Card index of mini-stories for retelling to children of the preparatory group for school

Retelling in a preparatory school group

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Detskiy sad.Ru >> Electronic library >> Family and children >> Education in kindergarten >> Source: E. P. Korotkova, “Teaching storytelling in kindergarten”, M., 1978 OCR Detskiysad.Ru
In preparatory to At school, the group in retelling classes consolidates and improves the speech skills acquired by children in the senior group. Preschoolers continue to learn to present texts coherently, consistently, completely, without distortion, omissions or repetitions. Children are improving their ability to convey the dialogues of the characters emotionally, with different intonations, to use semantic stresses, pauses, and certain artistic means characteristic of fairy tales (inception, repetitions, etc.) in retellings. Children learn to speak slowly, loudly enough, without tension. Children's independence increases: they learn to retell fairy tales and stories without the help of questions from the teacher. The literary and artistic material offered for retelling becomes more complex, and the number of texts increases. In the preparatory group for school, the following works are recommended for classes: Russian folk tales “The Boasting Hare”, “Fear Has Big Eyes”, “The Fox and the Goat”; stories “Four Desires”, “Morning Rays” by K. D. Ushinsky, “Bone” by L. N. Tolstoy, stories by Soviet writers: “Mushrooms” by V. Kataev, “Hedgehog” by M. Prishvin, “Bathing Bear Cubs” by V. Bianchi , “Bear” by E. Charushin, “Just an Old Lady”, “Bad” by V. Oseeva, “Strawberry” by N. Pavlova, “Green Butterflies”, “Icicle Water” by N. Sladkov, “Rivers Overflowed” by G. Skrebitsky, etc. Literary works have a huge artistic and pedagogical influence on the thoughts, feelings, interests and creative abilities of a child. Retelling activates the entire process of children’s emotional and aesthetic mastery of literary material. The artistic and speech activity of preschool children at the initial stage of its development is manifested in the form of retelling. A child of six or seven years old can more accurately correlate his retelling with the text, note possible omissions, rearrangement of material; his independence increases when analyzing his comrade’s answer. The methods and techniques used by the teacher to carry out the tasks of teaching retelling are different: expressive reading of the text two or three times, conversation about what was read, showing illustrations, speech exercises, instructions on the methods and quality of completing the task, assessment, etc. Their correct use will be evidenced by an increase from lesson to lesson in the activity and independence of children when performing educational speech tasks. It is important that in the classroom there are favorable conditions for communication, the content of which is the presentation of texts of fairy tales and stories. Using various techniques, the teacher encourages children to convey what they read clearly, clearly, clearly, to be able to address their speech to those who listen to them, to be able to clarify and supplement the answers of the narrators, showing a friendly, interested attitude towards their comrades. The accumulated experience of verbal communication is of no small importance in preparing children for school. Consider a lesson on retelling the fairy tale “The Fox and the Goat.” The Fox was running along the road, gaped at the crows and fell into the well. There is not much water in the well, you won’t drown if you drown, and you won’t jump out if you jump out. The Fox is sitting, grieving. What to do here? Here Goat is walking along the same road, waving his head, shaking his beard, looking around. Having nothing better to do, the Goat looked into the well. He saw Fox there and asked: “Great, Fox.” What are you doing here? - Yes, I’m resting. It’s hot at the top, but here it’s cool, and there’s as much cold water as you want. And the Goat has been thirsty for a long time. - Is the water good? “The water is good,” answers the Fox. - Yes, jump here and try it. There's enough room for two of us. The goat foolishly jumped. He muddied the waters and almost ran over the Fox. The Fox got angry and scolded: “Look, bearded one, he couldn’t even jump, he splashed all over.” The Fox jumped onto the Goat's back, from the back onto the horns, and out of the well! Only Kozel saw her. The Goat is sitting in the well. He sat there until the evening and didn’t know how to get out. The owner of the Goat grabbed it and went looking. I searched and searched and found it with great effort. He brought the rope and pulled the Goat out of the well. Progress of the lesson. After telling a fairy tale, the teacher conducts a conversation with the children in order to make them want to share their impressions and opinions. At the same time, he formulates the questions in such a way as to give the children the opportunity to take the initiative when evaluating fairy-tale characters and construct their statements independently: “You listened to the fairy tale with interest. What can you say about the Fox and what about the Goat? Listening to the answers, the teacher asks the children to justify their conclusions and assessments. Then