Formation of linguistic design of speech utterance.

Logopedic influence relies, first of all, on the advancing development of the semantic side of speech in relation to the formal linguistic one. In the specialized literature it is noted that the transition to independent retelling and storytelling is possible only after the assimilation of subject relations (at the level of individual sentences).

Correctional work on the development of coherent speech is aimed at the formation of successive (successive) processes, deployed operations and mental actions, as well as simultaneous (simultaneously occurring) processes. With the development of internal programming of individual utterances, at the initial stages, the formation and improvement of a simple deep-semantic structure of the utterance takes place. In the future, this structure is included in a coherent statement, in the context, in the process of verbal communication of the child with a speech therapist and peers in dialogic and monologic forms of speech. Such a successive orientation of speech therapy work does not exclude the development of simultaneous processes in schoolchildren.

Based on the theory of the gradual formation of mental actions, the initial stage of correction includes a large number of diagrams, ideograms, tables, graphic diagrams, handouts that facilitate the assimilation of the semantic structure of the text.

Corrective work includes the following tasks, which are carried out according to the traditional method:

A. Description of items by main features .

B. A detailed description of objects (including various features (micro-themes)).

B. Comparative description of objects.

D. Development of skills to retell the text.

E. Development of the ability to work with deformed text.

E. A story based on a plot picture.

G. Independent story.

The development of the language design of the text is facilitated by the naming of the words of the text, the most characteristic for the description of a particular character or action; selection of synonyms for the described objects and phenomena; continuation of the story in your own words.

V.G. Borbotko distinguishes three types of thematic progression of the text: a) linear structure (the theme of each subsequent sentence repeats the rheme (new) of the previous one); b) a structure with a constant theme (the theme of each subsequent sentence clarifies the theme of the previous one); c) derivational structure (the topics of the sentence following one after another come from one common “hypertheme”, the topic of the entire paragraph, chapter, etc.).

An analysis of the data of experimental work on identifying the symptoms and mechanisms of dysorphography in primary schoolchildren with ADHD substantiates the need for the formation and improvement of the derivational structure of the text as the most impaired in students with this pathology. Here are some tasks for the development of coherent speech in schoolchildren suffering from dysorphography.

A. Detailed retelling of the text . Material - the story "Long-tailed robbers". (Grade 3)

Long tailed robbers.

It was in the spring. We walked along the path. Suddenly magpies began to chirp ahead of us.

We went out to the lawn. We look, a hare is rushing about in the meadow, and there are two magpies around her. They take off and then sit down. The hare jumps on them like that. She noticed us and galloped into the forest. The magpies also flew away.

We see a tiny hare lying in the hole. So that's who the hare was protecting! We carried the hare to the nearest bushes. His mother will surely find him there.

(According to G.A. Skrebitsky).

I. Reading the text. The speech therapist asks the child to listen carefully to the story, read the text aloud (perhaps to himself), complete tasks and answer questions.

II. Work on the semantics of the text.

Did you like the story? Who were you worried about?

Why did the hare and the magpies fight? (Magpies attacked a hare.)

How did the hare protect him? (Boldly, courageously, courageously.)

Why did people take the hare to the bushes? (Predators will not notice him in the bushes.)

III. Text structure analysis.

What is the text according to the type of speech? (Text is narration.)

Justify your answer. (The text is talking about something.)

Read the first sentence. What is its role in the narrative text? (She introduces us to the content of the story.)

How many parts are in the story? (Three.)

Read the first part aloud. What does it say? (That the magpies chirped anxiously.)

How can you title it? (Magpies chirped anxiously.)

The child (or speech therapist) writes down the plan in a notebook.

Read the second part. What picture did you present? Title it.

(Fight of a hare with magpies.)

Read the third part. What is it about? (About how passers-by hid the hare.)

How can you name it? (Rescue of a hare.)

The plan is written down by the student (speech therapist) to the end.

Read the last sentence. What role does it play in the text? (He ends the story.)

How else can you title the text?

IV. Language analysis of the text.

I part of the text.

Read the third sentence. Say the first word of the sentence. (All of a sudden.)

How did the magpies chirp? (Anxious.)

Explain the meaning of this word. (Behave restlessly, interfere with someone.)

Read the first sentence. (We went out to the lawn.)

Why does it start with the word "out"? (People walked first through the forest, and then ended up in a clearing.)

Read the second sentence. Why did the author use the word “lawn” instead of the word “lawn”? (To avoid repeating the word "lawn" twice.)

Name the words that indicate the heroes of the events described. (We (passers-by), hare, magpies.)

Name the words that convey the actions of the hare. (Rushing about, jumping up, noticed.)

Tell me how do you understand them? (Rushing about - jumping randomly, fussily, in different directions; is in agitation, confusion. Jumps - pounces with acceleration. Noticed - saw, discovered.)

Name the words that characterize the actions of forty. (They will take off, sit down, fly away.) Pick up related words for the word “sit down”.

Why did the hare also hide from people? (Because I saw, noticed people.)

