The reader's diary scared himself like a bear. Forest tales - Sladkov N. - Domestic writers. Educational presentation “How the bear scared himself”

The teacher distributes the text to the students and reads it aloud.

How did the bear scare himself?

A bear entered the dark forest - a dead tree crunched under a heavy paw. The squirrel on the Christmas tree was frightened, dropped a bump from its paws. A bump fell - hit the hare on the forehead.

The hare broke off the bed and rushed into the thick of the forest. He ran into a jay and scared it out from under the bushes. The jay raised a cry throughout the forest.

Heard this moose cry. They thought that the jay of the hunters had seen, and rushed through the thickets, breaking the bushes with a crash.

The bear stopped, pricked up his ears. Evil is going on in the forest, everyone is afraid and hiding. Wouldn't you like to leave in a good way? The bear barked, pressed his ears, but how the strekaka will give!

So the bear scared himself, drove himself out of the dark forest. Only footprints remained in the dirt.

(According to N. Sladkov)

A conversation is held to clarify the consequences of each action described in the story. During the discussion, the teacher places on the board in one line pictures depicting a bear, (bear paw), squirrel, (bump), hare, jay, (bushes), moose, bear. In parentheses are pictures that are not required to be included, but it is desirable to use when working with very weak students. Pictures serve as a kind of retelling plan, allowing you to unload the memory of students and relieve unnecessary stress.

Where did the whole story begin? (The bear came to the dark forest.)

Here it is necessary to draw the students' attention to one almost imperceptible, but important detail: the author writes that the bear entered not just a forest, but a dark forest. At the end of the story, this phrase is repeated: "he drove himself out of the dark forest." The bear lives precisely in the forest and cannot enter it from anywhere, and there is nowhere for him to leave it. So the word dark in this phrase is very important, it cannot be lost in retelling. A bear from a lighter and rarer part of the forest entered its darker corner, where the trees grow thicker, where they grow, perhaps no longer deciduous, but coniferous trees. By discussing subtle details in this way, children learn to extract information from the text most fully and convey it accurately.

- Why did the deadwood crackle? (The bear stepped on her paw.)
- Do you think the bear wanted this to happen? (No, it came by accident.)

The last question is very important. It is known that children often justify their actions by saying that they did not want to do this, that everything happened by accident. Therefore, one of the tasks of working with such texts is a clear demonstration that any act, voluntary or involuntary, has certain consequences that must always be foreseen. At first, the students, under the guidance of the teacher, only ascertain the randomness of the initial event, then this thought will be repeated many times.

- What happened due to the fact that the deadwood crunched? (The bump fell and also accidentally hit the hare on the forehead.)
- What were the consequences of this event? Etc.

As the students answer the questions, the teacher finds out how they understand this or that word or expression, for example: valezina, dense, scared out and so on.

A causal chain of events gradually builds up, supported by the pictures on the board. The teacher leads the students to a generalizing judgment: every deed, every action, even a completely random one, necessarily has consequences.

After that, he invites the students to unite in pairs or small groups of three or four people and follow the entire chain, but from the end to the beginning, establishing the cause of each event:

- Why was the bear in a hurry to get out of the dark forest? (He was afraid of the noise and the feeling of danger that arose in the forest.)
- Why did the moose rush ahead through the bushes? Etc.

The students discuss it among themselves, and the teacher, without interfering, but listening to their judgments, controls the course of the discussion. To keep it from dragging on, you can place an hourglass in front of the children or somehow limit the time of work in some other way.

After a certain period of time, the teacher leads the students to determine the main idea of the story, its hidden meaning:

So what was the bear afraid of in the end?

In the course of searching for an answer to this question, the attention of students is drawn to the final phrase: So the bear scared himself... If the bear was frightened by the noise and uproar in the forest, then why does the author say that he frightened himself? Yes, because it was his awkward movement that caused all the commotion.

In conclusion, the teacher will once again emphasize the idea that every action has consequences, therefore, when you do something, you must always think: what will happen if I do this?

In the story about the bear, causal relationships can be clearly traced. But usually they are not so clearly expressed, for example, as in the story "The hedgehog was running along the path." Working with this plot allows you to help children understand the hidden, underlying causes of actions.

