoolers use synonyms with different emotional connotations. (walks - walks - paces - weaves - wanders). In the statements of children, a lot of words appear that refer 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 formalization of socially standardized speech (P. Blonsky and others).
In situations that require something to compare, explain and prove, the speech of a child of the sixth year of life becomes more difficult. Cumbersome and undivided statements appear (“Then the prince wanted to live with Cinderella forever, but he had such work at home that he always worked, could not move away from this work and went only 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 their incorrect formation (for example, throat or one-hit pronunciation of a sound R and etc.). Some children do not differentiate by ear and in pronunciation whistling and hissing sounds, and sometimes 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 - h, s - c, h - w and etc.). The reason for the incorrect pronunciation of sounds, fuzzy speech may be defects in the structure of the speech organs, insufficient mobility of the muscles of the articulatory apparatus. These children require special attention of a speech therapist and educators.
The powerful pace of mastering 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 slightly, and some become even worse. Thus, the number of brief requests and orders is increasing. (Step back! Put it here!) and the number of benevolent, well-argued, containing explanations is reduced. (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 offered a task that he has difficulty solving, he develops external speech, although not directly addressed to the interlocutor (L. Vygotsky's experiments described by A. Luria). Psychologists explain this by the fact that at the senior 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, 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, the speech of adults still remains the main source of the speech development of preschoolers.
Teaching children sound pronunciation, it is necessary to clearly and correctly articulate the sounds of speech and their combinations; exercise in voice modulation (strength of voice, pitch, tempo of speech, timbre) when expressing various feelings: joy, annoyance, approval, affection, bewilderment, etc.
The formation of lexical and grammatical skills is due to how seriously the teacher listens to the answers and reasoning of each child, helps him express his thoughts, prompting more accurate and appropriate words in a timely manner.
Different styles of speech are determined by the synonymy of the language: lexical, grammatical, phonological (a variety of intonations when pronouncing the same phrase). And the more synonymous words children will hear and use, the richer and more expressive their speech will be.
Various lexicon is constantly updated, as the child enriches his experience through new impressions and information. At the same time, the educator needs to clarify and activate the dictionary in the process of communicating with children in everyday, game situations and in the classroom. For this, special didactic games and exercises are used. Some of them are carried out based on visibility: “Tops are roots”, “Who is superfluous and why?” (“What is superfluous?”), “Determine by touch” (the material from which the object is made: silk, velvet, gauze, etc.), “What is wrong?” (pictures-confusion), "What has changed?" and so on. Verbal didactic exercises are also effective: “Who will say otherwise?”, “Who will notice more?” (qualities, details), “Who will tell you more?”, “But 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 nonsense: “Wow!” (“In the spring, the animals had cubs: the elephant had a fox cub, the fox had a hedgehog ...” The teacher invites the children to continue the story); “Someone screams like that” (“And we ended up in a wonderful country. There elephants meow, frogs crow”, etc.); "What in the world does not happen?" ("Fish fly, roosters hatch chicks, mice hunt cats," etc.) These activities prepare children for engaging in fun games ("Whatever happens, it happens," "Who was that?") activating the vocabulary, and for the development of imagination, the ability to joke and laugh.
Through a variety of games, children master the morphological means of the language. To this end, 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 in which you need:
Listen to the sound of some words (refrigerator, all-terrain vehicle, navigator, missile carrier) and explain their etymology;
Form single-root words (cat - cat - Kotofeich and so on. ) ;
Form nouns by analogy (sugar bowl - sugar bowl), adjectives (eared - big-eyed - handy); correctly use indeclinable nouns, the comparative degree of adjectives (clean - cleaner, sweet - sweeter and so on. ) .
Special linguistic means should be introduced into the active vocabulary of children, with the help of which it is possible to connect the structural parts of the judgment (because, after all) to concretize the idea (for example, here) to 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 the story of a friend, the rule of the game), to convince others of something, to prove something.
It is necessary to teach children to understand questions and answer them correctly: how would you do it? how can you help? etc. When answering questions, especially when discussing moral and everyday situations, children should give detailed answers. The educator should evaluate not only the content of the answer, but also its speech design. (“Oli’s answer turned out to be strange. Listen to what she said and help correct the mistakes.”)
Describing objects, children of the sixth year of life name color, size and other distinguishing features, which contributes to the appearance of sentences with homogeneous members in their speech. It is important for the teacher to note this. (“Listen to how interesting Andrei told about this fox: a red-haired beauty, cheerful, very bright.”)
Older preschoolers rarely use subordinate clauses, therefore, when analyzing their statements, one should repeat complex sentences composed by children. (“Dima’s answer pleased me. Listen to him again.”)
Preschoolers can be taught to use complex sentences using the “Complete (finish) the sentence” technique. (“Autumn brings sadness, because ...”, “We called to ...”, “We called when ...”, “We decided to make a stop, because ...”) For the same purpose, children decipher a letter that got caught in the rain, dictate the text of the letter to a sick teacher (peer).