What did the magpies do? (They flew away because they also saw people.)

Read the first sentence. Who was in the hole? (Hare.)

Explain why the hare could not get out of the hole? (Because he was tiny, very small.)

What sign is at the end of the sentence and why? (The author explains why the hare and magpies behaved so unusually.)

Read the third sentence. (We carried the hare to the nearest bushes.)

Explain the meaning of the adjective "nearest". (Nearest - the closest, nearby, nearby.)

V. Spelling work. The student is invited to find and name words for the spelling rules passed, to explain his choice; to select related words for individual words.

VI. Self-test.

B. Development of the ability to concisely retell the text. Material - the text "Eagle". (Grade 3)

The eagle built a nest on the high road and brought out the children. One day people were working near the tree. The eagle flew up to the tree with a fish in its claws. People saw fish. They began to throw stones at the eagle. He dropped the fish.

The eagle perched on the edge of the nest. The eagles asked for food. Eagle is tired. He couldn't fly. He covered the eagles with his wings and began to caress them. The bird seemed to be asking them to wait a little. But the chicks were screaming.

Then the eagle flew to the sea. He returned late in the evening. He had a fish in his claws again. The eagle looked around, sat on the edge of the nest and fed the children.

(According to L.N. Tolstoy.)

I. Reading the text. The student is asked to listen to the text and read it aloud.

Did you like the text? Who were you worried about?

II. Work on the semantics of the text. The student completes the tasks and answers the questions.

What danger threatened the chicks?

Why couldn't an eagle fly for food? (He is very tired.)

How did the chicks behave? (They screamed.)

Were they full? When did the eagle feed them?

III. Text structure analysis.

What type of text is this? (Text-narrative.)

Explain why you decided so? (It tells about the eagle and the eagles; about what happened to them once.)

For what purpose did Leo Tolstoy write the story? (The author wanted to evoke an attentive and kind attitude towards our smaller brothers, birds.)

What is the main idea of ​​the text? (We need to protect nature.)

Read the title of the text. (Eagle.) The eagle is a strong and predatory bird from the hawk family, with a curved beak. She lives in the mountains or the steppe.

How can you title the text differently? (The eagles are saved. Parental love. Caring dad.)

Let's plan the text.

Read the first part of the story. What important event did the author want to talk about? (Chicks were left without fish).

Who was the eagle going to feed?

What did the people do? Why?

Name part I. (The cruelty of people.)

Read the second part of the text. What were the eagles doing? (Chicks asked for food.)

How did the eagle behave? Why? (He covered the eagles with his wings and began to caress them. He asked the chicks to wait, because he was tired and could not fly for food.)

Have the chicks calmed down? (No, they kept screaming because they were hungry.)

Name part II of the story. (Chicks ask for food. Tired eagle and hungry chicks.)

Read part III. What is this part about? (About how the eagle still fed his chicks.)

Where did the eagle fly to prey? (To sea.)

When did he return to the chicks? Why? (The eagle returned to the nest late in the evening. He hunted for a long time, because it is not so easy to catch fish in the sea.)

Name part III. (The chicks are fed. The chicks are saved.)

IV. Language analysis of the text.

I part of the text.

Read the 1st sentence. Where did the eagle build its nest? (On a tree, near the main road.)

What does the verb "fly" mean? (He approached, but did not have time to sit down yet.)

What does the verb "dropped" mean? (Unintentionally missed.)

Read the 1st sentence. What does "ask" mean? (Make a request for something.)

Read the 2nd sentence. What does the word "feed" mean? (This is animal food.)

How could the chicks feel? (They wanted to eat. They were uncomfortable, sad.)

What can the chicks do? (Pitifully squeak, open their beaks, stretch their necks, flap their wings.)

Read the 4th sentence. How do you understand it? (The bird was very tired, exhausted. The eagle was no longer able to fly.)

What does the verb "caress" mean? (Show tenderness, love, kindness.)

Why did the eagle act like this?

What word can replace the adverb "slightly"? (A little.)

How do you imagine this scene?

Read the 1st sentence. How else can you say by changing the adverb "then"? (In this case, the eagle flew to the sea.)

Why did the eagle go for prey?

Read the 2nd sentence. Why does L.N. Tolstoy use the pronoun “he” in this sentence? (To avoid repeating the word "eagle".)

Read the 3rd sentence. Tell me what the author wanted to emphasize with the word “again”? (The eagle once again caught fish for the chicks.)

Have the eaglets eaten the fish they caught before? Why?

Read the 4th sentence. What does the verb "look around" mean? (Look around you.)

Why did the eagle look around? (He wanted to make sure there were no people nearby. Because of them, the eagle dropped the fish the day before.)

Why did the eagle sit on the edge of the nest? (In order not to crush the chicks. The eagle is a large bird.)

What is the meaning of the prefix na- in the verb "fed"? (A verb with this prefix takes on the meaning of the completion of the action. That is, the chicks have finally eaten.)

