Remizov's story is a bread voice. Reading fairy tale K

Technological map educational activities

(taking into account the systematically active approach of SDP according to A.N. Leontiev)

Type of activityCommunicative group Preparatory

Topic: Reading and discussion of A. Remizov’s fairy tale “ Bread voice».

Target: Creating conditions for developing interest in fiction.

Tasks:

1. To acquaint children with the ability to retell a text, determine the nature of the characters, and convey individual episodes in person when retelling. Help to understand the actions of the heroes.

2. Organization of activities to develop children's initiative,formation of knowledge about the work of A. Remizov.To educate a reader capable of feeling compassion and empathy for the characters in the book.

3. Organize reflective activities of students.

Materials: Fairy tale by A. Remizov “Bread Voice”.

Preliminary work:

Health-saving technologies:physical education lesson “Mill”

Leaning forward
Hands to the sides.
The wind blows, howls,
Our mill is turning.
One, two, three, four -
She spun and spun.
(Lean forward, arms to the sides, right hand touch the floor left hand back to the side; change of hand position)

Stages (subsequence) activities	Actions, activities of the teacher	Actions, activities of children, The implementation of which will lead to the achievement of planned results
Organizational stage (3 - 5 min)
Introduction to the situation. Objective: to motivate children to participate in activities	Want to hear what it's about?	Listen carefully and watch a cartoon excerpt. They reason.
Creation problematic situation(goal setting)		Listen to the teacher and answer the questions asked.
Main stage (10 – 15 min)*
Motivation for activity	What do we need for this?	They reason and answer questions. They make assumptions.
Designing a solution to a problem situation	In Rus', bread has always been treated with reverence, with respect, as something sacred. They wrote poems and sang songs about bread. Many Russian customs are associated with bread: they greet their most dear guests with bread and salt. Today I will read you the fairy tale “The Voice of Bread.” Reading a fairy tale. Then I repeat its ending: “And from then on it went on in Rus' - the voice of bread is heard the longest.” I ask the children to explain what kind of bready voice this is. I ask them if they have heard of people or organizations that help others. I’m telling you that Russians always rush to help those who are in trouble: they donate blood if someone has an accident; collecting items for those affected by the flood; building houses for fire victims... “And if a child with a “bread-like voice” grows up in a family, he will not forget to call his grandmother, congratulate his neighbors on the holiday, help his mother with the housework, or feed the ducks on the pond.” Now let's rest a little.	Listen to the story and answer the questions asked. Do physical exercises.
Performing an action	I remind the children that they already know how to count the words in a sentence and name them in order. And today we will play. First, I will say a sentence, and you will count the number of words in it and name them. Then one of you will say your sentence. At the same time, you need to say the following phrase: “Olesya Yuryevna, count the words in my sentence and name them.” Do you remember? I offer for analysis a sentence from A. Fet’s poem “A dry leaf falls, the wind gets angry at night” and find out what the name of this work is. Children name the number of words. Then the child, whom the teacher pointed to, says the first word, and all the children say: “One!” etc. After this, one of the children (optional) pronounces his sentence, and the teacher analyzes it. For analysis, you should select sentences without conjunctions and prepositions. And the children offer the teacher phrases that contain different parts of speech. In this case, the adult must count all the words. For example, the teacher analyzes the sentence “The kitten hid under the closet” as follows: “There are four words in the sentence: kitten, hid, under (this is an independent word), closet.”	Children answer the questions posed.
Final stage (3 - 5 min)
Reflection, analysis of performance results	Guys, where do you think the bread on the table came from? (We listen to the children's answers). Would you like to know more about this? How can you and I find out what we don’t know yet? (ask adults, from books, search on the Internet, visit the bread museum...)	Individual statements from children.
Expected results	own orally, the ability to express one’s thoughts. Introduction to the concept of a museum and its purpose.

...purchase with wing...- whirlwind, blizzard; from revel - circle, twist, whirl (about the wind, weather), and take out - blow.

Make a fuss- blow.

Butt- the part of the ax opposite the blade, forming an eye for the ax handle.

Slaughterhouses- snow blown by the wind to a building or into a ravine, as well as the snowdrift itself.

Earthly secrets

Daughter-in-law- the same as daughter-in-law, son’s wife.

Big woman- here: main, senior.

...At Androniev's...- This refers to the Moscow monastery, founded in the second half of the 14th century by the disciple of Sergius of Radonezh, Venerable. Andronik; named after its founder. Remizov himself, a Muscovite by birth, went to the Androniyev Monastery on pilgrimage as a child. Memories of this are reflected in many of the writer’s works and became an indispensable attribute an autobiographical hero (see, for example, the story “Pilgrim” from “Posolon”, the novel “Pond”, the memoir book “With Trimmed Eyes”),

Sokolinki- i.e. Sokolniki.

Handwritten sources: “Gol-stone” (fragment) - autograph - RNL. F.634. Unit hr. 6. L. 1; TsRK AK. Cor. 12. Folder 11.

Source text: Sadovnikov. No. 73 About a witch.

...she has stolen more than once a month and spoiled people- The usual accusations against witches.

Manuscript sources. “Bee” - autograph with author’s edits<1912>- RNB. F. 634. Unit. xp 6. L. 1–2; and also: No. 2 as part of the layout of the unrealized edition of the collection “The Bread Voice and Other Tales” (IRLI F 172 Item 573).

Source texts: Sadovnikov. No. 74 in. About bees, No. 116 a. About pharmazons.