A hedgehog ran along the path - only the heels flashed. I ran and thought that he, so dexterous and fast, jokingly live in the forest.

I saw a snail and suggested that she run a race. The stupid snail agreed. They ran. Snail's speed is known what - seven steps a week. And the hedgehog quickly sorts out with its legs. I caught up with the snail, ate it and ran further.

Met a frog. And he offered her a race to run: whoever catches up with someone will eat him. Frog jump-jump, and hedgehog blunt-blunt-blunt legs. He caught up with the frog, grabbed it by the paw and ate it.

Ran on. He sees that an owl sits on a stump, shifts from paw to paw and clicks with its beak. The brave hedgehog scratched his well-fed belly with his paw and casually suggested that the owl race to run. Owl narrowed his eyes and agreed.

The hedgehog did not have time to flash a heel, like an owl flew at him, beat with wide wings, screamed in an evil voice. The hedgehog was frightened, but did not lose his head: he cringed, but rolled under a snag. There he sat until the morning.

No, do not live in the forest jokingly. Joke, joke, look!

(According to N. Sladkov)

After reading the text to the children, the teacher vocabulary work, clarifies the meaning of those words and expressions that the students will ask about, and those that are in italics in this text (they should not be highlighted in the text offered to the students). Then the definition of cause-and-effect relationships begins:

Why did the hedgehog think that he would live in the forest jokingly, without much worries and efforts? (Because he is agile, fast, can easily get his own food. For animals in the forest, this is the main concern.)

The opinion expressed by the children is confirmed in the situation with the snail and the frog. Why did the hedgehog eat them easily? Because they move slowly, they are smaller and weaker than a hedgehog.

But here the hedgehog met with the owl. Let's see how the author describes the first minutes of their meeting.

The teacher draws the attention of the children to the fact that the owl does not bounce, like, for example, a light sparrow, but is heavy shifts which speaks of its large size and weightiness. This impression is reinforced by the words beak, eyes. But the hedgehog did not notice all this, did not become alert, he behaves with the eagle owl in the same way as with a weak snail and a clumsy frog.

So what is the reason that the owl defeated the hedgehog?

Students easily point to the reason, which clearly lies on the surface - the eagle owl is larger and stronger than the hedgehog.

Is the hedgehog himself to blame for his defeat or not?

The teacher listens to the assumptions of the students and leads them to understand the reason for the defeat, which lies in the behavior of the hedgehog: he did not see the difference between a snail with a frog and an owl, he did not compare his strengths and the strength of an owl, he did not think about the consequences of his act. So, there are two reasons here: on the one hand, the strength and size of the owl; on the other hand, the shortsightedness and arrogance of the hedgehog. And last - main reason the fact that the hedgehog got into an unpleasant situation: if he had behaved differently, the owl would not have beaten him.

At the end of the conversation, the teacher asks the students to say how they understand the meaning of the last phrase of the text: Joke , joke, look! At the same time, it is important not to impose a summarizing morality on them, but to allow them to express independent judgments. Children's statements just show how effective the lesson was.

Organization: GBOU Gymnasium No. 1593 SP No. 1

Location: Moscow

Objectives: To teach children to establish causal relationships, consistently retell the content of the story, develop monologue coherent speech.

Educational:

1. Improving the sound pronunciation of children.

2. Development phonemic hearing pupils using phonetic rhythms, fixing the studied sounds and letters, differentiation of vowels and consonants.

3. Consolidation in the speech of children required material to prepare for schooling(seasons, months, days of the week, times of day, cities, countries, planets, possessive adjectives; young wild and domestic animals, as well as male and female domestic animals).

4. Development logical operations(analysis, synthesis, generalization), imagination and cognitive activity.

Educational:

1. Education of independence in the classroom.

2. Cultivating a friendly attitude towards comrades.

3. Education of discipline to prepare for schooling.

Equipment and visual material:

Magnetic board and magnets, drawings of animal tails, a drawing of a non-existent animal, cards with cubs of domestic and wild animals, pictures of male and female pets female, subject pictures for the story of N.