the teacher draws the children’s attention to the composition of the fairy tale, to the expressive means of its language. “Remember how the Fox found herself in the well. Why did the Goat end up in the same well? What voice did the Fox speak in when she praised the coolness in the well and the cold water? How did she start talking to the Goat when he jumped into the well?” These questions lead children to make judgments about the characters' personalities. At the request of the teacher, children reproduce phrases from the dialogue with different intonations. At the end of the conversation, the question follows: “What is told at the end of the fairy tale?” Preschoolers try to concisely convey the content of this part of the fairy tale. The Fox managed to jump out of the well, and the owner pulled the Goat out. After the conversation, the teacher tells the story again and offers to retell it. Next, children practice various types of retelling. First, two or three children tell the tale from beginning to end, then the teacher suggests collectively retelling the text: one child tells the first part (until the moment the Goat jumped into the well), the other continues the retelling until the end. Let's take another lesson as an example - retelling the story by K. D. Ushinsky “Four Desires”. Progress of the lesson. Before reading the text, the teacher talks with the children about the seasons, about the entertainment and joys that winter, spring, summer, autumn bring (asks questions: “What makes you happy about winter? What makes you happy about spring? Summer? Autumn?”). Having summarized the statements, the teacher expresses confidence that children will be interested in listening to the story “Four Wishes.” After reading twice, a conversation is held on what was read. The teacher’s questions, lexically and syntactically close to the text, encourage children to convey the content of the story in detail and figuratively: “What four wishes did Mitya express? When did he wish for everything to be winter? And when did you want it to be spring? After which Mitya shared his third wish with his father - that there would be no end to summer? And when did my father write down his fourth wish in the book - that there would be no end to autumn? With his instructions, the teacher draws the children’s attention to poetic descriptions and figurative author’s speech. If the child speaks too concisely and dryly, the teacher advises him to remember how it is written in the book, or reads out the corresponding passage. For example, to the question “When did Mitya want autumn to never end?” the child answers: “When Mitya was picking apples and pears in the garden.” The teacher helps construct a statement closer to the text: “When Mitya was picking ruddy apples and yellow pears in the garden.” If during the conversation children understand with what accuracy, completeness and vividness what they read should be conveyed, then when retelling they will try to reproduce the literary material without significant omissions and with expressive intonation. At the end of the conversation, the teacher sets a creative speech task for the children - to retell the text - and reads the story again. In this case, children perceive the text with a retelling mindset. To enhance the emotional perception of a literary text, the teacher can use the technique of “mentally entering the described situation.” This activates the imagination of children in the sense that they see themselves as direct participants in the event, together with the hero they observe, reflect, be surprised, and rejoice. For example, during a conversation on V. Bianchi’s story “Bathing Bear Cubs,” the teacher addresses the children: “You listened to the story and it was as if, together with the hunter, you found yourself in a thicket of the forest and together with him you saw how a mother bear was bathing her cubs.” After such an introduction, the children answer the questions with great interest: “What did the bear do to bathe the first bear cub? What did she do with the second teddy bear?” In retelling classes, a child of six or seven years old copes well with the task of conveying the text from the character’s point of view. In order for children to quickly engage in a new learning situation, the teacher draws their attention to the central character of the work, that is, influences them with specific images. For example, the teacher suggests thinking about how the hunter himself from the story “Bathing the Bear Cubs” would tell about everything that happened. The teacher specifically formulates the question: “How will the hunter begin his story?” - and invites one or two guys to perform. Children show independence and try to give their presentation the form of direct speech: “I was walking along the bank of a forest river and suddenly I heard...” - this is how, for example, a child constructs a phrase. The teacher approves of him and asks him to continue the story. For teaching retelling, a series of works about spring can be recommended: “The Bear” by E. Charushin, “The Rivers Flooded” and “The Reluctant Traveler” by G. Skrebitsky, miniature stories by N. Sladkov “Green Butterflies”, “Icicle Water”, etc. When In this regard, it must be emphasized that the range of works for retellings should be