Pchelyak- i.e. bee breeder, beekeeper. In “Tales of Witchcraft” (chapter “Bee Business”), I. P. Sakharov notes: “Bee business in villages is considered the most mysterious, important and, moreover, not accessible occupation for everyone. Wealthy, economic people, who have up to a hundred or more hives, are always, according to popular rumor, in friendly relations with by evil spirits. The opinions of the villagers about beekeeping are so varied that some choose St. saints, others doom the water grandfather. Beekeepers, adherents of this last opinion, are called in the villages witches, grandfathers, healers.<…>Sorcerers think that bees originally formed in swamps, under the hand of the water grandfather.<…>Healers believe that all the bees initially swarmed from a horse that was beaten by a watery grandfather and thrown into a swamp” (quoted from: Tales of the Russian People, collected by I.P. Sakharov. M, 1990. P. 98, 99). In source text No. 74, the bee is directly called a sorcerer; here it is especially emphasized: “And it’s a well-known fact that if someone has such an abyss of bees, it’s not without reason” (P. 245). The episode with the frog swelling to the size of a bull was borrowed by Remizov from the second source text (No. 116 a). In the first one there is simply a huge frog, and the bee himself is less bloodthirsty here * he offers the horse breeder just to eat the honey that the frog regurgitated. IN folklore tradition the horse and the bee are firmly connected to each other and correspond to the middle of the world tree.

Barn floor- a place where they place bread in sheaves and where it is threshed, a covered threshing floor.

Source text: Sadovnikov. No. 72 e. About the dead.

Bogeyman- flammable sulfur; burning tar, heat and stench.

...as the rooster crowed, they fell through the ground...- This reflects the general mythological idea of the rooster as a symbol of light, the sun, with the rise of which, under the influence of its cleansing power, all evil spirits and undead are forced to leave the earth

Urvina(ditch) - generally something that is dug with a spade, a hole, a ready grave

Source text: Sadovnikov. No. 70. About zucchini kikimora.

Kikimora- a mythological creature that lives in the house and harms people; sits invisible behind the stove during the day, and plays pranks at night; comes from children who died unbaptized and infants killed by their mothers.

...to the south...- on a brisk, open place, market place or noisy bazaar.

...wine drying and powdering- i.e., decrease (from drying out) and dilution (from scattering).

Tax office- in charge of farming, including the rental of taverns with wine and vodka, since the sale of the latter was in pre-revolutionary Russia in a monopoly by the state.

Half-stof- a rectangular glass bottle with a short neck containing a certain measure of liquid, the volume of which varied in different eras.

Tackle- i.e., to confirm the correctness of one’s words (from takat)\ perhaps here it is also used in the meaning of “to flatter.”

Distanon- the head of a district (sometimes of a certain area in general) or the caretaker of a section of a road or river (from a distance)

...in the forehead on the damper- This is the name of the large arched opening in the Russian stove, leading to its mouth, which, after the stove is heated, is closed with a damper

Attorney- here: inspector, tax inspector

Current page: 3 (book has 10 pages total) [available reading passage: 7 pages]

Lesson 4. Russian folk tales

Target. Find out whether children know Russian folk tales.

Progress of the lesson

The teacher reminds the children that in previous groups every year they were introduced to Russian folk tales: “There is so much wisdom in fairy tales! They teach you to be strong, kind, generous, to help those who are in trouble, even if it’s just some little frog. Fairy tales teach, sparing no effort, to fight for a just cause and win. What Russian folk tales do you remember?”

Children often call the author's fairy tales. Then the teacher explains that folk tales no author: “These fairy tales appeared a very, very long time ago, and they were not read, but told to children, often adding something new to them. And the same fairy tale became either short or long.

But you and I read fairy tales in adaptation. Handlers do old tales understandable modern children. And now I will definitely tell you the handlers. So, let's remember the names of Russian folk tales."

The teacher listens to the children's answers and reminds them of the names of the program fairy tales that they did not remember. Then he says that he wants to check whether the children remember the content of fairy tales. The teacher reads passages and asks the children to determine which fairy tales they are from.

- People gathered, went to the river, threw silk nets and pulled them out... (Alenushka.)(“Sister Alyonushka and brother Ivanushka”, based on A.N. Tolstoy.)

“And she knows how to do everything, everything goes well with her, and what she doesn’t know how to do, she gets used to it, and once she gets used to it, she also gets along with things.” The father looks at his youngest daughter and rejoices. (“Finist – Clear Falcon”, designed by A. Platonov.)

“She took clean sieves, small sieves, sifted the wheat flour, kneaded the white dough, baked a loaf - loose and soft, decorated the loaf with various intricate patterns: on the sides there were cities with palaces, gardens and towers, flying birds on top, prowling animals on the bottom. (“The Frog Princess”, designed by M. Bulatov.)

“You know that there are fairy tales, there are stories, there are poems,” the teacher continues the conversation. – How to define a fairy tale? That's right, there are many miracles in fairy tales. Animals, fish, birds behave like people, talk like people. And in fairy tales there is a repeating magic number three: three royal (merchant) sons, three daughters-in-law, three tasks that must be completed...

And what amazing, bright drawings there are for fairy tales! See for yourself. I have brought you several well illustrated books. Please us with your observations."

Lesson 5. Here's the story!

Target. Continue to teach children to write stories from personal experience.

Preliminary work. The teacher tells the children amazing story: “One day the neighbors went on vacation and entrusted us with taking care of their cat. Those who knew us well came to visit us and begged for food. And now we started feeding him. During the day, the cat ran all over the property, chasing neighbors’ cats and cats to his bowl, she was standing on the street, he didn’t allow them.

Once we saw our cat walking along the path from the gate, and a small hedgehog mincing next to him. And the cat is clearly leading the hedgehog to his bowl. The hedgehog began to eat porridge with milk, and the cat sat down next to him and looked at him.

The hedgehog ate the cat food and stomped back along the path. And the cat, with a sense of accomplishment, stretched out on the porch, looking at us. And we have the same thought: “How did they understand each other?”

“This is my story,” the teacher continues the conversation. – And tomorrow you will tell the stories that you witnessed. Consult with your parents what and how best to talk about in order to please your comrades and me. This is your homework."

Progress of the lesson

The teacher asks whether the children have completed their homework.