Sladkova, cards for each child with letters and circles to indicate vowels and consonants, colored pencils, cards with letters for a magnetic board, red, blue and green circles to indicate vowels and consonants and sounds, a portrait of N.

Sladkova, pointer.

H O D Z A N I T I Y.

1. Organizational moment.

Preparing children for class. Set to work. Children stand near their chairs.

- Hello guys!

- Hello, Elena Vyacheslavovna!

- We will start our lesson with phonetic rhythms. Guys, we will show only some sounds, and not all, and then I will guess the words for you, and you will try to guess them.

The speech therapist teacher shows various sounds and pronounces them, and the children repeat (a, o, y, i, e, s, r, k, s, z, l, m, etc.)

The speech therapist shows the words with movements: ROSE, BEETLE, CANCER, CATFISH, and the children “fold” them.

- Well done boys! Take your seats.

2. The main part.

2.1.Activation of the studied material.

Speech therapist: Guys, what season is it now?

Speech therapist: How did you guess?

According to the calendar.

Speech therapist: What did we learn from the calendar?

We learned that now is the month of April, and this spring month That means it's spring in the yard.

Speech therapist: Well done! What seasons do you know?

What are the autumn months? What about winter ones? What about spring? What about summer?

What month does the year start from?

Let's name all the months in order.

What time of day do you know?

What city do you live in?

What other cities do you know?

What country do you live in?

What other countries do you know?

What is the name of our planet?

What other planets do you remember?

2.2. Familiarization of children with the topic of the lesson.

Speech therapist: - Guys, today we will retell one of the fairy tales from Nikolai Sladkov. Nikolai Sladkov is a Russian writer who invented many interesting stories and fairy tales about animals for children.

I will read you a fairy tale, and you think about how you would call it.

2.3. Story work.

2.3.1. Speech therapist reads the story:

“The bear entered the forest. A twig crunched under a heavy paw. A squirrel on a branch was frightened - it dropped a bump from its paws. A bump fell - hit the hare on the forehead. The hare jumped up and rushed into the thick of the forest. He jumped on forty. ta cry

lifted all over the forest. They heard the moose, went through the forest to break the bushes!

Here the bear stopped, pricked up his ears. The squirrel murmurs, the magpie screams, the moose breaks the bushes. And someone is stomping behind! "Isn't it better to leave?" thought the bear. The bear barked and gave a goose.

Oh, if only he knew that a hare was stomping behind him, a squirrel hit him in the forehead with a bump. So the bear scared himself.”

2.3.2. Vocabulary work.

Speech therapist: Guys, did you like the story?

And who wrote it?

How would you name it? (Children offer their own options).

Do you think the title fits the story? (Yes).

Did you understand all the words in this work?

Then let's play with the game: "Say it differently."

How to replace words:

Cracked (cracked, broke loudly)

Satisfied (hit)

alerted (listened)

Roared (roared)

gave a screech (began to quickly run away, run away, carry away legs)

Moose went through the forest to break bushes (Moose ran through the forest so fast that the bushes broke under their feet).

2.3.3 Arrangement of pictures in sequence corresponding to the plot of the story. Parallel reading of the tale for the second time.

The speech therapist invites the children to take pictures from the desk and arrange the pictures in correct sequence during the second reading of the story. If the guys have difficulties, be sure to help them, prompt gently, carefully, delicately.

2.3.4. Clarification of causal relationships.

Speech therapist questions: (Speech therapist makes sure that children answer in full sentences)

1) What happened when the bear entered the forest? (When the bear entered the forest, a branch crunched under his heavy paw).

2) What did the squirrel do? (The squirrel got scared and dropped the bump).

3) Where did the bump go? (The bump hit the hare in the forehead).

4) What did the hare do? (The hare rushed into the thick of the forest).

5) Who did he run into? (He jumped on a magpie).

6) What did the magpie do? (Magpie raised a cry to the whole forest).

7) What did the moose do when they heard the cry of the magpie? (Moose went through the forest to break the bushes).

8) What did the bear hear when it stopped? (The squirrel murmurs, the magpie screams, the moose breaks the bushes. And someone stomps behind!)