constantly expanded, more modern fiction for children should be introduced into it. Let's consider the methodology for conducting a lesson on retelling the work of E. Charushin “Bear”. Goal: to teach children to retell consistently, completely, conveying figurative phrases and phrases, using expressive intonations. The bear was sleeping in the den, sucking its paw. The sun drove away the snow, Mishka woke up and went to the forest to get food. I was looking for last year’s berries, digging the roots and saw bees flying from the hollow. Bear wanted honey and climbed into the hollow. Yes, the bees did not give honey, they drove Mishka away. He barked, fell out of the tree and went to look for other food. The short story conveys a funny incident from the life of the forest. The language of the work is precise, emotional, and dynamic. The author uses a lot of verbs - there are eighteen of them in six lines: he slept in a den, sucked a paw, woke up, went through the forest to get food, looked for berries, dug roots, climbed into a hollow, barked, fell from a tree, etc. The rhythm of the story changes from calm to measured at the beginning to accelerated at the end. E. I. Charushin’s story can confidently be classified as a work that meets the requirement put forward by K. D. Ushinsky for a text for retellings: “It must be such that it can easily be imprinted in the minds of children; so that, having listened to the story to the end, the child remembers its middle and beginning, so that the details do not obscure the main thing...” Progress of the lesson. Before reading the text, the teacher asks the children to answer the question “Where does the bear spend the winter?” Children answer thoroughly and correctly: “The bear sleeps in a den in winter”; “He sleeps all winter in a den and sucks his paw”; "The bear makes a den for himself under a tree." “You might be interested to know,” the teacher continues, “what a bear does when he wakes up and leaves his den. You will learn about this from the story “The Bear” by Evgeny Ivanovich Charushin, which I will read to you now.” After reading, the teacher conducts a conversation with the children based on the text, the purpose of which is to help preschoolers master new phrases and figurative expressions. To the question “When did Mishka wake up?” The guys answered correctly (“In early spring”; “In spring”), but not fully and emotionally enough. The teacher asked the children to remember how this was said in the book, and read out the necessary phrase: “The sun drove away the snow - Mishka woke up.” The teacher deliberately introduced phrases from the story he had read into his questions, and the children used them in their answers. So, based on the speech sample, they remembered the expression last year's berries. To activate children's imagination, the teacher also offers questions that encourage children to express their guesses and flesh out the picture. For example: “Think about how the bear barked.” “Loudly, angrily,” the children answer. “You could hear it all over the forest.” Then the teacher asks to pronounce the word barked so that you can immediately see how angry the bear is. During the conversation, the teacher shows illustrations, and, looking at them, the children Fr. At the end of the conversation, the teacher invites the children to prepare for a retelling and reads the story again. When reading again, preschoolers penetrate deeper into the meaning of the work and perceive all events more vividly and emotionally. Some children even accompany the reading of the text with imitative movements (for example, the words roots dug). Eight people present stories during the class. As a rule, retellings are close to the author's text. The phrases used in conversation are conveyed by children especially accurately. The children’s speech during the retelling is relaxed and expressive. They pronounce the word barked in a loud, abrupt voice, in a low tone. Children's retellings are characterized by specification of the circumstances of the actions, for example: “The sun drove the snow away from the earth” instead of “The sun drove the snow away”; “Mishka climbed the tree, climbed into the hollow” - in the text “Climbed into the hollow” - etc. The children love this story and retell it expressively even one or two weeks after the lesson. N. Sladkov’s stories from the book “Sparrow’s Spring” are poetic miniatures. They can be attributed to those “little stories in a few lines,” the purpose of which K. D. Ushinsky saw in the fact that the child immediately grasped the content and conveyed it. GREEN BUTTERFLIES On the poplars, their buds strained and burst. From each bud, like a butterfly from a chrysalis, a green leaf emerged. The sparrows settled on the branches and began to peck at the sticky green butterflies. Help themselves; one peephole is up - is there a hawk, the other is down - is there a cat? ICICLE WATER There are icicles on the roofs. During the day, water drips from the icicles. This is a special water - icicle. Chiv loves icicle water very much. It will bend over from the ledge and deftly pick up with its beak an icicle droplet, similar to a droplet of the sun. After drinking water, Chiv begins to jump and chirp so desperately that passers-by stop and smile... Preparation for the retelling