Then he listens to the story of the first child. Notes a good start or, conversely, says that the story would benefit if it started something like this (offers options).

The teacher listens to several more stories, noting stories that are distinguished by logic and figurative speech.

At the end of the lesson, the teacher promises to listen to the rest of the stories during the walk and in the evening. “And if the story is very interesting, you will all certainly hear it,” says the teacher.

Lesson 6. Reading A. Remizov’s fairy tale “The Voice of Bread.” Didactic game“I - for you, you - for me”

Target. Introduce children to A. Remizov’s fairy tale “The Voice of Bread”, find out whether they agree with the ending of the work. Improve children's ability to reproduce the sequence of words in a sentence.

Progress of the lesson

The teacher reads a fairy tale. Then he repeats its ending: “And from then on it went on in Rus' - the grainy voice of everyone is heard the longest.” The teacher asks the children to explain what kind of bready voice this is. Finds out from preschoolers whether they have heard about people or organizations that help others.

The teacher talks about how Russians always rush to help those who are in trouble: they donate blood if someone has an accident; collecting items for those affected by the flood; building houses for fire victims...

“And if a child with a “bread-like voice” grows up in a family, he will not forget to call his grandmother, congratulate his neighbors on the holiday, help his mother with the housework, and feed the ducks on the pond,” the teacher concludes this part of the lesson.

The teacher reminds the children that they already know how to count words in a sentence and name them in order.

“Today we will play,” says the teacher. - First, I will say a sentence, and you will count the number of words in it and name them. Then one of you will say your sentence. At the same time, you need to say the following phrase: “Valentina Viktorovna, count the words in my sentence and name them.” Do you remember?

The teacher offers for analysis a sentence from A. Fet’s poem “A dry leaf falls, the wind gets angry at night” and finds out the name of this work.

Children name the number of words. Then the child, whom the teacher pointed to, says the first word, and all the children say: “One!” etc.

After this, one of the children (optional) pronounces his sentence, and the teacher analyzes it.

For analysis, you should select sentences without conjunctions and prepositions. And the children offer the teacher phrases that contain different parts of speech. In this case, the adult must count all the words. For example, the teacher analyzes the sentence “The kitten hid under the closet” as follows: “There are four words in the sentence: kitten, hid, under (this is an independent word), closet.”

If there is time left, the game continues.

Lesson 7. In a forest clearing

Target. Develop imagination and creativity children, activate speech.

Progress of the lesson

The teacher reminds the children that last year they already learned to create a picture about the life of animals in a forest clearing.

“Today we will also compose the picture “In a forest clearing,” says the teacher. - While one of you is working at the board, you will create your own pictures on sheets of paper so that later you can talk about your clearing, its inhabitants and their relationships. There is no need to carefully draw out the details of the picture - you don’t have time for that. If only you could find out for yourself who and what you drew.”

The children get to work. Then the child who worked at the board talks about his painting. Children and the teacher, if necessary, ask clarifying questions.

The teacher calls the second child. While he works, 1-2 children talk about their paintings.

If there is time left, the teacher can invite the children to play the game “I’m up to... Guess what?” For example: “This is located in a forest clearing,” explains the teacher. Children ask clarifying questions and, in the end, find the answer (for example, honey mushroom).

Lesson 8. Fables-reversals

Target. To introduce children to folk and original fables, to make them want to come up with their own fables.

Progress of the lesson

The teacher asks the children if they remember what fables are. Reminds me that fables are also called shapeshifters. He listens to the children's answers and clarifies whether they like these works.

Then he reads fables:

* * *

A village was driving
Past the man
Suddenly from under the dog
The gates are barking.
Snatched the cart
Horse from under the whip
And let's bludgeon
Her gate.

* * *

It’s like a bear flying through the sky.
The bear is flying
He turns his head.
And he’s carrying a cow,
Black-and-white, white-tailed.
And the cow is mooing
Yes, he's twirling his tail!
Know the bear shouts:
- Let's go right
Let's go left
And now let's get straight to it!

The old lady said:
- I’ll open the buffet
And a poodle bone
I'll give it to you for lunch.
Suitable for the buffet
He looks at the shelf
And the poodle on the platter
Sitting in the buffet...
S. Marshak, “Poodle”

One, two, three, four, five,
I start repeating:

Children select a word that has a suitable meaning, and the teacher names a word that is completely out of place here.

Baked in the oven
Bud.
And he wears it in his buttonhole
Loaf…

Next, the teacher invites the children to practice composing fables. The teacher invites the children to answer the questions: who? What? Which? what does it do? where does he live? The teacher listens to the answers and writes down words that clearly do not correspond in meaning. For example: a strawberry hedgehog is dancing in a plate. Chocolate puppy waters the cloud. And so on.

Lesson 1. It’s so bright all around today!

Target. Introduce children to poems about autumn, introducing them to poetic speech.

Progress of the lesson

"It's coming last month autumn - November, - the teacher begins the lesson. - You and I admired bright colors early autumn. At the beginning of autumn it was warm and comfortable. Sometimes even butterflies flew and made us happy. And poems about early autumn are unusually expressive.”

The teacher reads an excerpt from I. Bunin’s poem “Falling Leaves”:

Birch trees with yellow carving
Glisten in the blue azure,
Like towers, the fir trees are darkening,
And between the maples they turn blue,
Here and there through the foliage
Clearances in the sky, that window...

“Autumn is coming into its own, nature and weather are changing,” the teacher continues the conversation and reads the poems by A. Pushkin “Autumn” and A. Pleshcheev “A Boring Picture.”

The teacher ends the lesson by reading A. Pushkin’s poem “The sky was already breathing in autumn...”. After reading the work, he asks the children which lines they remember.

“Today we had a day of poetry, and you and I bathed in the rays of the beautiful, sonorous, figurative Russian language. Isn't that right? – the teacher sums up the lesson.