V. Spelling work.

1. Name words with unstressed vowels that are not checked by stress. (Eagle, road, about, etc.)

2. Explain the spelling of words with checked unstressed vowels and insert the missing letters into the words: gn. strength, l.sk, pt.ntsy, cr.chali, evening.rum, ogl.did, nak.rmil, d.tey.

3. Name the words with prefixes.

VI. Self-test.

C. Working with deformed text (using pictures.) The material is the text “How the jackdaw learned to eat”, parts of which are printed on 3 cards and a series of plot images. (Z class.)

How g a lc about n OK have learned.

Galchonok learned from a bridge e flax is for everyone and data about. He somehow sat down lunch time mom on the edge of the plate and cry and t to his until about rmil. But mom pays no attention, eats noodle soup e th.

Here is the credit e ripped full lo well ku. From her length nn th noodle hung down. Raises the spoon quietly about so as not to melt e say soup. Vdru G jackdaw like a bouncer e t, tsap noodles from a spoon. Shake it in its beak like a worm and b ate He began to look down into the plate - where did such tasty things come from and day by day ts I.

Mama resh and la zach e rip in lo well ku noodles and little by little lift above the plate. Check mark about went lower and lower, and then began to grab the noodles straight about from a plate. So I overcame the whole e wisdom e dy!

(According to G.A. Skrebitsky.)

I. Work with pictures. The student is given the task to consider a series of plot pictures “How the jackdaw learned to eat”, laid out in disorder; arrange them in a logical order. The child is invited to tell about everything that is depicted on them using the following questions:

What will be the text? Why do you say that? How many parts will it have?

What is the 1st part about? Where did the jackdaw sit during lunch?

What did mom do?

What is the 2nd part about? Give the checkbox a name.

What did he do?

What moment did the artist depict? (Galchonok grabbed the noodles from the spoon.) Who does the noodles look like? (On a worm, a caterpillar.)

What word can replace the verb "grabbed"? (Dragged, pulled, stole.)

What emotions did the behavior of the jackdaw evoke in children?

How did this story end?

What did you write the text about? (About how the jackdaw learns to eat. The topic of the text: “The jackdaw learned to eat.”)

What is funny in the story?

What did the artist want to say by depicting these pictures?

Read the name of the series of pictures.

II. Working with deformed text. The student is invited to read 3 parts of the text printed on the cards. (The text may consist of sentences presented in disorder.) Then the child explains whether the sentences he read form a coherent text and why.

III. Language analysis of the text.

Read the first part of the text. Explain the meaning of the adverbs "independently" and "unexpectedly".

What is the meaning of the adverb “somehow” in the 2nd sentence? (Meaning "one day".)

What words can replace the adverb "little by little"? (Little by little, in small portions, in portions.)

What is the meaning of the verb "raise"? (Do not lift very high.)

How do you understand the meaning of the verb "overcome"? (I spent a lot of work, effort and learned something.)

What word can replace the noun "wisdom"? (Something tricky, hard to understand.) Pick up related words for the word “wisdom”. (Wisdom, wise, wise.)

IV. Spelling work. The child explains the spelling of those words in which vowels or consonants are underlined (graphic images are used.)

V. Text copying. The student is invited to remember the “memo” about the rules for copying the text. Next, the speech therapist reads the text, the student compares it with the sample.

VI. Self-test.

D. Working with deformed text. Speech material - the text "Migratory birds" (printed on cards in 2 versions: in a deformed and with the correct sequence).

Migratory birds.

Quails flew home from warm countries. They flew over the sea, they were overtaken by a storm. The birds are tired of fighting the wind.

They sat down to rest on the masts of the ship. The sailors poured bread crumbs and seeds onto the deck. The birds rested and began to peck at the food.

Here comes the sun. The sea has calmed down. The birds warmed up, took off and set off.

(According to L.A. Kassil.)

I. Working with deformed text. The student is asked to complete the tasks and answer the following questions:

Read. (The deformed text is given).

Can these sentences be called text? Justify your answer. (There is no logical and compositional connection between them.)

To restore the text, read the sentences again and determine the order of the sentences using numbers.

In case of difficulty, the following plan is suggested:

Difficult flight. 2. Rest on the ship. 3. Back on the road.

Read the sentences in the order you specified. What does the text say? (About the difficult flight of quails.)

Quails are small gray birds. They usually live in the field, are relatives of partridges.

Name the topic of the text. (Quail flight.)

State the main idea of ​​the text. (How people helped in the difficult flight of quails.)

II. Working with text structure.

What type of text is this? Justify your answer. (Text-narrative. An action unfolds in the story, many verbs are used for this. The first sentence indicates the continuation of the action in subsequent sentences. The last one completes the described event.)

Name action verbs. (They flew, fought, sat down, poured, rested, began to peck, came out, warmed up, took off, set off.)

Read the title of the text. What title can you think of? (Difficult flight. Case with quails.)

III. Language analysis of the text.

Choose related words for the adjective "migratory". (Let, flight, fly, fly, flying, pilot.)