of the miniature “Icicle Water” is connected with observations: in early spring, children look at the icicles sparkling in the sun, listen to the ringing drops, and study the behavior of sparrows. To make it easier for children to perceive a literary work, the teacher introduces phrases and phrases taken from the story into his explanations and reveals the meaning of unfamiliar concepts and words (for example, cornice). Before reading the story “Green Butterflies,” the teacher examines with the children the bushes on which the buds are beginning to burst. “A leaf appeared as a green dot,” explains the teacher, and the children also begin to carefully examine the branches. “Here the leaf is like green tendrils,” they say. The observation continues during the lesson: the guys look at a poplar branch with green leaves, touch the leaves, and say that they are sticky. “Sticky leaves,” the teacher clarifies the children’s statement, thereby preparing them to encounter this word in the story. This is how children prepare for a meaningful and emotional perception and reproduction of literary works. The retelling again returns them to observations, which now become poetic searches and finds. After the lesson, the children run up to the bushes, find burst buds, the first leaves, and exchange impressions: “And here the green wings have already come out of the bud,” “And this is the green nose of the leaf sticking out.” THE RIVERS OVERFLOWED The river overflowed widely, flooding the meadows and swamps. Not a river, but just a huge lake. Seagulls circle over the spill; these birds have freedom when there is so much water around. Tired of flying - they sat down right on the water, rested and took off again: they were looking for small fish for dinner. THE TRAVELER RESULTS Seagulls have the freedom to fly over the flood or swim, swaying on the waves. But for the various animals and little creatures that were taken by surprise by the flood, they are simply in trouble. The fox also had to become a traveler: she climbed onto a log and floats on it, she doesn’t know where. When preparing children for retelling, the teacher must activate in their memory not only ideas accumulated in observations - on excursions, walks, but also familiar literary images. In early spring, during ice drift, the children were taken to the river, and the group read N. A. Nekrasov’s poem “Grandfather Mazai and the Hares.” The children greet the proposal to listen to a new story about the spring flood of the river in class with interest. Familiar images help to delve deeper into new ones and respond emotionally to poetic descriptions; they contribute not only to the correct reproduction of what they read, but also to its long-term, vivid preservation in children’s memory. To verify this, you can invite children to retell G. Skrebitsky’s miniatures, first seven days after the lesson, and then after two to three weeks. Children, together with the teacher, can compare old and new versions of retellings. This will allow the teacher to evaluate the effectiveness of various teaching methods. As practice has shown, children hold in memory for a long time not only the essence of the read, but also the language form of the work. With the help of retelling, children learn more and more fully stories about nature, learn to spy in the color of the sky, the foliage of trees, the flight of birds, look for a new one in a friend and talk about it interestingly, figuratively. In working with the children of the group preparatory for the school, special attention should be paid to the formation of the initial skills of educational activity - the ability to listen to the teacher’s speech, understand it, remember, act according to the instructions of the teacher. The above examples indicate that the installation for retelling is of great importance in the structure of the lesson. Usually it is given after a conversation about read, before re -reading. This contributes to a purposeful perception of the text. The general installation for retelling in the corresponding structural part of the lesson is supplemented by instructions on the nature of the retelling (collectively, in parts, in persons, from the first person, etc.). At the same time, the teacher accompanies his instructions with a speech sample so that children with specific examples can identify the features of a particular form of retelling. It should be borne in mind that a child of the seventh year of life can show greater independence in the completion of tasks. If children retell quite well, the lesson’s methodology can be changed: after reading, the installation is given for retelling, then the text is again read out and the children retell it. In this case, a detailed conversation on the read is not carried out: children have already accumulated experience in perception of works; They can show independence in the process of mastering the material and its oral presentation, adhering to the previously learned requirements for retelling quality. In conclusion, it should be emphasized once again that the retelling of literary works in the speech practice of senior preschoolers occupies a large place. The better the child assimilates various methods of retelling, the more significant his successes in mastering the monologic speech.