Lesson 2. Autumn motifs

Target. Teach children to look at pictures in books and explain why they liked this or that illustration.

Preliminary work. The day before, the teacher draws the children's attention to a small exhibition of books on the theme of autumn. Asks you to remember or bookmark the pictures you like.

Progress of the lesson

The teacher asks the children whether they liked looking at the pictures in the books.

“I even see bookmarks in books,” the teacher notes. – I am glad that you, future schoolchildren, are responsible for fulfilling my requests and tasks. And being able to look at drawings is a very necessary and not at all easy task. So, whose bookmarks are in this book?

The teacher invites the child to his table, and he explains his choice. If there is more than one bookmark on this page, a second child comes to the table and complements his friend’s answer.

The teacher listens to everyone. Notes children's observation skills. As the child’s story progresses, the teacher monitors his speech and prompts the right words, helps to construct sentences correctly.

The teacher says that he also liked many of the drawings that the children liked, such as the illustration from the book “Autumn Poems.”

“I also noticed the colors in this drawing,” says the teacher, “ rose bush, which has become half golden, a lilac haze (blue) between the trees, a barely noticeable yellowish path near a harvested field, where two cautious crows are collecting fallen grains.”

Lesson 3. Sound culture of speech. Working on a proposal

Target. Improve phonetic perception, the ability to determine the number and sequence of words in a sentence. Continue working on the semantic side of the word.

Progress of the lesson

“How many of you have seen crystal things that sparkle in the light of lamps? - the teacher begins the conversation. – These could be... glasses, shot glasses, salad bowls, candy bowls, sconces, chandeliers. Could an autumn day be crystal clear?

There is in the initial autumn
A short but wonderful time -

And the evenings are radiant.

These lines were written by the wonderful Russian poet Fyodor Tyutchev. What amazingly accurate and beautiful words appear in this quatrain. Did you hear? Initial autumn – what kind of autumn is this? What word can replace the word marvelous?»

The teacher explains what radiant evenings are. Then asks the children to count the number of words with sound r in the first two lines of the poem (repeats them) and name these words.

"Can you name the first two sounds in the word marvelous. Di- part of a word. There are other words starting with di-. Which? (Dima, Dina, Dinara, director, sofa...) Let's look in the dictionary and find words starting with di-. So: diet, diadem, savage, curiosity, porcupine, dynamo, disk, conductor. Are all the words familiar to you? AND diadem, porcupine, conductor? Determine in which part of the word the sound is heard r in a word conductor?»

Next, the teacher invites the children to play the game “I am for you, you are for me” and reminds of its rules: “First I will say a sentence, and you will count the number of words in it and name them. Then one of you will say your sentence and I will count the number of words. So, how many words are in the sentence “The lingonberries are ripening, the days have become colder?”

Children count the words (4–5 answers), and then name the words in the order they appear in the sentence.

“Now let’s play differently,” says the teacher. - Dima, you have the floor keeps up, Sasha has the floor cowberry, at Ira - steel, at Masha's - days, Katya's - colder. Come to my table and decide who will stand with whom, and then say the proposal.”

If confusion occurs, the game is repeated with other participants. (The reception was offered by G. Belyakova.)

At the end of the lesson, the teacher reads to the children F. Tyutchev’s poem “There is in the original autumn...” or K. Balmont’s “Autumn.”

* * *

There is in the initial autumn
A short but wonderful time -
The whole day is like crystal,
And the evenings are radiant...
Where the cheerful sickle walked and the ear fell,
Now everything is empty - space is everywhere, -
Only a web of thin hair
Glistens on the idle furrow.
The air is empty, the birds are no longer heard,
But the first winter storms are still far away -
And pure and warm azure flows
To the resting field...
F. Tyutchev

Autumn
Lingonberries are ripening,
The days have become colder,
And from the bird's cry
My heart became sadder.
Flocks of birds fly away
Away, beyond the blue sea.
All the trees are shining
In a multi-colored dress.
The sun laughs less often
There is no incense in the flowers.
Autumn will wake up soon
And he will cry sleepily.
K. Balmont

Lesson 4. Retelling the story by V. Sukhomlinsky “The Apple and the Dawn”

Target. Improve the ability to retell and draw up a retelling plan.

Progress of the lesson

“Today I will read you a story written by the teacher, school director Vasily Sukhomlinsky,” the teacher begins the lesson. “The story is called “The Apple and the Dawn.”

...

Little Misha often came to his grandfather Korney’s garden. Grandfather treated his grandson delicious apples, pears, honey.

And Misha could not take his eyes off the huge, white, tender apple that glowed at the very top of one apple tree.

- Grandfather, dear, let me climb in and pick that apple over there.

“No,” answered the grandfather, “the apple will go to the one who comes to the garden at dawn and works for an hour: pours water for the bees, cuts dry twigs.”

How many times did Misha intend to come to the garden at dawn, but he could not overcome laziness.

Finally, I gathered my strength, opened my eyes when it was still dark, threw away the pillow and ran to my grandfather in the garden. He poured water for the bees and cut off dry twigs.

Rose up morning star. Misha approached the apple tree with the treasured apple, and it took his breath away. The huge apple at the very top was no longer white, but pink, like the sky at dawn.

- Well, now the apple is yours. “Climb and tear it off,” said the grandfather.

- No, grandfather... Better tomorrow.

- Why?

“I want to see the sunrise again.”

“If we can draw up a plan for the story, then we will be able to retell it without significant omissions and unnecessary repetitions,” the teacher continues the conversation. – Do you remember how the story begins? How can you briefly call this part of the story?

The teacher listens to the children’s answers and says that everything they talked about happened in Grandfather Korney’s garden: “I think that the first point of the plan should be called: “In Grandfather Korney’s garden.” And then the action of the story took place not in the garden, but where? And how did the action develop? Can this part of the story be called...? “Misha stopped being lazy”, “Misha conquered laziness”...