Remember and name the 1st sentence. (Quails flew home from warm countries.)

Read the 2nd sentence. What is a storm? (This is bad weather, very bad weather, when a strong wind blows. High waves rise on the sea.)

How do you understand the verb "caught"? (Suddenly seized, caught.)

Read the 3rd sentence. How do small birds fight the wind? (They try not to fall into the water and not go astray. To do this, birds flap their wings more often.)

Read the 1st sentence. (They sat down to rest on the masts of the ship.)

For what purpose did L.A. Kassil use the verb “sit down”? (To indicate the short, short rest of the birds.)

Explain what masts are. (These are tall poles for the sails on the ship.)

Explain the meaning of the noun "deck". (This is a horizontal overlap in the ship's hull.)

How do you understand the meaning of the noun “crumbs”? Find related words for it. (Chop, tiny, okroshka, crumble.)

Read the next sentence. Why did the writer use the noun “food”? (To avoid repeating the nouns “crumbs” and “seeds.”)

Read the 1st sentence. (The sun came out.) What role does the particle “here” play in this sentence? (The action takes place as if before the eyes of the writer.)

Read the 2nd sentence. (The sea calmed down.) Why did L.A. Kassil use an uncommon sentence? (To show how quickly the weather changes.)

Read the 3rd sentence. Name the words that convey the actions of quails. (Warmed up, took off, set off.) Explain the meaning of the verb “set off.” (Flew away, on their way.)

What word can replace the noun "way"? (Road, direction, route.)

IV. Spelling work.

1. The student is invited to read and explain the spelling of words: per e pelki, boro be sya, ma thu ah, crumb e k, sem e h e k, lane s shki.

The student is given the task to find and name words with prefixes; explain how the words can be grouped. (Work with text.)

V. Write text.

As soon as spring comes, the cattle in the villages are released from the barn into the yard for a walk and bask in the sun.

Suddenly, a bird flew in and sat right on the cow's back. A bird smaller than a crow, black itself, with a gray cloak on the back of its neck, and its eyes are completely whitish, as if faded, this is a jackdaw.

She sat down on a cow's back, walked along it like a path, then squinted her head to one side, looked at something, and as soon as she began to pull the wool from the cow, she immediately pulled her beak full. And the cow stands to herself and does not try to drive away the annoying bird. The cow does not hurt at all, on the contrary, it is even pleasant. In the spring, she sheds, here is a jackdaw and helps her get rid of her old winter wool. And the jackdaw itself needs cow hair for bedding in the nest.

Jackdaws arrange their nests in various crevices - under roofs, behind eaves or in hollows of trees. They also love to nest in pipes. Village houses usually have two halves: living and cold. In the cold half, the stove is heated very rarely. It is in the pipes of such furnaces that jackdaws settle. They drag brushwood, straw, fluff, cow hair there - they will lay the entire chimney.

The owners of the stove will think of flooding the stove in the fall, how the smoke will pour back into the room! What?! Has the pipe collapsed? They will climb onto the roof, no, the pipe is in place. They look inside, and there is a jackdaw nest. You have to call a chimney sweep, clean the pipe. But this grief is not enough for jackdaws, they have long grown jackdaws and flew away from their nests. After all, jackdaws hatch chicks in the spring, in May. And by the end of the month, the young grow up and leave the nest.

It is very interesting to watch young jackdaws.

Often then you can see how a jackdaw, just recently out of its nest, will sit on the roof, on a tree, or even just on the ground. Sits and looks around. So he looks out - if one of his parents flies to him, if they bring him food.

As soon as a father or mother notices, he will spread his wings, open his wide yellow mouth and begin to squeak, demand food. An adult jackdaw will fly up to him, put a worm or some insect into the open mouth of the chick and fly off to the side. And the jackdaw flies after. From the roof to the tree, from one tree to another ... So little by little he will learn to fly, and he will be able to get food for himself.

In summer, jackdaws feed in fields and meadows, eat worms, caterpillars, larvae of various insects, and this is of great benefit to humans. And in autumn and winter, jackdaws, along with crows, spend whole days walking around dumps and garbage heaps, looking for food there. By evening, they fly in noisy flocks to roost.

Jackdaws are very chatty: they constantly call to each other, as if calling each other: “Jackdaw, jackdaw!” And it must be said that their chatter is much more pleasant than the cawing of crows, especially if you hear it at the end of winter. You walk on a rainy February evening somewhere on the outskirts of the city, it is dark, the wind penetrates through and through, your arms and legs are stiff, and it seems that there will be no end to winter, cold.

Suddenly, from somewhere above from the tree, you will hear: “Jackdaw, jackdaw, jackdaw!”

You look up, the whole tree is completely strewn with jackdaws. You listen to them and immediately your soul brightens up: “Look, how the birds are talking cheerfully, they smelled it warmly. So spring is not far away.

The little jackdaw learned to eat on his own for everyone unexpectedly.

He once sat down on the edge of the plate during his mother's dinner and begged to be fed. But mom pays no attention, eats soup with noodles.