WE TEACH CHILDREN TO RELL SHORT STORIES.

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SHORT STORIES.

Read one of the stories to your child. Ask some questions about the text. If your child can read, have him read a short story on his own and then retell it.

Ant.

The ant found a large grain. He couldn't carry it alone. The ant called his comrades for help. Together, the ants easily dragged the grain into the anthill.

1. Answer the questions: What did the ant find? What couldn't an ant do alone? Who did the ant call for help? What did the ants do? Do you always help each other? 2. Retell the story.

Sparrow and swallows.

The swallow made a nest. The sparrow saw the nest and took it. The swallow called her friends for help. Together the swallows drove the sparrow out of the nest.

1. Answer the questions: What did the swallow do? What did the sparrow do? Who did the swallow call for help? What did the swallows do? 2. Retell the story.

Brave men.

The guys were going to school. Suddenly a dog jumped out. She barked at the guys. The boys started running. Only Borya remained standing in place. The dog stopped barking and approached Bora. Borya stroked her. Then Borya calmly went to school, and the dog quietly wandered behind him.

1. Answer the questions: Where did the guys go? What happened on the way? How did the boys behave? How did Borya behave? Why did the dog follow Borey? Is the story titled correctly? 2. Retell the story.

Summer in the forest.

Summer has come. In forest clearings the grass is knee-high. Grasshoppers chirp. Strawberries turn red on the tubercles. Raspberries, lingonberries, rose hips, and blueberries are blooming. Chicks fly out of the nests. A little time will pass and delicious wild berries will appear. Soon children will come here with baskets to pick berries.

1. Answer the questions: What time of year is it? What kind of grass is in the clearings? Who's chirping in the grass? Which berry turns red on the tubercles? Which berries are still blooming? What are the chicks doing? What will children soon collect in the forest? 2. Retell the story.

Chick.

The little girl wrapped woolen threads around the egg. It turned out to be a ball. She put this ball in a basket on the stove. Three weeks passed. Suddenly a squeak was heard from the basket. A ball squeaked. The girl unwound the ball. There was a little chicken there.

1. Answer the questions: How did the girl make the ball? What happened to the ball after three weeks? 2. Retell the story.

Fox and cancer. (Russian folktale)

The fox invited the crayfish to run a race. Cancer agreed. The fox ran, and the crayfish clung to the fox's tail. The fox reached the spot. The fox turned around, and the crab unhooked and said: “I’ve been waiting here for you for a long time.”

1. Answer the questions: What did the fox offer to the cancer? How did cancer outwit the fox? 2. Retell the story.

Orphan

The dog Bug was eaten by wolves. There was a little blind puppy left. They called him Orphan. The puppy was given to a cat who had small kittens. The cat sniffed the Orphan, wiggled its tail, and licked the puppy on the nose. One day, Orphan was attacked by a stray dog. Then a cat appeared. She grabbed the Orphan with her teeth and returned to the tall stump. Clinging to the bark with her claws, she pulled the puppy up and covered him with herself.

1. Answer the questions: Why was the puppy nicknamed Orphan? Who raised the puppy? How did the cat protect Orphan? Who is called an orphan? 2. Retell the story.

Viper.

Once Vova went into the forest. Fluffy ran with him. Suddenly a rustling sound was heard in the grass. It was a viper. The viper is a poisonous snake. The fluff rushed at the viper and tore it apart.

1. Answer the questions: What happened to Vova? How dangerous is a viper? Who saved Vova? Who did we learn about at the beginning of the story? What happened next? How did the story end? 2. Retell the story.

N. Nosov. Slide.

The guys built a snow slide in the yard. They poured water on her and went home. Kotka didn't work. He was sitting at home, looking out the window. When the guys left, Kotka put on his skates and went up the hill. He skates across the snow, but can’t get up. What to do? Kotka took a box of sand and sprinkled it on the hill. The guys came running. How to ride now? The guys were offended by Kotka and forced him to cover his sand with snow. Kotka untied his skates and began to cover the slide with snow, and the guys poured water on it again. Kotka also made steps.

1. Answer the questions: What did the guys do? Where was Kotka at that time? What happened when the guys left? Why couldn't Kotka climb the hill? What did he do then? What happened when the guys came running? How did you fix the slide? 2. Retell the story.

Karasik.

Mom recently gave Vitalik an aquarium with fish. It was a very good fish, beautiful. Silver crucian carp - that's what it was called. Vitalik also had a kitten, Murzik. He was gray, fluffy, and his eyes were large and green. Murzik loved to look at the fish. One day his friend Seryozha came to Vitalik. The boy exchanged his fish for a police whistle. In the evening, mom asked Vitalik: “Where is your fish?” The boy got scared and said that Murzik ate it. Mom told her son to find the kitten. She wanted to punish him. Vitalik felt sorry for Murzik. He hid it. But Murzik got out and came home. “Ah, robber! Now I’ll teach you a lesson!” - said mom. - Mommy, dear. Don't hit Murzik. It was not he who ate the crucian carp. It’s me” - Did you eat? - Mom was surprised. - No, I didn’t eat it. I exchanged it for a police whistle. I won't do it anymore.

1. Answer the questions: What is the story about? Why did the boy lie to his mother when she asked where the fish was? Why did Vitalik later admit to deception? What is the main idea of ​​the text? 2. Retell the story.

Brave swallow.