Did the boy get the treasured apple? How did Vasily Sukhomlinsky describe this apple? When did this apple become pink instead of white? (When the morning star rose.)

We have a plan. Now I will read the story again so that you remember it better.”

Then the teacher calls the child, and they retell the story together. The teacher ends his part with the words: “Grandfather, dear, let me climb up and pick that big apple.” The child retells the story further.

The teacher calls another child to retell the story, and he invites a peer.

“The apple in the story was... (huge, white, tender). What kind of apples have you come across? – the teacher asks, finishing the lesson.

Lesson 5. Lexical games and exercises

Target. Activate children's speech, improve phonemic perception of speech.

Progress of the lesson

“I have already told you many times that you should listen carefully to the words that I pronounce,” the teacher begins the conversation. – If you mumble just one sound in a word, it turns out to be nonsense. Shall we check?

Rooks are hurrying, doctors are flying. Which letter changed the word rooks? (Letter V.)

There were barrels, behind the barrels there were daughters.”

The teacher says the following pairs of words: house - catfish, beetle - onion, poppy - varnish.

Next, the teacher invites the children to listen to the story and fantasize: “In one fairy-tale town, the names of animals were written on all the houses: Squirrel, Hedgehog, Raccoon... One day a new one was built in the city beautiful house, on which the inscription soon appeared: “Cat.”

The little mice ran to school. They saw the sign and read: “Cat.” Can you imagine their behavior, convey their conversations? (For example: “What a horror! Now we will have to go to school by a different route. The house is very rich. This cat must have a servant,” etc.)

The cat was running errands. Can you describe it? And what did the kitty meow when she saw the inscription “Cat”?

The dog ran behind. What breed do you think she was? Seeing the “Cat” sign, the dog got angry...

And the little girl who was walking next door couldn’t read. But she saw a cat come out of the house and sit on the porch step. The girl immediately appeared next to him and spoke to him. What do you think about?”

One, two, three, four, five,
I start repeating:
Baked in the oven
Bud,
And he wears it in his buttonhole
loaf,
Crawling on the grass
Can,
Milk flows into
Concrete,
And at the construction site there is
Python…

The teacher repeats the poem, and the children finish the words bud, loaf, can, concrete, python.

Lesson 6. Reading a fairy tale by K. Paustovsky “ Warm bread»

Target. Introduce children to the literary fairy tale “Warm Bread” by K. Paustovsky.

Preliminary work. The day before, read the work of K. Paustovsky “The Thief Cat” to the children.

Progress of the lesson

The teacher asks the children if they remember the name of the author of the story “The Thief Cat.”

When the children name the author, he continues: “Readers (Who are they?) call Paustovsky a singer of Russian nature. Indeed it is. The writer describes the corners of nature so vividly and memorablely, natural phenomena that these descriptions remain in memory for a long time. And he knows how to make you laugh. After all, you laughed when I read about the tricks (actions) of the red cat. And Konstantin Paustovsky also knows how to put the reader in a very serious mood. See for yourself by listening to his new work, called “Warm Bread”. This is a very wise fairy tale. If you understand its meaning, understand what rudeness and cruelty leads to, you will become kinder.”

The teacher reads a fairy tale. Then he asks the children: “What did this fairy tale teach you?”

Lesson 1. Lexico-grammatical exercises

Target. Activate children's speech.

Progress of the lesson

The teacher asks the children what time of year it is and what month replaced September.

“Autumn, autumn,” says the teacher. “And what can we say about autumn - autumn - autumn?”

The teacher evaluates the children's answers, praises them for their ability to listen to the task and gives their options: autumn bad weather, autumn slush, autumn leaf, autumn mood etc.

“In the fall, both people and animals make provisions for the winter,” the teacher reminds.

The hedgehog went out for a walk
Yes, pick mushrooms.

What kind of mushrooms do you think he came across?

Many words have related words, for example: hedgehog - hedgehog... ( hedgehog - hedgehog - hedgehog - hedgehog)».

Then the teacher invites the children to complete the exercise “One - Many”: “There is one heron, but there are many ... (herons), one pack of sugar, but a lot... (packs), one sock, but many... (socks), one stocking, but many... (stocking), one ear, but many... (ears).

“Now help me finish the sentences,” the teacher asks:

– If we pay attention during speech development classes, then...

- To study well, you need...

– We grow up healthy and strong because...

“When we return from our walk, then...”

After listening to the children’s answers, the teacher repeats the complete sentence.

The teacher invites the children to listen to the poem:

I tried different drinks,
I drank golden juices with a full cup.
They are - I do not belittle - excellent,
But they pale in comparison with yogurt.
A. Smirnov

“What drinks do you prefer? - asks the teacher. - Prefers - that means... (chooses from many others, loves)».

Lesson 2. Memorizing A. Fet’s poem “The Swallows Are Missing...”

Target. Help children remember A. Fet’s poem “The Swallows Are Missing...”.

Progress of the lesson

“We live in Russia, a country with a huge territory. I flew from Moscow to Khabarovsk all day. If I had traveled by train, I would have spent seven to eight days on the road, that is, a whole week. AND climatic conditions V different regions countries are different. Somewhere in the south it is still hot, and in the north there is already snow. What about us?

Each territory has its own signs of autumn. But there are also common ones. Sooner or later, they will announce themselves. As in this beautiful poem by the wonderful Russian poet Afanasy Fet:

The swallows have disappeared
And yesterday dawned
All the rooks were flying
Yes, like a network, they flashed
Over there over that mountain.

Everyone sleeps in the evening,
It's dark outside.
The dry leaf falls
At night the wind gets angry
Yes there is a knock on the window...

A beautiful poem? Sonorous, elegant."

The teacher repeats the poem, after asking the children to remember the signs of autumn.