Children rarely use verbs in the subjunctive mood in speech, and if they do, it is usually with errors. Therefore, it is useful to exercise them in building 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 frequently mixed sounds: hissing and whistling (w - s, w - s, h - c, u - s), voiced and deaf (c - f, h - s, f - w, b - p, e - t, d - k), sonorous (l And R).
In the classroom, special games and exercises are used, aimed at formation of sound culture of speech.
The teacher mixes up two sounds similar in sound, for example, and And h, and children (by prior arrangement) show movements that characterize the image with which the sound is associated: and- movement of the hands of both hands ("a bug flies"), h - waving motion with the hand (“mosquito repelling”), 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 the task is performed only by boys (or children sitting at the first tables, etc.). 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, uttering sounds (later - words), counts to himself: “One, two, three”, and raises his right hand, giving the children a signal: “Put your hands on the table!”
The teacher says 9 - 11 words with similar sounds, for example, f - 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, buzzes and etc.).
The teacher reads the whole rhyme or the passage necessary for work 2-3 times.
Mouse in a green mug
Boiled millet porridge.
Dozen kids
Looking forward to dinner.Czech song, translation by S. Marshak
The teacher offers to name words with sound 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 a sound and, which are found in the sentence: “A dozen children are waiting for dinner”.) As they are called, the teacher removes 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 words that are close in sound (rhyming): chamomile - bug - zamarashka - tumbler; top - bull - knot - cricket - old man - heel - Cossack; birdie - little song - small - dove - strawberry - blackberry - krupenichka.
The teacher conducts the game "Tell (suggest) a word." (Speech material for this exercise can be taken from a variety of educational books for preschool children, children's magazines.)
The hunter shouted: “Oh!
doors (animals) are chasing me!
There are no roads in the swamp.
I am for cats (bumps)- lope yes lope!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 their own pictures. It is important that each child can make up his own chain of words, having received the original picture from the teacher or choosing it on his own. (Children should have a lot of pictures at their disposal.) The child who correctly compiled the longest chain for a certain period of time wins.
Older preschoolers often break the smoothness of speech, as they finish a long sentence on the exhale when they breathe. So you have to watch them. breath and exercise in a low, drawling pronunciation of sounds and, at, onomatopoeia ay, words echo.
The development of speech breathing is facilitated by the pronunciation of tongue twisters. First, the teacher recalls the text, then the children pronounce it in chorus several times at different tempos. After that, you can start individual exercises (speaking at a fast pace).
In a preschool it is recommended to have dictionaries. For five-year-old children, spelling is more suitable. The teacher should show it to the children, tell about what a wonderful and unusual book it is, provide an 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 reasoning and considerations of the children, the teacher tells them what a dictionary is, shows columns of words that begin with a certain letter of the alphabet. You can play with children. Let's take an example.
...The game "Who will name more words starting with the letter (A)"?
“So, you were able to remember twelve words starting with the letter A,” says the teacher. - That's a lot, but there are many more in the dictionary, maybe a hundred or two hundred. Now I will name the words with the letter A, which I especially like to pronounce, and you will try to explain what they mean: lampshade, apricot, August, aviation, autograph, alphabet, adagio, admiral, adjutant, openwork, amethyst… So, you are only familiar with five of the eleven words so far, but I am sure that at the end of the year you will know the meaning of a much larger number of words. Here, our musical worker must be surprised when he hears 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 refer to 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 starting with a familiar letter. Listening to the interpretation of words by children, the teacher should not forget to correct their speech, suggest which word is appropriate to use in this case and how to build a phrase or a short statement more correctly. Exercises based on reading to children words from the dictionary and their interpretation, at first glance, are formal. However, older preschoolers like them, and their effectiveness is amazing: the children's vocabulary is enriched, there is a steady interest in the meaning of words; they begin to listen and hear the teacher's story in a different way, perceiving not only its meaning, but also its speech design. As a result, children have questions like: “What did you call 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 dialogue. And although dialogue is an arbitrary contextual speech, it must be taught using a variety of games and exercises for this, involving interaction with a teacher who is a carrier of a communicative culture. This manual presents classes in which children learn the rules of behavior and learn cultural speech interaction. In the classroom, you can use visual and didactic aids that allow children to solve practical problems, using the accumulated life experience (for example: Gerbova V.V. Development of speech in kindergarten. Visual and didactic aid for classes with children 4–6 years old. - M .: Mosaic-Synthesis, 2009.)
Serious attention should be paid teaching children storytelling: retelling, describing the subject, compiling a story based on a picture and pictures with a consistently developing action.
