Calendar and thematic planning in the educational field “Communication” Section “speech development”
| Month | date | Topic of the Lesson, no . | Tasks | Methods and techniques | Form of organization | Integration | Component |
| September | Adaptation. Pedagogical examination | Identify knowledge, skills, abilities | Game, observation, conversation, individual lesson | A game | Cognition, reading fiction | ||
| October | 01.10. | №1. “The Stranger” 1 hour. | Using visual material, make children want to help a person who finds themselves in a difficult situation; activate children's speech and enrich their vocabulary. | Story, show, direct offer | Frontal | Cognition, social and personal development | |
| 08.10. | №2. "Riot in the Toy Kingdom" | Using a special problem situation, activate children’s speech; make them want to show care for their toy friends; to clarify children’s ideas about which and where animals live in the wild. | Story with toys showing | Frontal, game | Cognition, social and personal development | ||
| 15.10. | №3. "The Stranger" 2 hours. | Exercise children in clearly pronouncing various onomatopoeias; activate children's speech and enrich their vocabulary. | Story, game exercise | Frontal | Cognition, fine art | ||
| 22.10. | №4. “Sound culture of speech: the sound “A” | To train children to clearly pronounce the isolated sound “A”; consolidate the pronunciation of this sound in individual words and short sound combinations; encourage you to pronounce this sound with different durations and volumes; be able to listen and perceive a work of art, and when listening again, finish the words from the text. | Story, game exercise | Frontal | Cognition, fiction | ||
| 29.10. | №5. "Literary Kaleidoscope" | Help children remember familiar fairy tales; make them want to talk about what happened to the heroes of the works, suggesting the right words, helping to construct a sentence correctly; help children remember a new poem and give it to anyone they want. | Game exercise | Frontal, entertainment | Fiction, cognition | ||
| November | 12.11. | №6. "Let's get acquainted" | Using a learning situation, activate children’s vocabulary related to the topic “Furniture”; enrich children's vocabulary with words that characterize the spatial arrangement of objects; provide the child with the opportunity to act with visual material (cut-out pictures) the way he wants, allowing the child to feel like a competent consultant. | Gaming exercise, gaming motivation | Frontal, game | Cognition, social and personal development | |
| 19.11. | №7. Didactic games and exercises with vegetables. | Learn to distinguish and correctly name vegetables in their natural form, in pictures (to form the ability to generalize); identify an object by its shape (by touch); connect the tops and roots; practice children in coordinating words in a sentence; help you remember and read expressively a Scottish folk song. | Game exercise | Frontal | Cognition, fiction, fine arts | ||
| 26.11. | №8. Sound culture of speech: the sound “U” | Teach children to clearly articulate the sound “U” (isolated, in sound combinations, words, small phrases), pronounce it with one exhalation; encourage children to pronounce (by imitation) sounds at different volumes; develop auditory attention; activate the words cuckoo - coo - crow - crow in children's speech. | Story, game exercise | Frontal | Fiction, cognition | ||
| December | 03.12. | №9. Sound culture of speech: the sound “I” | Enrich and activate children's vocabulary; practice clear pronunciation of the vowel sound “I” in individual words and phrases; practice expressiveness of intonation when reproducing onomatopoeia and poetic lines. | Conversation, demonstration, game exercise | Frontal | Cognition, reading fiction | |
| 10.12. | №10. Sound culture of speech: the sound “O” | Teach children to clearly pronounce the vowel sound “O” (isolated, in onomatopoeic words, phrasal speech); improve auditory attention, intonation expressiveness of speech; encourage children's improvisations on folk song themes. | Conversation, explanation, demonstration, game exercise | Frontal | Cognition, fiction | ||
| 17.12. | №11. Sound culture of speech: sounds “E, Y, M (Мь). Reading of A. Shibaev’s poem “Who Becomes Whom” | Exercise children in clear pronunciation of vowel sounds “E, Y”; consolidate the pronunciation of the sound “M (Мь)” in words and phrasal speech; contribute to the development of intonation expressiveness of speech; activate words in children's speech - the names of animals and their cubs. | Conversation, questions, game exercise | Frontal | Cognition, fiction | ||