Then the children take turns naming the signs, and the teacher reads the corresponding lines of the poem. At the same time, he clarifies: “Are the swallows gone? Where did they hide? And the rooks flew and flashed like a net when?” (In the evening, at dawn.)

The teacher draws attention to the unusual comparison of a flying flock of birds with a net. Then the teacher reads the poem again, inviting the children to repeat it with him, but without a voice. Shows how it's done. (This technique is effective remedy for training the articular apparatus.)

The teacher expresses confidence that this poem, if read to your family, will make them very happy.

“By the way, who are your relatives?” - the teacher clarifies and asks to name the words-relatives: “Kin - relatives ... (parents, born, pedigree, maternity hospital)».

Lesson 3. Sound culture of speech. Preparing for literacy

Target. Improve children's auditory attention and perception. Learn to determine the number and order of words in a sentence.

Progress of the lesson

The teacher asks the children what kind of objects are in front of them and why they are needed in a lesson on speech development (cards from math sets, small objects, sheets of paper, pencils).

The teacher monitors the correct use of complex sentences by children.

Then invites the children to clap their hands if they hear the sound in the word ts:heron, crane, scratched, wounded, blossomed, withered, singer, dancer, ballerina, kiss.

The teacher takes note of children who make mistakes or respond to a word late, focusing on the response of their peers. Additional work needs to be done with these preschoolers later. But this can also be done in class by asking only these children to complete a new task (explaining the reason): princess, too, stubborn, girl, but, written, beauty.

The teacher asks the children to listen very carefully to the lines from G. Lagdzyn’s poem “Tell”, count the words in the text with a growling sound r and show a card with the corresponding quantity geometric shapes(circles, triangles). The teacher reminds the children that they need to work independently.

Where are you going, magpie?
Tell!
Our way to the dense forest
Show me!

The teacher asks the children a riddle:

golden apple
Rolls across the sky
Smiles in the morning.
And smiles are rays
Very hot.
(Sun)

The teacher invites preschoolers to determine how many words with sound are in the text of the riddle h. Then he reads the riddle again, pronouncing the words slowly and clearly, and the children count the words with sound h.

The teacher asks the children to draw grids of three cell windows and determine the location of the sound h in words: cup, eyeglass case, hoop. Children use chips or small objects to mark the position of the sound. h in words. (After completing each task, the child removes the chip(s).)

"Word cup starts with cha-, - the teacher continues the lesson. – How many sounds do you hear? Name these two sounds. Two sounds are already a syllable, that is, part of a word. Try to remember words starting with the syllable cha-. (Tea, kettle, watch, cups.) There are quite a lot of such words.”

The teacher opens the dictionary and reads words starting with the syllable cha-, For example: seagull, sorcerer, czardash, cha-cha-cha, ditty, palisade. Interested in what czardash, cha-cha-cha, palisade is?

Then the teacher asks the children what a sentence is. (These are several words connected to each other.)

“The wonderful Russian poet Alexei Pleshcheev has a poem “Granddaughter”. It begins like this: “Grandma, you were little too...” Can you count the words in this sentence? Does it have four or five words? Let's count. Grandmother- once, You“two... Now say the words in strict succession.”

The teacher points to the child. He says the word, and all the children say his number.

Child. Grandmother.

Children. Once. (One.)

Child. You.

If someone was in a hurry and missed a word, everything starts all over again.

The teacher tells the children that in books there is a period at the end of the sentence: “When you look at the books, pay attention to the periods. You will see that there are long and very long sentences, and there are short and very short sentences. If you find something interesting, share your observations with me.”

At the end of the lesson, the teacher asks the children what they learned today. (We learned to hear words, explain their meaning, and prepared for school.)

Grandma, you too
Were you little?
And she loved to run
And did you pick flowers?
And played with dolls
You, granny, right?
What hair color was it?
Do you have it then?
So I will too
Grandma and I, -
Is it possible to stay
Can't you go small?
Very my grandmother -
I love my mother’s mother.
She has a lot of wrinkles
And on the forehead there is a gray strand,
I just want to touch it,
And then kiss.
Maybe I am like that too
I'll be old, gray-haired,
I will have grandchildren
And then, putting on glasses,
I’ll tie gloves for one,
And to the other - shoes.

Lesson 4. Russian folk tales

Target. Find out whether children know Russian folk tales.

Progress of the lesson

Children often call the author's fairy tales. Then the teacher explains that folk tales do not have an author: “These tales appeared a very, very long time ago, and they were not read, but told to children, often adding something new to them. And the same fairy tale became either short or long.

But you and I read fairy tales in adaptation. The editors make ancient fairy tales understandable to modern children. And now I will definitely tell you the handlers. So, let's remember the names of Russian folk tales."

- People gathered, went to the river, threw silk nets and pulled them out... (Alenushka.)(“Sister Alyonushka and brother Ivanushka”, based on A.N. Tolstoy.)

“You know that there are fairy tales, there are stories, there are poems,” the teacher continues the conversation. – How to define a fairy tale? That's right, there are many miracles in fairy tales. Animals, fish, birds behave like people, talk like people. And in fairy tales there is a recurring magic number three: three royal (merchant) sons, three daughters-in-law, three tasks that must be completed...

And what amazing, bright drawings there are for fairy tales! See for yourself. I have brought you several well illustrated books. Please us with your observations."

Lesson 5. Here's the story!

Target. Continue to teach children to write stories from personal experience.

Preliminary work. The teacher tells the children an amazing story: “One day the neighbors went on vacation and entrusted us with taking care of their cat. Those who knew us well came to visit us and begged for food. And now we started feeding him. During the day, the cat ran all over the property, chasing neighbors’ cats and cats to his bowl, she was standing on the street, he didn’t allow them.

Progress of the lesson

The teacher asks whether the children have completed their homework.

Then he listens to the story of the first child. Notes a good start or, conversely, says that the story would benefit if it started something like this (offers options).