Here I scooped up a full spoon. From her long noodles hung down. He lifts the spoon quietly, careful not to spill the soup. Suddenly, the little jackdaw jumps up, chop noodles from a spoon. He shook it in his beak like a worm and ate it. Mom scooped up the second spoon fuller. Again, noodles hang from her. Carries a jackdaw past and shakes. Lapshinka dances as if alive. And he ate this chick. He began to look upside down into the plate - where such delicious things come from.

Mom decided to scoop noodles into a spoon and gradually lift them off the plate. The little gal leaned lower and lower, and then began to grab noodles and pieces of meat right from the plate.

(According to G. Skrebitsky)

Tasks

1. Determine the speech type of the text.
2. Make a plan.
3. Write a concise summary. Answer in writing the question: “How do you understand the meaning of the word wisdom?”

Answers

1. The type of speech is an artistic narrative, since in the text the author depicts events, conveying his attitude to what is happening.
2. Plan.
   1. Galchonok on the edge of the plate.
   2. The little gal grabbed the noodles.
   3. Mom shakes her spoon.
   4. The jackdaw eats from a plate.

A summary might look like this:

The little jackdaw sat down on the edge of the plate and begged to be fed.

Mom eats noodle soup. She scooped up a full spoon, carries it carefully so as not to spill it. A long noodle dangled from the spoon. The little jackdaw will jump up and down, noodles from a spoon. He shook it in his beak and ate it.

Mom scooped up the second spoon. Again, noodles hang from her. Mom carries a spoon past the pebble and shakes it. And the little jackdaw ate this noodle.

Began to look into the plate - where delicious things come from. Mom decided to raise the spoon a little above the plate. The little jackdaw leaned lower and lower, then began to grab noodles straight from the plate.

So he overcame all the wisdom of food!

Word wisdom- pretty outdated. A wise person is called a person full of wisdom, very wise. For example, in the Russian folk tale "Elena the Wise", the main character was a very wise girl and found a way out of any predicament. In the story "How the little jackdaw learned to eat" it is said that the little jackdaw did not know and did not understand how to eat on his own. The fact that he overcame the wisdom of food, the author speaks with irony, smiling. In the story, this word is used in a figurative sense.

L.L. Strakhov "Statements for younger schoolchildren". Tips on the theory and practice of writing essays. Texts and plans of presentations with the fulfillment of creative tasks.

See also: Statement-narration: "The brave duckling (fairy tale)"

Children enter the group, sit down in their places. There is a knock on the door.

Guys, they sent us a letter. There is a whole game here. For Nikita and Alena, For Robert and Marcel. Let's play. The game is called "Evaluate the act."

Alena, what is shown in your picture?

Children help their grandmother carry bags from the store. They did a good deed.

And in my picture, the children tore up the books and made a mess in the room. This is a bad move.

Guys, how do you think, if a person does bad things, can we say that this is a good person?

No. This is a bad person. A good person does only good deeds.

That's right guys. So, when we evaluate a person, we mean his deeds and deeds. It turns out that a person is valuable not for beautiful outfits, not for interesting toys, but above all for his good deeds. Each person must love another person, must save another, must work. And then other people will answer him with the same kindness, nobility and diligence. We recently read Selma Lagerlöf's fairy tale The Changeling. What does it tell about?

It says how one woman did not give offense to a troll child thrown to her. Her own son was at this time with the trolls. When a troll baby was beaten and not allowed to eat, a human cub was also beaten and starved. Only the kindness of a woman in relation to the troll cub saved her son.

The way we treat other people is the same way they will treat us. You are good, and good to you. But we also read the work of L.N. Tolstoy "Pelvis". What is it about?

This is a work about how an old, weak grandfather was served by his children in a pelvis so that he would not stain the tablecloth, and then they stopped sitting at the table altogether. And the grandson made a pelvis and said to his parents: “Get old and I will feed you from the pelvis.” The parents felt ashamed and they put the old man at the table.

What can be concluded from the story, guys?

If you want to be treated well, then treat people well yourself. Don't hate them.

That's right guys. But in Russia there are many more proverbs about the relationship of people to each other. Let's remember them.

What a hello - this is the answer.

What goes around comes around.

As it comes around, so it will respond.

Good Savva - good glory.

Answered correctly. I really want that after our lesson there will be good deeds and deeds in your life. So that only good fame about you reaches us.

Type: communication (speech development)

Topic: "I want to be kind"

Program content: to expand and clarify children's knowledge about the world around them; continue to teach children to make simple and complex sentences; learn to use direct and indirect speech; improve the dialogic and monologue forms of speech; develop the ability to coherently, consistently and expressively retell small literary works; learn to maintain a relaxed conversation, correctly answer the questions of the teacher.

Methodological techniques: visual

Verbal (conversations, questions)

Dictionary (activation of the dictionary)

Game (didactic game)

Demonstration material: portraits of L. Tolstoy and S. Lagerlöf

Previous work: talks about goodness, about good and bad deeds,

Analysis and memorization of proverbs and sayings.