| January | 21.01. | №12. Examination of dishes and household appliances. Sound culture of speech: the sound “P (Pb)” | Activate words in children’s speech - names of kitchen utensils and utensils, household appliances; practice children in pronunciation of the sound “P (Pb)”; form intonation expressiveness of speech by singing the little mice song. | Looking at pictures, conversation, game exercise | Frontal | Cognition, reading fiction | |
| 28.01. | №13. "Literary Kaleidoscope" | Involve children in dialogue, help them express their thoughts, enrich their vocabulary, repeat literary works known to them with children; help me remember N. Saxonskaya’s new poem “Where is my finger?” | Literary reading, conversation questions | Frontal, entertainment | Cognition, reading fiction | ||
| February | 04.02. | №14. Sound culture of speech: the sound “B (B)” | Training children in clear and correct pronunciation of the sounds “B (B)” will reinforce the pronunciation of the sound “B” in individual words and phrases; form intonation expressiveness of speech. | Explanation, conversation, game exercise | Frontal | Cognition, fiction | |
| 11.02. | №15. "Literary Kaleidoscope" | Help children remember familiar fairy tales, stories, poems; create conditions for dialogue, enrich children’s speech, improve their grammatical structure of speech; improve intonation expressiveness of speech. | Story, Conversation, game exercises | Frontal, entertainment | Fiction | ||
| 18.02. | №16. Sound culture of speech. Learning the Russian folk song “Shadow-shadow-sweat.” | Teach children to clearly pronounce the sound “T (Тъ)”, “Д (Дь)” in onomatopoeias and words; help you remember a new poem. | Story, fiction reading | Frontal | Cognition, fiction | ||
| 25.02. | №17.. Sound culture of speech: sounds “K (Kb)”, “G (Gb)” | Practice clear pronunciation of the sounds “K (Kb)”, “G (Gb)” in onomatopoeias and words; improve auditory attention; provide children with the opportunity to improvise simple rhyming text. | Game exercise, artistic reading | Frontal | Cognition, fiction | ||
| March | 04.03. | №18.. Sound culture of speech: sounds “Х (Хь)”, “К”, “Д” | Consolidate pronunciation in onomatopoeias and words with the sound “X (Хь)”; to train children to clearly pronounce the sounds “K” and “D” in words and phrasal speech. | Conversation, questions | Frontal | Cognition, health, fiction, music | |
| 11.03. | №19. "Literary Kaleidoscope" | Help children remember familiar works of art; encourage dialogue, helping to express your thoughts; help memorize the poem “Rural Song” by A. Pleshcheev | Conversation, game exercise | Frontal, entertainment | Cognition, fiction, music | ||
| 18.03. | №20. Looking at the picture “Elya and the Dog.” Game-dramatization “Nanny for a stupid mouse” | Using a picture, activate children’s speech, provide them with the opportunity to describe (from memory) a familiar cat or dog; make the child want to try himself in the role; suggest to children speech patterns that are appropriate in a particular case; introduce children to the poem “She’s All” by I. Kosyakov | Looking at pictures, conversation, questions, artistic reading | Frontal, game | Cognition, fiction | ||
| 25.03. | №21. Sound culture of speech: sounds “F”, “V”. | Exercise children in clear pronunciation of the sounds “F”, “V” (isolated, in words); contribute to the formation of intonation expressiveness of speech. | Articulation warm-up, story, game exercise, artistic reading | Frontal | Fiction, | ||
| April | 01.04 | №22. “Choose a dog and a kitten for Eli.” Drama game “Hurry! Hurry!” | Using pictures, activate children's speech and enrich their vocabulary. By participating in a mischievous game, others make their mistakes; with the help of the teacher, characterize the animals (from memory); train children in forming nouns by analogy | Looking at pictures, talking | Frontal, game | Cognition, fiction | |
| 08.04. | №23. Sound culture of speech: the sound “S”. Memorizing the poem “Coward” by E. Charushin and E. Shumskaya. | Practice clear pronunciation of the sound “C”, consolidate its pronunciation in words and phrasal speech; develop speech breathing; improve intonation expressiveness of speech; help children remember a new poem. | Articulation warm-up, conversation, questions | Frontal | Cognition, fiction | ||
| 15.04. | №24. Sound culture of speech: the sound “Z” | Exercise children in clear pronunciation of the sound “Z” (teach to clearly pronounce the soft sound “Z” (ZI, ZY) and the hard sound (ZA, ZU); consolidate the pronunciation of the sounds “Z” _ “S” in words and phrasal speech. | Articulation warm-up, conversation, artistic reading | Front | Cognition, fiction | ||