The teacher listens to several more stories, noting stories that are distinguished by logic and figurative speech.

Lesson 6. Reading A. Remizov’s fairy tale “The Voice of Bread.” Didactic game “I am for you, you are for me”

Progress of the lesson

"Today I will introduce you to author's fairy tale, - the teacher begins the lesson. – Its name is unusual – “Bread Voice”. What kind of voice do you think this is - bready? Which voice is heard farthest than others?

The teacher reminds the children that they already know how to count words in a sentence and name them in order.

The teacher offers for analysis a sentence from A. Fet’s poem “A dry leaf falls, the wind gets angry at night” and finds out the name of this work.

Children name the number of words. Then the child, whom the teacher pointed to, says the first word, and all the children say: “One!” etc.

After this, one of the children (optional) pronounces his sentence, and the teacher analyzes it.

If there is time left, the game continues.

Lesson 7. In a forest clearing

Target. Develop children's imagination and creativity, activate speech.

Progress of the lesson

The teacher reminds the children that last year they already learned to create a picture about the life of animals in a forest clearing.

The children get to work. Then the child who worked at the board talks about his painting. Children and the teacher, if necessary, ask clarifying questions.

The teacher calls the second child. While he works, 1-2 children talk about their paintings.

Lesson 8. Fables-reversals

Target. To introduce children to folk and original fables, to make them want to come up with their own fables.

Progress of the lesson

The teacher asks the children if they remember what fables are. Reminds me that fables are also called shapeshifters. Listens to the children's answers and clarifies whether they like these works.

Then he reads fables:

A village was driving
Past the man
Suddenly from under the dog
The gates are barking.
Snatched the cart
Horse from under the whip
And let's bludgeon
Her gate.

It’s like a bear flying through the sky.
The bear is flying
He turns his head.
And he’s carrying a cow,
Black-and-white, white-tailed.
And the cow is mooing
Yes, he's twirling his tail!
Know the bear shouts:
- Let's go right
Let's go left
And now let's get straight to it!

The old lady said:
- I’ll open the buffet
And a poodle bone
I'll give it to you for lunch.

Suitable for the buffet
He looks at the shelf
And the poodle on the platter
Sitting in the buffet...
S. Marshak, “Poodle”

One, two, three, four, five,
I start repeating:

Children select a word that has a suitable meaning, and the teacher names a word that is completely out of place here.

Baked in the oven
Bud.
And he wears it in his buttonhole
Loaf…

Vera Chigriy
Artistic word about bread

Fiction about bread.

Fairy tales: "Easy bread» , "Krupenichka", “Winged, furry, and oily”, "Spikelet";

V. Datskevich "From grain to loaf";

K. Chukovsky "Miracle - Tree", "Bulka";

Y. Akim « Bread» , "Wheat";

T. Shorygina "Hunk bread» ;

D. Kharms “Very, very tasty pie”;

I. Tokmakova "What's happened bread» ;

N. Samkova "ABOUT bread» ;

P. Koganov « Bread is our wealth» ;

A. Bukalov "Like machines protect bread» ;

E. Zhitnikova "From grain to bun";

K. Paustovsky "Warm bread» ;

S. Pogorelovsky "Here he is fragrant bread...» ;

E. Rusakov "Black bread» , "Ear of Rye";

V. Sukhomlinsky "My mom smells bread» ;

K. Ushinsky « Bread» ;

riddles, tongue twisters, proverbs, sayings, signs about bread

Poems about bread

"What's happened bread?»

As soon as the snow melted in April, the fields turned green,

We say - BREAD!

The golden expanse is endless, there are harvesters working there,

We say - BREAD!

Behold, the grain flows like a river to become flour

We say - BREAD!

Eat it, grow and remember:

There is no greater work in the world to bring to your table

Fresh BREAD!

I. Tokmakova

Plow every spring

They raise virgin soil,

They sow, they reap, they don’t sleep at night,

Know from childhood how bread is grown.

Rye bread, loaves, rolls,

You won't get it while walking.

People bread is nurtured in the fields,

Strength for they don't skimp on bread.

(Ya. Akim)

It is not in vain that people from ancient times to this day

Bread the urgent calls the very first shrine.

Gold words we will not forget has the right:

"Bread is the head of everything!" –

In the field, in the house, in the state!

What half-eaten bread thrown away, shameless.

Hey, you who trample the crust with your foot.

You trample on our human dignity.

"Wheat"

Man will put grain in the ground,

If it rains, the grain is irrigated.

Steep Furrow and Soft Snow

The grain will be hidden from everyone for the winter.

In the spring the Sun will rise to its zenith,

And the new spikelet will be gilded.

There are many ears of grain in a harvest year,

And the man will remove them from the field.

And the golden hands of the Bakers

Rosy the bread will be kneaded quickly.

And the woman is on the edge of the board

Ready bread cut into pieces.

To everyone who cherished ear of bread,

Here he is Fragrant bread,

Here it is warm and golden.

In every home, on every table,

he came, he came.

It contains our health, strength, and wonderful warmth.

How many hands raised him, protected him, took care of him.

It contains the juices of the native land,

The sun's light is cheerful in it...

Eat by both cheeks, grow up to be a hero!

In every grain of wheat, summer and winter

The power of the sun is preserved by the native land.

And grow under the bright sky, slender and tall,

Like the Motherland is immortal, ear of bread.

"In the field"

With a quiet wind in conversation

Rye is agitated like the sea...

And in the blue sky

The sun is shining merrily

Everything lives and flows

With your golden fire.

And among the ears of rye

Where the moths fly,

Yes, the grasshoppers are playing,

Blue cornflowers cast a friendly glance.

Evil winds bent the ear, and it rained on the ear,

But they couldn’t break him over the summer.

That's what I am! - he boasted - he coped with the wind, with the water!

Before that, he became proud and grew a beard.

So the summer has flown by, the cold is coming from the river.