Preliminary work: reading the works of L. Tolstoy S. Lagerlöf,

Discussion of characters.

Lesson structure: introductory part - didactic game

The main part is a retelling of works,

Content Conversation

The final part is a conversation on the content of proverbs

Organization of the lesson: children sit at the tables.

municipal institution

"Department of preschool education"

Executive Committee of Nizhnekamsk

Municipal district of the Republic of Tatarstan

Summary of the final lesson

Integrative field of communication

(speech development)

In the senior group on the topic: "I want to be kind"

Compiled by: educator gr No. 5.

"Prospective plan for reading fiction in the preparatory group"

SEPTEMBER

Topic of the lesson	Program tasks
Small folklore forms.	Clarify and consolidate children's ideas about the genre and language features of nursery rhymes, songs, riddles and proverbs (“Where there is a way, there is a warehouse”); To cultivate the ability to understand the figurative meaning of words and phrases (“you can’t spill it with water”, “throw words to the wind”, “play cat and mouse”); To form the ability to analyze figurative expressions in a riddle (“a light flutters alive”); Exercise in the selection of epithets, comparisons in a riddle. Liter: O.S. Ushakova Z. 13, p. 175.
I. Thais "For mushrooms" - retelling of the work	Continue to teach children to retell the text on their own, to convey intonation the characters' characters, one's attitude to the characters; To consolidate the ability to retell the story by roles, to form diminutive - affectionate names (leaf, box, bag, petal, etc.); Match the action with its name. Liter: V.N. Volchkova z. 2, p. nineteen.
V. Krupinin "Father's field" M. Glinskaya "Bread" - reading	To expand children's knowledge about bread, to acquaint them with the works of various authors devoted to bread; Develop cognitive interest; To cultivate respect for people who grow bread, a careful attitude to bread. Liter: V.Yu. Dyachenko Z. 3 s. 186.
A. Raskin "How dad tamed the dog" - reading	To consolidate ideas about the genre features of the story, its difference from a fairy tale and a poem; Learn: Understand the figurative content of the work; Understand the main idea of ​​the story; Coherently convey the content of the work; Cultivate love for animals.

OCTOBER

Topic of the lesson	Program tasks
C. Perrot "Boy - with a finger" - telling a fairy tale.	Continue to acquaint with the genre features of the fairy tale; Learn to comprehend the characters; To form figurativeness of speech, understanding of figurative expressions; To develop creative abilities, the ability to play fragments of a fairy tale.
N. Gernet and D. Kharms "Very, very tasty cake" -	Learn to feel the rhythm of the poem; Emotionally perceive the figurative content of the poem; Encourage reflection on why people write poetry, while others listen to them and memorize them. Lit-ra : E.V. Valchuk Z. 32, p. 115
A.S. Pushkin - acquaintance with creativity.	To acquaint with the work of the great Russian poet; Expand ideas about the landscape lyrics of A.S. Pushkin; Cause a feeling of joy from the perception of poetry, a desire to hear other works of A.S. Pushkin; To develop the ability to convey the sadness of autumn nature with intonation, to feel, understand and reproduce the imagery of the language of the poem; Liter: O.S. Ushakova Z. 8, p. 168.
Folklore of the peoples of the world "Ship", translated from English. S. Marshak. - song	Continue to acquaint children with the meaning and content of small folklore forms (songs); To teach expressively and rhythmically to recite the song "Ship" by heart; To form intonational expressiveness of speech in the process of performing and playing nursery rhymes and songs; Cultivate a love for oral folk art.

NOVEMBER

Topic of the lesson	Program tasks
D. Mamin - Siberian - acquaintance with creativity. "Medvedko" - reading a story.	To acquaint with the work of the writer D. Mamin - Sibiryak; Help to remember the title and content of familiar works of the writer; Learn to determine which genre each work belongs to; Develop interest in any book. To form the ability to comprehend the content of the work "Medvedko" - D. Mamin - Sibiryak.
"What a delight these fairy tales are!"	Refine and enrich the idea of ​​the fairy tales of A.S. Pushkin; Help in the originality of their language; Cause a desire to hear the fabulous works of the poet (“The Tale of the Dead Princess and the Seven Bogatyrs”, “The Tale of the Goldfish”, “A Green Oak by the Sea ...”, “The Tale of Tsar Saltan, his glorious and mighty son Gvidon Saltanovich and the beautiful Princess Swans”). To cultivate the ability to emotionally perceive the figurative content of fairy tales, to notice and highlight figurative and expressive means, to understand their meaning.
I. Surikov "Winter" - work on the content of the poem.	To teach children to expressively read a poem by heart, conveying admiration of winter nature with intonation, to feel, understand and reproduce the figurative language of the poem, to find a landscape picture according to a figurative description, to justify their choice; Exercise in the selection of epithets, comparisons, metaphors to describe winter nature (“Sleepy, covered with snow, as if in white fur coats”); Lit-ra : O.S. Ushakova s. 99; V.Yu. Dyachenko s. 207.
Acquaintance with a new genre - a fable. "Dragonfly and Ant" - fable reading I.A. Krylov.	To acquaint children with the fable, with its genre features; Bring to understanding the allegory of fables, ideas; To cultivate sensitivity to the figurative structure of the language of the fable; Understand the meaning of proverbs about work (“Master of his craft”, “In a big business, even a little help is expensive”), associate the meaning of a proverb with a specific situation. Liter: O.S. Ushakova Z. 17, p. 181.