| 22.04. | №25.. Sound culture of speech: the sound “C” | Practice clear pronunciation of the sound “C” (teach children to pronounce the sound “C” slowly and quickly, quietly and loudly); help children remember the works of K. Chukovsky. | Articulation warm-up, game exercise, artistic reading | Frontal | Cognition, fiction | ||
| 29.04. | №26. Drama game “Beyond the mountains, beyond the forests...” 1 hour. | Using a planned situation, help children conduct a dialogue with a fairy-tale character; activate them in speech using various verbal forms of expressing requests and gratitude. | Surprise moment, play exercise, discussion | Frontal, game | Cognition, fiction | ||
| 06.05. | №27. “Beyond the mountains, beyond the forests...” 2 hours. | Help children conduct a dialogue with a fairy-tale character, using different forms of request and gratitude in speech; enrich children's vocabulary with the names of various “outlandish” objects. | Game exercise, conversation | Frontal, game | Cognition, fiction | ||
| 13.05. | №28. Game - dramatization “And it’s summer here!” | Using a special situation, engage children in conversation, help them express their thoughts, suggesting the most appropriate words and phrases. | Conversation, story, looking at pictures, artistic reading. | Frontal, game | Cognition, fiction |
3.8. Contents of psychological and pedagogical work on mastering the educational field “Reading fiction” Goals :
developing interest and need for reading (perception) of books through solving the following tasks:
- formation of a holistic picture of the world, including primary value ideas;
- development of literary speech;
- introduction to verbal art, including the development of artistic perception and aesthetic taste.
Explanatory note:
In the program, the tasks of the educational field “reading fiction” are implemented in integration with the areas: “Physical education”, “health”, “socialization”, “work”, “communication”, “artistic creativity”, “cognition”, “ music,” and in special moments.
List of programs, benefits and technologies:
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Calendar and thematic planning in the educational field “Reading fiction”
| Month | date | Lesson topic No. | Target | Methods and techniques | Form of organization | Integration _ | ||||||
| 1 | 2 | 3 | 4 | 5 | 6 | 7 | ||||||
| September | For a month, daily reading of children's literature recommended by the program and selected in accordance with age. | Develop aesthetic perception, the ability to emotionally respond to figurative speech, evaluate the actions of heroes, characterize some of their moral qualities (good, evil, brave), teach expressive reading of poems, nursery rhymes, distinguish between genres, notice the features of literary language (epithets, comparisons, fairy-tale repetitions) . | Conversation, direct proposal, questions, game | Frontal | Cognition, socialization. | |||||||
| October | 04.10 | № 1 Repetition of poems from the “Toys” series. | To create a desire to recite familiar poems by A. Barto, to form a positive attitude towards poetry, to cultivate intonation expressiveness of speech. | Playing with toys looking at illustrations, conversation | Frontal game | Speech development, cognition socialization. | ||||||
| 11.10 | No. 2 Storytelling r. n. With. "Turnip" | Help to understand the sequence of actions of fairy tale characters with the help of a model, learn to identify and name the characteristic features of the characters; develop intonation expressiveness of speech. | Story, questions, looking at illustrations | Frontaltheatricalization | Language development, mathematics, cognition | |||||||
| 18.10 | № 3 Telling the fairy tale "Kolobok" | Teach emotionally, perceive a fairy tale; participate in the story. Answer questions, participate in storytelling, develop creative initiative. | Story, questions, looking at illustrations | Frontal | Speech development, mathematics cognition | |||||||
| 25.10 | № 4 Reading poems about animals. | Teach emotionally, perceive poetry, understand the content of poetic texts. Feel the rhythm of poetic speech; encourage them to express their impressions in independent terms. | Looking at pictures questions conversation | Frontal Individual | Cognition, fine arts socialization. | |||||||
| November | 01.11. | № 5. Small folklore. forms riddles, nursery rhymes | Clarify ideas about riddles. Learn to guess descriptive riddles, help memorize the nursery rhyme “Cat”, perform familiar nursery rhymes “Cockerel”, “Water” with intonation and expressiveness. | Looking at pictures questions | Frontal Individual | Speech development, Cognition, ISO, socialization, mathematics | ||||||