9) Why did the bear give the goad? (He was afraid of such a noise).

10) Who caused such a noise in the forest? (Noise arose because of the bear itself).

11) Would there be a story if there were no bear? (The story would not work).

1.2.5. Retelling the story by pupils "in a chain" (1-2 times).

1.2.6. Retelling the entire text (1 child).

2. Physical education.

Speech therapist: Guys, you made up good story Now let's take a break. To do this, let's remember the physical education session "Cook and Pie", and we will spend it with the "little teacher".

The speech therapist calls one child who says the text of the poem and shows the movements. All children in chorus say a verse and at the same time show movements.

COOK AND PIE

On Monday the miller came - The children are marching.

He grinded flour. Rub tight palms.

And on Tuesday the janitor came - Children are marching.

He chopped wood. Imitate a chopping of firewood.

Wednesday morning, before lunch, Palms horizontally

The oven was repaired by a stove-maker. put "bricks" one on

And on Thursday the chef arrived. Show cap with palms

He kneaded the dough. One hand shows

round "pan", another

"kneads the dough" in circles

movements in the pot.

Cherry pie delicious, fluffy Flat palms

Bake on Friday. show "tray".

And on Saturday from work Palms under the cheek -

Lie down to rest. "sleep".

Sunday is the day of fun, Raise your hands up.

Holiday dinner. Hands to the side.

The guests sat down, ate the pie - They bend their knees a little.

Here is the end of the week. Shoulders are lifted up.

The cook is still ready to bake - Clap your hands.

Start the week again. They clap their hands.

Monday, Tuesday, Wednesday, Thursday, Friday, Saturday, Sunday.

Speech therapist: Well done to all the guys and the “little teacher”. Take your seats.

4. Consolidation of the studied material.

4.1. Repetition of the names of young wild and domestic animals in the singular and in the plural.

Guys, what animals did we meet in the story of Nikolai Sladkov?

(Bear, hare, squirrel, elk).

Let us call the cubs of these animals in the singular and in the plural from the pictures.

A speech therapist with the help of magnets hangs pictures with wild cubs on the board, and the children call them:

Teddy bear - cubs,

Elk - moose,

Squirrel - squirrels,

Bunny - bunnies

What animals also live in the forest?

Fox cub - cubs,

wolf cub - cubs

Hedgehog - hedgehog.

What animals did we name? (Wild).

What one more large group animals do you know? (Home). Let's call baby pets.

Kitten - kittens,

Puppy - puppies

Goatling - goats,

Lamb - lambs

Piglet - piglets,

foal - foals

Bunny - rabbits.

Calf - calves.

What animals did we name? (Home).

4.2. Speech therapist: And now we will call mom and dad of pet cubs.

The kitten has a mom (children say: cat), and dad (cat).

The puppy has a mother (dog) and a father (dog).

The kid has a mother (goat) and a father (goat).

The lamb has a mother (sheep) and a father (ram).

The piglet has a mother (pig) and a father (boar).

The foal has a mother (horse) and a father (horse).

The rabbit has a mother (rabbit) and a father (rabbit).

The calf has a mother (cow) and a father (bull).

4.3. Consolidation of possessive adjectives in speech.

Speech therapist: And now, guys, we will play a game with you: “Whose tail?”

I will attach drawings of tails to the board, and you have to guess whose they are. Raise your hand!

The speech therapist attaches drawings of tails to the board, and the children guess them and call them:

Bearish,

Horse (horse),

(If time permits, a game is played: “Non-existent animal”).

Speech therapist: - And now, guys, we will play a game: “Who is this?”

The speech therapist shows the children a picture of a non-existent animal, which has a hare's head, a fox's tail, a camel's torso, tiger's ears, and an elephant's trunk instead of a nose.

The speech therapist asks the children what kind of animal it is.

The children respond that this does not happen.

And they tell whose body parts he has.

The speech therapist always asks: - Why?

Sample answers of children: - This animal has tiger ears, because they are white-orange striped and round.

This animal has a fox tail because it is red, long, fluffy and with a white tip.

This animal has a camel body because it has two humps and is brown in color. Etc.