In the older group of children begin teach retelling. It is very important to choose the right text for this type of work. The text should capture the child so emotionally that he listened to it with interest many times, both in the performance of an adult and in the retelling of peers (for example, the story of V. Bianchi "Bathing the 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. In the process of retelling, if necessary, it is appropriate to prompt the child with the necessary phrase. In the second half of the year, children learn to retell the text together or three. The child must decide for himself when to stop so that the second narrator (he is chosen by the child himself) can take over. The ability to divide the text into parts, observing the logical completeness of passages, will be necessary for children at school.
In the senior group, much attention is paid to working with pictures. The ability of children to title individual pictures and several pictures at the same time is being improved; tell meaningfully and consistently, guided by a plan.
The plan is drawn up at the first acquaintance of children with the picture. Let's take an example.
...The teacher, setting the children up to look, offers attention to the initial phrase (phrases) of the future story: “On a warm summer evening, the hedgehog brought the hedgehogs to the forest clearing. Everyone is busy, who is what. Further, the teacher tells the children where it is more convenient to start looking at the picture: “The hedgehogs have a lot of things to do. They scattered across the clearing. It is so? Tell me about it…”
Listening to the children, the teacher asks clarifying questions, suggests more precise words that characterize the situation, summarizes what was said in a short story.
Then the teacher draws the attention of the children to another part of the picture: “The hedgehog does not interfere with the kids. She has her own business, doesn't she? Tell me what's the matter?"
The teacher again summarizes the stories of preschoolers and switches their attention to the perception of the last object (the beauty of the meadow). The teacher completes the examination with a final phrase that conveys his attitude to the picture: “It’s good to have hedgehogs in a forest clearing on a warm summer evening!”
With such an organization of work, the children talk about the picture without repetitions and omissions, since the teacher unobtrusively suggested to them a plan consisting of only three points.
In the older group, the ability of children to create pictures using the matrix picture and handout pictures is consolidated and developed.
Considering pictures with plot development of the plot (with sequentially developing action), children are happy to line them up in a certain sequence and comment on their actions, using quite a lot of complex sentences. Logic, completeness and figurativeness 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 educator. Pictures with a 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 for the development of speech of children of senior preschool age (M .: Education, any edition), Radlov N. Stories in pictures (any edition). You can also use the appropriate pictures that are periodically printed in children's illustrated magazines.
In the course of working on pictures with a consistently developing action, the following features should be taken into account.
When asking children to put the pictures in the correct order, it is necessary to give them the opportunity to discuss their actions. This moment is most favorable for working out such speech formulas as: “I think (I think, I am sure, I believe) that the series is built correctly”; "I have some doubts (there are objections)"; “It seems to me that Sasha made a small mistake”; "I'd like (I'll try) to explain my actions." First, the educator will have to tell the children for a long time and persistently about what words are appropriate in this or that address, about how they enrich a person’s speech. Over time, the children themselves will begin to suggest to the educator how, in one case or another, you can turn to an adult or a peer. And then non-standard speech turns will appear in the independent speech of children.
The lesson on compiling a story from pictures should be built 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 think that ...”; “It seems to me that ...”; “I’m not sure, but it seems to me that ...”) Then the teacher invites another child (optional) to write a story from 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 still those who want to make a story. If necessary, the teacher invites the children to listen to their story and asks them to pay attention to unusual and rare words.
Pictures with sequentially developing action are excellent material for creative storytelling. Building pictures in a certain sequence, children discover that some important climactic plot is missing (more often this is the third picture). This activates their imagination, makes them think about what happened to the characters.
It is useful to exercise children in compiling endings to well-known folk tales. For example, the educator reads or tells the Russian folk tale “Hare-bouncer” (arranged by O. Kapitsa) to the words: “I saw a hare how dogs rattle a crow, and thinks ...” What exactly did the hare think about, did he risk helping the crow or chickened out if helped, then in what way, and if he didn’t help, then how he later justified himself - all this is composed by children. Then the teacher reads the end of the story.
Or the educator tells the children the Nenets folk tale “The Cuckoo” (translated by K. Shavrov) to the words: “Brothers, look, look, our mother is flying away like a bird!” shouted the eldest son. The children continue the story.
You can compose an ending to the fairy tale by D. Bisset "About Binky the tiger cub, whose stripes disappeared" (retelling from English by N. Shereshevskaya). Children come up with where the tiger cub was looking for stripes, whom he asked to lend them to him or draw, how his adventures ended.
And the fairy tales of G. Rodari, which have three endings (“The Dog That Couldn’t Bark,” etc.), are good didactic material that focuses on creative storytelling.
Outside of class, it is useful to exercise children writing short stories without reference to literary texts. The teacher sets the topic for the children, helps them compose a story and present it clearly for the audience. You can suggest the following topics to children:
Tale of how the bear cub caught the moon;
The tale of how the polar bear wandered into Africa, and what came of it;
A tale about how a rude hedgehog and a goody hare traveled;
A fairy tale about how a badger gained courage.
In the senior group, the improvement of the ability to compose stories based on 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 naughty cat (my familiar dog)”, etc.