| 08.11 | No. 6. Telling Chukovsky’s fairy tale “Chicken” | Teach emotionally, perceive the content of a fairy tale. Exercise in selecting definitions for a given word, replenish the dictionary with emotional and evaluative vocabulary, find means of expressing the image in facial expressions, gestures, intonation. | Conversation, questions, looking at illustrations | Frontal | Cognition, socialization, speech development | |||||||
| 15.11 | № 7 Memorizing a poem Mirovich "Falling Leaves" | Learn to expressively recite a poem by heart, practice selecting definitions for a given word, encourage you to express your impressions in drawings and movements. Cultivate a love for nature. | Questions, game looking at illustrations observations | Frontal | Cognition, socialization, speech development, fine arts | |||||||
| 22.11 | No. 8 Storytelling r. n. With. "Teremok" | Emotionally perceive the content of a fairy tale, remember the characters and the sequence of actions using modeling. | Questions, game Looking at pictures modeling | Frontal | Cognition, mathematics, socialization, speech development | |||||||
| December | 06.12 | № 9 Memorizing the poem "Whine" | Teach expressively, recite the poem “Whine” by heart. Enrich your vocabulary with the word dwarf, stimulate children’s speech activity, practice using imperative verbs. | Questions, conversation, game looking at illustrations | Frontal | Cognition, speech development mathematics | ||||||
| 13.12 | № 10 Reading Chukovsky's fairy tale "Moidodyr" | Emotionally perceive a poetic work, understand the theme, content; evoke a desire to memorize and expressively perceive quatrains | Conversation, Looking at illustrations | Frontal to the Individual. | Cognition, development speech, health | |||||||
| 20.12 | № 11 Memorizing art. Trutneva “Happy New Year” | Learn to express your impressions of the New Year holiday in coherent statements. Emotionally perceive poetry. Foster a love of folk traditions. | Memorizing poetry, conversation, looking at illustrations | Frontal | Development speeches, music socialization | |||||||
| January | 11.01-16.01 | № 12 Holidays | Daily reading of literature of children's choice. Learn to express your impressions. | Conversation, game Looking at illustrations | Frontal | Cognition, development speech, socialization | ||||||
| 17.01 | №13 Reading poems about children, memorizing “Where is my finger” | Continue to get acquainted with the variety of Russian lyrics; develop the imagination of the child. Learn to recite poetry expressively. | Memorization Looking at illustrations | Frontal | Cognition, speech development | |||||||
| 24.01 | No. 14 Telling the fairy tale “Masha and the Bear” | Continue learning to memorize and expressively perceive words and phrases from the text in the process of theatricalization. Learn to express your impressions | Conversation, theatrical performance Consideration illustrations | Frontal | Art, speech development, mathematics | |||||||
| 31.01. | No. 15 Telling the tale of L. Tolstoy “The Three Bears” | Teach emotionally, perceive a fairy tale. Pay attention to the figurative word, help to assimilate the content of the fairy tale | story, game Consideration illustrations questions | Frontal | Cognition, fine art | |||||||
| February | 07.02 | №16 Familiarization with small folklore forms. | Continue to introduce children to nursery rhymes, expressively tell the nursery rhyme “Grow your braid up to your waist.” Learn to solve descriptive riddles. Find pictures that correspond to the answers, practice rhythmic and expressive pronunciation of the text in the game “Bear the Bear in the Forest” | Story, discussion Making riddles Base A game Consideration illustrations | Frontal | k/g skills, cognition, physical training, ISO | ||||||
| 14.02 | №17 Telling a tale "The Fox, the Hare and the Rooster" | Teach emotionally, perceive a fairy tale. Understand and remember the plot. Repeat songs from fairy tales, practice word formation. Foster a love of folk art | Story Questions Consideration illustrations | Frontal | Cognition, speech development | |||||||
| 21.02 | №18 Familiarization with small folklore forms. | Continue to introduce children to nursery rhymes, expressively tell the nursery rhyme “You are frost - frost.” Learn to guess descriptive riddles Find pictures that correspond to the answers, help you remember the saying “Take care of your nose in the deep frost.” | Questions, conversation Looking at pictures | Frontal | Cognition, socialization, walk | |||||||