The speech therapist, if necessary, corrects the speech of children and asks leading questions.

For the correct answers, the speech therapist praises the children.

5. Summary of the lesson.

- Guys, our lesson has come to an end. Tell me, please, what did we do today?

Children talk, and a speech therapist evaluates their work:

- All the guys did well. Well done!

Educational presentation “How the bear scared himself”

Subject. Educational presentation "How the bear scared himself"

Target: to develop the ability to convey the content of the text according to a collectively drawn up plan, to write words with studied spellings.

Equipment : drawing of a bear, cards with text, helper cards,

During the classes

Self-determination to activity

Today we will write a presentation. To find out who the text will be about, you need to guess the riddle.

The animal waddles For raspberries and honey He loves sweets very much. And when autumn comes, Climbs into the pit until spring, Where he sleeps and dreams. (Bear.)

A) Getting to know the text

How did the bear scare himself?

The bear entered the forest. Twigs crackled under heavy paws.

Scared squirrel on a branch. Dropped a bump. A bump fell - hit the hare on the forehead. The hare jumped up and rushed into the thick of the forest. He ran into a magpie, scared her out of the bushes. The magpie raised a cry throughout the forest. They heard the moose and went through the forest to break the bushes!

Here the bear stopped, pricked up his ears. The squirrel murmurs, the magpie screams, the moose breaks the bushes. The bear barked and gave a goose. So he scared himself.

According to N. Sladkov

- Did you like the text? What did you find particularly interesting?

Who is this text talking about?

How do you understand the meaning of the expression gave a goose?

Why did the bear do it?

What started the commotion in the forest?

B) Making a plan

How many paragraphs is the text divided into?

– How many plan items?

- Read the first part. How can you title it? ( The bear entered the forest.)

- Read the second part of the text. How can it be titled? ( Trouble in the forest)

– Who is alarmed in the forest? ( The squirrel was scared. The hare sped off. Magpie raised a cry. Moose went through the forest)

- Read the third part of the text. How can it be titled ? (The bear gave a goose.)

Sample Plan

The bear entered the forest.

Trouble in the forest.

- The squirrel was scared.

- The hare ran away.

The magpie raised a cry.

- Moose went through the forest

C) work with an assistant card.

What verbs help say what the bear was doing? ( entered, stopped, barked, pricked up his ears, chirped)

- And what actions did the squirrel perform? ( frightened, dropped, mumbles)

What did the hare do? (jumped, rushed, jumped, frightened)

– What does a magpie do? (shout raised (shouted), screams)

- And what did the moose do? (heard, let's go break the bushes, break the bushes)

D) Spelling work

(Students in a chain name words with spelling and explain their spelling.)

Let's have a rest with you, my friend. We put our hands together to the side. We leaned to the left, to the right. We stretched to glory. Let's sit quietly, my friend, And continue our lesson.

Continuation of work on the topic of the lesson

A) Retelling of the text according to the plan.

Two or three students take turns retelling the text.

B) Work in pairs:

First, one student tells the other the content of the text, then vice versa.

IN) Re-reading text

D) Writing a presentation.

Worksheets are written on the board.

Frightened, pricked up his ears, gave a goose.

D) self-test.

What did we do in class today?

– Did you like the text with which we worked?

Outline of a lesson on the development of speech (senior group) on the topic:

MDOU "Kindergarten No. 2" Kolosok"

Retelling the story

"How the bear scared himself"

(according to N. Sladkov)

Senior group

Educator: Semenova O.V.

Purpose: Formation of the skills of a coherent sequential retelling of the text based on graphic diagrams.

Main goals:

Formation in children of active auditory and visual control of the correctness of the retelling.

Teaching children how to plan their own retelling.

Activation and enrichment of vocabulary.

Strengthening the skills of grammatically correct formulation of the statement.

Equipment: Subject pictures: branch, bear, squirrel, hare, magpie, moose; set of schemes for the graphic plan.

1. Organizational moment.

Q: Guys, look how many guests came to us today. Let's greet them.

D: Hello!

Q: How else can you say hello?

D: Good morning! Good afternoon Good evening!