DECEMBER

Topic of the lesson	Program tasks
Introduction to creativity S. Mikhalkov. "Mistake" - fable reading.	To teach children to emotionally perceive the content of the fable, to understand its moral meaning, to bring to the realization of the allegory contained in the fable; To form ideas about S. Mikhalkov as a fabulist; Continue to teach children to comprehend the figurative meaning of words and phrases (“the soul has gone to the heels, rushing without hind legs”), proverbs and sayings (“to be afraid of wolves - do not go into the forest”; Raise interest in fables, proverbs, sayings. Liter: O.S. Ushakova Z. 23, p. 189; V.Yu. D'chenko s. 216.
"Seven Simeons - seven workers", arr. I. Karnaukhova - reading a Russian folk tale.	Continue to introduce Russian folk tales, their genre features; Repeat the elements of the composition of the fairy tale (beginning, ending); To teach to comprehend the characters of the characters of a fairy tale, to compose a descriptive story; Develop the ability to retell a fairy tale according to a plan; To form imagery of speech, understanding of figurative expressions.
G. Skrebitsky "How the jackdaw learned to eat" - retelling of the work.	To learn to retell the text without gaps and long pauses, to convey direct speech, to improve the intonational expressiveness of speech, to exercise in the selection of a noun to a verb; Develop expressiveness of speech; Raise interest in all living things, the need to protect and protect nature. Liter: V.Yu. Dyachenko s. 195.
Poems for New Year's Eve work on the content of poems.	Continue to teach expressively, recite poems by heart; To form the ability to intonationally convey joy in connection with the upcoming holidays; Develop a poetic ear; Cultivate a love for the holidays, fiction.

JANUARY

Topic of the lesson	Program tasks
"Kolyada! Kolyada! And sometimes carols ... "- ritual songs.	Introduce children to the ancient Russian holidays (Christmas, Christmas time), explain their origin and purpose; Continue to distinguish between genre features of ritual songs; Learn to understand the main idea of ​​the songs; To reveal the wealth of the Russian language to children, to teach them to speak figuratively, expressively.
"Geese - swans" - the story of a Russian folk tale.	To teach children to understand the figurative content and idea of ​​a fairy tale, to convey the structure of a fairy tale using modeling, to notice and understand figurative words and expressions in the text; Develop creative imagination; Cultivate love for Russian folk tales.
G. Skrebitsky "How the squirrel hibernates" - retelling of the story.	Teach children to answer questions on the content of the text they listened to; Understand and use in speech words in their figurative meaning (“brisk red ball”); Choose verbs according to their meaning; Learn to retell the text of the story; To instill love for animals and care for them. Liter: E.V. Valchuk Z. 6, p. 27.
S. Marshak "Cat's House" (excerpts) - face reading.	Continue to teach children to listen carefully to the work (poem); Answer questions about the content; Determine the mood expressed in the poem; Sympathize with the heroes of the poem, experience.

FEBRUARY

Topic of the lesson	Program tasks
Acquaintance with the work of G. H. Andersen. "The ugly duckling" - reading a fairy tale.	Clarify children's knowledge about the work of the Danish storyteller G.Kh. Andersen; To teach to comprehend and evaluate the characters of the characters of the fairy tale; To form the ability to pay attention to poetic images; Develop the speech creativity of children; To cultivate kindness, attention, care for others. Liter: V.Yu. Dyachenko s. 197, O.S. Ushakova Z. 32, p. 203.
L. Fadeev "Mirror in the window" reading a poem.	Continue to teach children to listen carefully to the poem; Develop interest in fiction; Feel, understand and reproduce the figurative language of the poem.
P. Voronko "Better there is no native land" - work on the content of the poem.	To teach to identify the ideological content of the work in the course of its collective discussion; Participate in the collective learning of a poem during choral pronunciation; Perceive the meaning of proverbs, expressed figuratively (“Everyone has his own side”, “There is no land more beautiful than our Motherland”); Cultivate love for the native land. Liter: E.V. Valchuk h.34, p. 122.
S. Aleseev "The first night ram" - retelling of the story.	Continue to teach children to understand the genre features of the story, its difference from a fairy tale, fable; Develop literary text retelling skills; Learn to use figurative expressions, comparisons in speech;
S. Topelius "Three rye spikelets" - reading a Lithuanian fairy tale.	To learn to distinguish the genre features of the story; comprehend the content of the reading; Coherently convey the content of the read by means of the game; To form an evaluative attitude towards the heroes of the fairy tale.