The mother swallow taught the chick to fly. The chick was very small. He flapped his weak wings ineptly and helplessly. Unable to stay in the air, the chick fell to the ground and was seriously hurt. He lay motionless and squeaked pitifully. The mother swallow was very alarmed. She circled over the chick, screamed loudly and did not know how to help him. The girl picked up the chick and put it in a wooden box. And she put the box with the chick on a tree. The swallow took care of her chick. She brought him food every day and fed him. The chick began to recover quickly and was already chirping cheerfully and cheerfully flapping its strengthened wings. The old red cat wanted to eat the chick. He quietly crept up, climbed the tree and was already at the very box. But at this time the swallow flew off the branch and began to fly boldly in front of the cat’s very nose. The cat rushed after her, but the swallow quickly dodged, and the cat missed and slammed to the ground with all its might. Soon the chick completely recovered and the swallow, with joyful chirping, took him to his native nest under the neighboring roof.

1. Answer the questions: What misfortune happened to the chick? When did the accident happen? Why did it happen? Who saved the chick? What is the red cat up to? How did the mother swallow protect her chick? How did she take care of her chick? How did this story end? 2. Retell the story.

Wolf and squirrel. (according to L.N. Tolstoy)

The squirrel jumped from branch to branch and fell on the wolf. The wolf wanted to eat her. “Let me go,” asks the squirrel. -I’ll let you go if you tell me why squirrels are so funny. And I'm always bored. -You're bored because you're angry. Anger burns your heart. And we are cheerful because we are kind and do no harm to anyone.

1. Answer the questions: How did the wolf catch the squirrel? What did the wolf want to do with the squirrel? What did she ask the wolf? What did the wolf answer? What did the wolf ask the squirrel? How did the squirrel answer: why is the wolf always bored? Why are squirrels so funny?

Vocabulary work. -The squirrel said to the wolf: “Your heart is burning with anger.” What can you burn yourself with? (Fire, boiling water, steam, hot tea...) Which of you got burned? It hurts? And when it hurts, do you want to have fun or cry? - It turns out that you can hurt even with a bad, evil word. Then the heart hurts, as if it had been burned. So the wolf is always bored and sad, because his heart hurts, his anger burns. 2. Retell the story.

Cockerel with his family. (according to K.D. Ushinsky)

A cockerel walks around the yard: there is a red comb on its head and a red beard under its nose. Petya has a tail like a wheel, there are patterns on his tail, and spurs on his legs. Petya found the grain. He calls the hen with her chickens. They didn’t share the grain - they got into a fight. Petya the cockerel reconciled them: he ate the grain himself, flapped his wings, and shouted at the top of his lungs: cuckoo!

1. Answer the questions: Who is the story about? Where does the cockerel go? Where is Petya's comb, beard, and spurs? What does a rooster's tail look like? Why? What did the cockerel find? Who did he call? Why did the chickens fight? How did the cockerel reconcile them? 2. Retell the story.

Bathing bear cubs. (according to V. Bianchi)

A big bear and two cheerful cubs came out of the forest. The bear grabbed one bear cub by the collar with her teeth and let's dip it into the river. The other bear cub got scared and ran into the forest. His mother caught up with him, slapped him, and then into the water. The cubs were happy.

1. Answer the questions: Who came out of the forest? How did the bear grab the bear cub? Did the bear dip the cub or just hold it? What did the second bear cub do? What did the mother give to the little bear? Were the cubs happy with their bath? 2. Retell the story.

Ducks. (according to K.D. Ushinsky)

Vasya is sitting on the bank. He watches how the ducks swim in the pond: they hide their wide noses in the water. Vasya doesn’t know how to drive the ducks home. Vasya began to click on the ducks: “Duck-duck-ducks!” The noses are wide, the paws are webbed! Enough of carrying around worms and plucking grass - it’s time for you to go home. Vasya’s ducklings obeyed, went ashore, and are going home.

1. Answer the questions: Who sat on the shore and looked at the ducks? What was Vasya doing on the bank? What were the ducks doing in the pond? Where exactly did you hide your noses? What kind of noses do they have? Why did the ducks hide their wide noses in the water? What did Vasya not know? What did Vasya call the ducks? What did the ducks do? 2. Retell the story.

Cow. (according to E. Charushin)

Pestrukha stands on a green meadow, chewing and chewing grass. Pestrukha's horns are steep, her sides are thick and her udder is full of milk. She waves her tail, drives away flies and horseflies. -What do you, Pestrukha, taste better to chew - simple green grass or various flowers? Maybe a chamomile, maybe a blue cornflower or a forget-me-not, or maybe a bell? Eat, eat, Pestrukha, it’s tastier, your milk will be sweeter. The milkmaid will come to milk you - she will give you a full bucket of tasty, sweet milk.