The rye has ripened, turned yellow, and bent its ears.

Two combines are in the field. Back and forth, from end to end.

They reap - they thresh, they reap - they thresh, they harvest.

In the morning the rye stood like a wall. By nightfall, the rye was gone.

As soon as the sun set, the grain was empty.

It's spring day, it's time to plow. We went out into the tractor field.

They are led by my father and brother, hunchbacked over the hills.

I hurry after them, asking them to give me a ride.

And my father answers me: - The tractor plows, but doesn’t roll!

Wait a minute, when you grow up, you’ll lead one yourself!

"Golden Shower"

On damp, not hard ground

Where the tractors have gone

Shallow grooves

They lay in the black arable land

And until the evening and later

Until midnight with darkness,

The grains fell like rain

Like golden rain.

« The bread is baking»

A thin stream of nourishing

A warm smell snakes around the corners.

I breathe in a joyful, original world

With love and tears in half.

How simple is the understanding of the Universe,

When, waking up in the morning in the warmth,

Under ray of sunshine kissing,

Home you will see bread on the table.

Wonderful spikelet

I'll tell you, my friend,

About a wonderful spikelet.

The one that ripens in the fields -

Will hit the table in bread.

Dryers, buns and loaves -

Bread comes to every home.

Kravchenko Elena

Tongue twisters about bread

The baker baked the bagel, bagel, loaf and loaf from the dough early in the morning.

Peter baked cookies in the oven and over-baked all the baked goods.

A good pie - there is curd inside.

Sasha loves sushi, Sonya loves cheesecakes.

Vanya was lying on the stove, eating rolls.

Proverbs and sayings about bread:

Will bread, there will be lunch.

Sweat on my back, yeah bread on the table.

Without salt it is tasteless, but without insatiable bread.

Bread is a gift from God, father, breadwinner.

If you don't fertilize the rye, you'll collect a penny's worth of bread.

As long as there is bread, yes, water is not a problem.

Without bread will get boring.

We lived to see the stick, no matter what bread, no flour.

You won’t be full of conversation if you won't get bread.

Without bread and you won’t be full of honey.

Without bread and water is bad to live.

Poor lunch, no bread.

Bread on the table and the table is the throne, but how not a piece of bread, and so is the table and board.

A well-fed man counts the stars in the sky, but a hungry man thinks about bread.

Not the one bread the one in the field, and the one in the bins.

If loaf of bread, and under the spruce is paradise.

Better bread and water than a pie with trouble.

Rye bread - roll grandpa.

Why do people say:

“For the time being, no seed is sown”;

“If you miss an hour in the spring, you won’t be able to make it up in a year”;

“It’s time to sow, don’t look to the right or to the left.”;

“He who does not sow in the spring regrets it in the fall”;

"Don't feast on feasts when sowing the bread» ;

“Say it on time - it will be of use!”;

“If you lie down in the spring, you’ll run away with your bag in winter”;

“The better the seed is buried, the better it will be born.”;

“If you put the grain in the ground to sleep well, you will wake up well and be full.”;

“Whoever is not lazy to plow has bread will be born» ;

“He who sweats in the field bread has» ;

“As the earth is, so is bread» ;

“Don’t look for treasure, but plow the land and you will find it”;

“When they sow and reap, they do not say that calluses burn”;

"Who carries bread, he doesn’t ask for food”;

“These oats are in the water, but at the right time”;

“Whoever sows corn grows richer year by year”;

“A farm without corn is like a tree without roots”;

“If you don’t collect oats, you will swallow tears”.

"Price bread»

Do you know why grandparents know the value of every crumb? bread? Because they remember besieged Leningrad, when -125 grams were issued per day bread per person.

It hurts me when it happens, I see

What half-eaten bread thrown away, shameless

Hey, you who trample the crust with your foot

You trample on our human dignity

You insulted your mother, you caused offense

The land on which I was born and raised.

Signs about bread:

It was not allowed for one person to finish eating bread after another, you will take away his happiness and strength.

You can’t eat behind another person’s back—you’ll also eat his power.

Give it during meals bread from the table to the dogs - poverty will befall them.

The biggest sin in Rus' was considered to be dropping even one crumb. bread, even bigger - to trample this baby with your feet.

People who refracted bread, become friends for life.

Taking bread salt on a towel, bread should be kissed.

Folk signs about bread.

Don't sow the wheat before the oak leaf appears.

Mosquitoes have appeared - it's time to sow rye.

This barley, when the viburnum blossomed and the birch released its leaves.

When the cones on the Christmas tree turn red and those on the pine tree turn green, it’s time to sow barley.

If the rowan blossoms early, there will be a good harvest of oats.

If the lingonberries are ripe, then the oats are ripe. The alder has bloomed - it's time to sow buckwheat.

A story about Saints Fevronia and Peter of Murom.

In ancient times, in Rus' there lived a very wise peasant girl, Fevronia. And she fell in love with Prince Peter of Murom. And when she became the wife of Prince Peter, the boyars disliked her because she was one of the simple ones, not princely family. God glorified her for her kindness and mercy.

One day one of the servants came to Fevronia’s husband, Prince Peter, and began to slander him. princess: She comes out from behind the table disorderly. Before getting up, she collects bread crumbs in your hand, as if hungry!»

The noble Prince Peter, wanting to check Fevronia, began to watch her during lunch. And when after the meal the princess, as usual, collected bread crumbs in your hand, the prince decided to shame her - it’s not proper for a princess to collect crumbs.

He took Fevronia by the hand, unclenched her fingers and saw inside... fragrant incense and precious pearls.

This merciful God, not wanting shame on the good princess, committed miracle: Bread the crumbs turned into incense and jewelry. And from that day on, the prince stopped believing the boyars’ slander and trusted the princess.

Since then bread is considered holy given by God.

In those old days the bread was white, yes black. And nowadays in stores great variety bakery products.