MARCH

Topic of the lesson	Program tasks
S. Marshak "Gloves" - work on the content of the poem.	Continue to teach children to understand the content of poems; Help to comprehend the meaning of figurative expressions in the text; Exercise in the conscious use of means of intonation expressiveness; Develop figurative speech.
Reading stories, poems about spring. Examining illustrations.	To evoke in children a feeling of admiration, delight in the beauty of their native nature, a desire to express their experiences and impressions in a word; To teach to emotionally perceive the figurative content of literary texts; Cultivate love for nature. Liter: O.S. Ushakova Z. 25, p. 192.
"Ayoga" - reading a Nanai fairy tale.	To teach children to understand and evaluate the character of the main character; To consolidate knowledge about the genre features of literary works; To teach to understand the figurative meaning of proverbs, sayings (“To be lazy and walk - you can’t see good”, “To the lazy and lazy laziness”); Cultivate a negative attitude towards laziness. Liter: O.S. Ushakov h.20, p. 105.
"Snow Maiden" - telling a Russian folk tale.	To teach to understand the figurative content of a fairy tale, evaluate the actions of heroes and motivate their assessment; To develop the ability for a holistic perception of a fairy tale in the unity of its content and artistic form; To consolidate knowledge about the features (compositional, linguistic) of the fairy tale genre; Cultivate love for Russian folk art. Liter: V.Yu.Dyachenko p. 212; O.S. Ushakova Z. 14 p. 177.
I. Krylov "Crow and Fox" - fable reading.	Continue to acquaint children with the genre features of the fable; To teach to understand the allegory, its generalized meaning, to highlight the moral of the fable; To draw the attention of children to the linguistic figurative means of a literary text (“The Fox ran close to that misfortune”, “The cheat approaches the tree on tiptoe”); Develop sensitivity to the perception of the figurative structure of the language of the fable; Cultivate honesty and kindness. Liter: O.S. Ushakova Z. 17, p. 181; V.Yu. Dyachenko s. 202.

APRIL

Topic of the lesson	Program tasks
N. Nosov "Automobile" - reading a story.	To teach to understand the genre features of the story, to see its beginning, main and final part; Learn to evaluate the actions of heroes; Develop pantomimic skills, learn to create expressive images using facial expressions, gestures, intonation; To develop the skills of collective creative activity; Learn to analyze the actions of the heroes of the story, to have their own opinion about what they read.
M. Zoshchenko "Great Travelers" - retelling of the story.	Introduce children to the literary work of M. Zoshchenko; Learn to identify the character of the characters; Coherently retell the literary text; Develop the ability to fully and accurately answer the questions posed.
V. Orlov "You fly to us, starling..." - work on the content of the poem.	To teach expressively, in one's own manner to read a poem; Encourage reflection on why people write poetry, while others listen to them and memorize them; Instill a love for nature.
Acquaintance with small folklore forms.	Clarify children's ideas about genre features, the purpose of riddles, tongue twisters, proverbs; To teach to understand the generalized meaning of proverbs and sayings (“What you sow, you will reap” “Semyon is terrible, but only a crow is afraid of Semyon”); Be able to compose short stories based on them, correlating the content with the title of the text. Liter: O.S. Ushakova Z. 6, p. 164.

MAY

Topic of the lesson	Program tasks
S. Marshak "Where did the table come from?" - work on the content of the poem.	Learn to emotionally perceive the figurative content of the poem; Develop the ability to select rhymes for various words; To form figurative speech (understanding of figurative expressions in a poetic text); Develop memory and attention. Liter: O.A. Skorolupova s. 36
A. Tvardovsky "Tankman's Tale" Reading a story.	To expand the knowledge of children about the defenders of the Fatherland; Clarify ideas about the types of troops, cause a desire to be like strong and courageous warriors; Develop imagination, poetic taste; To cultivate respect, love and gratitude for people who defend the Motherland. Lit-ra : V.Yu. Dyachenko s. 215.
M. Mikhalkov "Forest mansions" - fairy tale reading.	Help to find what is similar and different from the Russian folk tale "Teremok"; To teach to comprehend the idea of ​​a fairy tale, to evaluate the characters of the characters; Develop pantomime skills; To teach children to create expressive images using facial expressions, gestures, intonation. Liter: O.S. Ushakova Z. 27, p. 195; V.Yu. Dyachenko s. 232.
V. Dragunsky "Childhood Friend" reading a story.	To teach children to emotionally perceive the figurative content of the work, to comprehend the idea; To consolidate ideas about the genre features of literary works (fairy tale, poem, story); Understand the meaning of figurative expressions. Liter: O.S. Ushakova Z. 28, p. 196; V.Yu. Dyachenko p.223.
Final literary quiz.	To consolidate, systematize the knowledge of children about literary works read in a year, about the features of different genres of works of art; To consolidate knowledge about small folklore forms. Liter: O.S. Ushakova Z. 34, p. 205