1. Answer the questions: What is the name of the cow? Where is the cow Pestrukha standing? What is she doing in the green meadow? What kind of horns does Pestrukha have? Sides, which ones? What else does Pestrukha have? (Udder with milk.) Why is she wagging her tail? What do you guys think is tastier for a cow to chew: grass or flowers? What flowers does a cow like to eat? If a cow likes to eat flowers, what kind of milk will she have? Who will come to milk the cow? The milkmaid will come and milk... 2. Retell the story.

Mice. (according to K.D. Ushinsky)

The mice gathered at their hole. They have black eyes, small paws, sharp teeth, gray fur coats, and long tails that drag along the ground. The mice think: “How can I get a cracker into a hole?” Oh, watch out, mice! Vasya the cat is nearby. He loves you very much, he will ruffle your tails and tear your fur coats.

1. Answer the questions: Where did the mice gather? What kind of eyes do mice have? What kind of paws do they have? And what kind of teeth? What kind of fur coats? And what about the ponytails? What were the mice thinking? Who should mice be afraid of? Why should you be afraid of the cat Vasya? What can he do to the mice? 2. Retell the story.

Fox. (according to E. Charushin)

The fox mouses in winter and catches mice. She stood on a stump so that she could see further away, and listened and looked: where under the snow the mouse squeaked, where it moved a little. He hears, notices, and rushes. Done: a mouse was caught in the teeth of a red, fluffy huntress.

1. Answer the questions: What does a fox do in winter? Where does it stand? Why does she get up? What is she listening to and watching? What does the fox do when he hears and notices the mouse? How does a fox catch mice? 2. Retell the story.

Hedgehog. (according to E. Charushin)

The guys walked through the forest. We found a hedgehog under a bush. He curled up into a ball in fear. The guys rolled the hedgehog into a hat and brought it home. They gave him milk. The hedgehog turned around and began to eat the milk. And then the hedgehog ran away back into the forest.

1. Answer the questions: Where did the guys go? Who did they find? Where was the hedgehog sitting? What did the hedgehog do out of fear? Where did the children bring the hedgehog? Why didn't they inject themselves? What did they give him? What happened next? 2. Retell the story.

Ya. Taits. For mushrooms.

Grandmother and Nadya went to the forest to pick mushrooms. Grandfather gave them a basket each and said: “Well, whoever picks the most!” So they walked and walked, collected and collected, and went home. Grandmother has a full basket, and Nadya has only half. Nadya said: “Grandma, let’s exchange baskets!” - Let's! So they came home. Grandfather looked and said: “Oh, Nadya!” Look, I've gained more than my grandmother! Here Nadya blushed and said in the quietest voice: “This is not my basket at all... it’s completely grandma’s.”

1. Answer the questions: Where did Nadya and her grandmother go? Why did they go into the forest? What did grandfather say as he escorted them into the forest? What were they doing in the forest? How much did Nadya gain and how much did grandma gain? What did Nadya say to her grandmother when they went home? What did grandfather say when they returned? What did Nadya say? Why did Nadya blush and answer grandfather in a quiet voice? 2. Retell the story.

Spring.

The sun has warmed up. Streams ran. The rooks have arrived. Birds hatch chicks. A hare jumps merrily through the forest. The fox has gone hunting and smells prey. The she-wolf led the cubs out into the clearing. The she-bear growls near the den. Butterflies and bees fly over the flowers. Everyone is happy about spring.

Summer.

Warm summer has arrived. The currants are ripe in the garden. Dasha and Tanya collect it in a bucket. Then the girls put the currants on the dish. Mom will make jam from it. In the cold winter, children will drink tea with jam.

Autumn.

A fun summer has flown by. So autumn has come. It's time to harvest the harvest. Vanya and Fedya are digging potatoes. Vasya collects beets and carrots, and Fenya collects beans. There are a lot of plums in the garden. Vera and Felix collect fruit and send it to the school cafeteria. There everyone is treated to ripe and tasty fruits.

Winter.

Frosts have frozen the ground. Rivers and lakes froze. There is white fluffy snow everywhere. Children are happy about winter. It's nice to ski on fresh snow. Seryozha and Zhenya play snowballs. Lisa and Zoya are making a snow woman. Only animals have a hard time in the winter cold. Birds fly closer to housing. Guys, help our little friends in winter. Make bird feeders.

In the forest.