| 28.02 | №19 Telling a tale "Cat Rooster and Fox" | Learn carefully, listen to the fairy tale, understand its content, memorize individual words and songs of the fairy tale characters, and expressively reproduce them. Foster a love of folk art. | Story, questions, looking at illustrations | Frontal | Cognition, speech development | |||||||
| March | 07.03 | №20 Memorizing poems for March 8 | Induce a joyful emotional mood, help children express their attitude and love for their mother through poetry and creative activity. | Memorization, conversation, looking at illustrations | Frontal | Cognition, speech development | ||||||
| 14.03 | №21 Memorizing Blaginina’s poem “Fly” | Teach emotionally, recite a poem by heart, conveying an incentive and interrogative intonation. Cultivate a love for birds. | Story Memorization Conversation Looking at illustrations Observations | Frontal observation | Cognition speech development walk socialization | |||||||
| 21.03 | №22 Telling a tale "Kids and the Wolf" | Introduce children to the artistic features of the fairy tale genre; expressively convey the characters' characters when playing songs. | Story, questions, looking at illustrations | Frontal | Cognition, speech development, music | |||||||
| 28.03 | №23 Telling the fairy tale "Mitten" | Develop children's creative thinking. Listen carefully to the fairy tale, understand its content, introduce the proverb “In crowded conditions, but not in offence.” | Conversation, questions, Story, looking at illustrations | Frontal | Cognition speech development walk | |||||||
| April | 04.04 | No. 24 Telling a fairy tale. "The Snow Maiden and the Fox" | Develop children's creative thinking. Listen carefully to the story and understand its content. | Conversation, questions, story | Frontal | Health, cognition, socialization | ||||||
| 11.04 | №25 "Where does the Motherland begin..." | Cultivate respect for home, the land on which a person lives. Give the idea that we live in Russia. | Story, art. word, consideration | Frontal | Cognition, socialization, music, development. speeches | |||||||
| 18.04 | №26 Familiarization with small folklore forms. | Introduce children to the meaning and content of nursery rhymes - chants, recite the nursery rhyme "Sun - Bucket" by heart. Foster a love of folk art. | Conversation Looking at paintings | Frontal | Cognition, speech development | |||||||
| 25.04 | №27 Reading poetry Klokova “Winter has passed.” | Practice selecting definitions for a given word. Teach children to recite a poem by heart with intonation and expressiveness. | Conversation, discussion Looking at illustrations | Frontal | Cognition, work, socialization, walk | |||||||
| May | 02.05 | №28 telling a tale "Lazy Brucholina" | Teach emotionally, perceive the content of a fairy tale. Listen carefully to the story and understand its content. | Discussion, questions Looking at illustrations | Frontal | Cognition, speech development | ||||||
| 16.05 | №29 Reading “How the rooster was treated” | Learn to perceive the artistic features of a poetic text. Foster a love of folk art. | Discussion, questions | Frontal | Cognition, speech development | |||||||
| 23.05 | №30 Reading works at the request of children | Study carefully, listen to the fairy tale, understand its content, memorize individual words and songs of the fairy tale characters. Reproduce them expressively. Foster a love of folk art. | Discussion, questions Looking at illustrations | Frontal | Cognition, speech development | |||||||
3.9. Contents of psychological and pedagogical work on mastering the educational field “Artistic Creativity” Objectives:
developing interest in the aesthetic side of the surrounding reality, satisfying children’s needs for self-expression through solving the following tasks: developing children’s creativity;
development of children's productive activities (drawing, modeling, appliqué, artistic work);
introduction to the fine arts. Explanatory note:
The educational area “Artistic Creativity” includes the following sections: “Artistic activity”, “Artistic work”.
Art activities are carried out in specially organized activities once a week in alternation between drawing and modeling, carried out by the teacher, and also implemented in integration with other types of activities: “Cognition”, “Speech Development”, “Reading Fiction”, “Game”.
Artistic work is carried out in specially organized activities once a week, in alternation: “Construction” and “Application”, and is also implemented in integration with other types of activities: “Cognition”, “Speech development”, “Reading fiction”, “Game” ", "Drawing", in the free activity of children.
List of programs, technologies, benefits:
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