Grisha and Kolya went into the forest. They picked mushrooms and berries. They put mushrooms in a basket and berries in a basket. Suddenly thunder struck. The sun has disappeared. Clouds appeared all around. The wind bent the trees towards the ground. It began to rain heavily. The boys went to the forester's house. Soon the forest became quiet. Rain stopped. The sun came out. Grisha and Kolya went home with mushrooms and berries.

In zoo.

The students in our class went to the zoo. They saw many animals. A lioness and a little lion cub were basking in the sun. The hare and the hare were gnawing cabbage. The she-wolf and her cubs were sleeping. A turtle with a large shell crawled slowly. The girls really liked the fox.

Mushrooms.

The guys went into the forest to pick mushrooms. Roma found a beautiful boletus under a birch tree. Valya saw a small oil can under the pine tree. Seryozha spotted a huge boletus in the grass. In the grove they collected full baskets of various mushrooms. The guys returned home happy and happy.

Summer holidays.

Hot summer has arrived. Roma, Slava and Lisa and their parents went to Crimea. They swam in the Black Sea, went to the zoo, and went on excursions. The guys were fishing. It was very interesting. They remembered these holidays for a long time.

Four butterflies.

It was spring. The sun was shining brightly. Flowers grew in the meadow. Four butterflies were flying above them: a red butterfly, a white butterfly, a yellow butterfly and a black butterfly. Suddenly a large black bird flew in. She saw butterflies and wanted to eat them. The butterflies got scared and sat on the flowers. A white butterfly sat on a daisy. Red butterfly - on poppy. The yellow one sat on a dandelion, and the black one sat on a tree branch. The bird flew and flew, but did not see the butterflies.

Kitty.

Vasya and Katya had a cat. In the spring, the cat disappeared and the children could not find it. One day they were playing and heard meowing overhead. Vasya shouted to Katya: “I found a cat and kittens!” Come here quickly. There were five kittens. When they grew up. The children chose one kitten, gray with white paws. They fed him, played with him and took him to bed with them. One day the children went to play on the road and took a kitten with them. They were distracted, and the kitten was playing alone. Suddenly they heard someone shouting loudly: “Back, back!” - and they saw that the hunter was galloping, and in front of him two dogs saw a kitten and wanted to grab it. And the kitten is stupid. He hunches his back and looks at the dogs. The dogs wanted to grab the kitten, but Vasya ran up, fell with his stomach on the kitten and blocked it from the dogs.

Fluff and Masha.

Sasha's dog is Fluff. Dasha has a cat, Masha. Fluff loves bones, and Masha loves mice. Fluff sleeps at Sasha’s feet, and Masha sleeps on the couch. Dasha sews a pillow for Masha herself. Masha will sleep on the pillow.

Halt.

Borya, Pasha and Petya went for a walk. The path went past the swamp and ended at the river. The guys approached the fishermen. The fisherman ferried the guys across the river. They made a halt on the shore. Borya chopped branches for the fire. Petya cut the bun and sausage. They ate by the fire, rested and returned home.

Cranes.

Cranes live near swamps, forest lakes, meadows, and river banks. Nests are built directly on the ground. The crane circles over the nest, guarding it. At the end of summer, cranes gather in flocks and fly away to warm countries.

Friends.

Seryozha and Zakhar have a dog, Druzhok. Children love to study with Buddy and teach him. He already knows how to serve, lie down, and carry a stick in his teeth. When the guys call Druzhka, he runs towards them, barking loudly. Seryozha, Zakhar and Druzhok are good friends.

Hedgehog.

Zhenya and Zoya found a hedgehog in the forest. He lay quietly. The guys decided that the hedgehog was sick. Zoya put it in the basket. The children ran home. They fed the hedgehog milk. Then they took him to a living corner. Many animals live there. Children look after them under the guidance of teacher Zinaida Zakharovna. She will help the hedgehog recover.

Someone else's egg.

The old woman put the basket with the eggs in a secluded place and put a chicken on them. The chicken runs off to drink some water and peck some grains and returns to its place, sits and clucks. Chicks began to hatch from the eggs. The chicken will jump out of the shell and let's run and look for worms. Someone else's egg got to the chicken - it turned out to be a duckling. He ran to the river and swam like a piece of paper, scooping up the water with his wide webbed paws.

Postman.

Sveta’s mother works at the post office as a postman. She delivers mail in a mail bag. Sveta goes to school during the day, and in the evening she and her mother put the evening mail into mailboxes. People receive letters, read newspapers and magazines. Everyone really needs Sveta’s mother’s profession.