Guys, look at the pictures: bear, branch, squirrel, hare, magpie, moose.

2. Preparation for the perception of the text.

Q: Find out who or what I'm talking about. Clubfoot (bear), cowardly (hare), talkative (magpie), dexterous (squirrel), green (branch), horned (moose).

(Children name the words-objects shown in the pictures, suitable in meaning.)

3. Reading a story. Development auditory attention and memory.

Guys, all these animals and objects are the heroes of the story by Nikolai Sladkov “How the bear scared himself”, which we will now meet with you

- Listen carefully to the story, and then we will retell it with you.

Reading the adapted story.

The bear entered the dark forest. / Crunched under the heavy paw of the dead weight. The squirrel on the Christmas tree was frightened, dropped a bump from its paws. A bump fell, hit the hare on the forehead. The hare stomped through the forest. The magpie saw him, raised a cry throughout the forest. The moose decided that she sees the hunters. They went through the forest to break the bushes.

The bear stopped, pricked up his ears. Evil is happening in the forest! Wouldn't you like to leave in a good way? /

The bear barked, but how the chirp will give!

So the bear scared himself, drove himself out of the dark forest. Only footprints remained in the mud.

As you read, the teacher indicates subject pictures in the sequence of the story: a bear, a branch, a squirrel, a hare, a magpie, an elk.

Did you like the story? Who is this story about? Do you think this is a serious or humorous story? Where do you see humor here?

Do you understand all the words in the story?

There are many difficult words in the story. Let's talk about what these words mean (analysis of author's words and expressions)

Valezhina crunched under a heavy paw. Do you know what a valezhina is?

(fallen dry branch)

Leave well. How is that? (while nothing happened, leave while intact)

As the chirp gives. How do you understand the expression "give a strekacha"? (run away quickly)

4.Conversation by content. Developed dialogic speech. Children give complete answers.

And now we will find out how carefully you listened to the story. Give complete answers to questions.

Where did the bear go? (The bear entered the dark forest.)

What crunched under his paw? (A branch crunches under his paw.)

What did the squirrel do? (The squirrel got scared and dropped the bump.)

- On whom did the bump fall? (The cone fell on the hare.)

What did the hare do? (The hare stomped through the forest.)

- Who did the magpie see? What did she do? (Magpie saw a hare. She raised a cry to the whole forest.)

- What did the moose decide? What did they do? (Moose decided that they saw forty hunters. They went through the forest to break bushes.)

How did the bear behave? (The bear heard a noise, got scared and ran away from the dark forest.)

- Who scared the bear? (The bear scared himself.)

Collective compilation of proposals on the key word.

Stimulation of thought and speech activity children.

The teacher says the first word. Children offer their own suggestions.

Came in... Cracked... Frightened... Fell... Stamped... Saw... Picked up... Decided... Let's go... Heard... Frightened... Ran away... So the bear...

As the sentences are being drawn up, the teacher, together with the children, builds a graphic plan for the story from diagrams.

6. Physical education. Improvisation of movements to the beat of the poem.

Bunnies stood on the meadow

We're going to a circle.

Jump-jump, jump-jump,

(Jumping in place, hands in front of the chest, palms down like paws)

The bunnies sat on the meadow,

(To squat)

Bunnies dig a spine.

Here are some bunnies

Jumping bunnies.

(depict appropriate movements)

7. Retelling the story by the educator Development of auditory, visual attention and memory.

I will tell you a story, you listen to me carefully. And the outline of the story will help me with this.

8. Retelling according to the graphic plan. The development of coherent speech, memory.

All children retell the story in a chain. Then one child repeats the whole story.

9. Bottom line. Evaluation of children's work.

- What story did you get?

How did the bear scare himself?

A bear entered the dark forest - a dead tree crunched under a heavy paw. The squirrel on the Christmas tree was frightened - it dropped a bump from its paws.

A bump fell - hit the hare on the forehead. The hare fell off the bed - rushed into the thick.

I ran into a grouse brood - alarmed everyone to death.

I scared the jay out from under the bushes. Soroka caught the eye - she raised a cry to the whole forest.

Moose have sensitive ears, they hear: the magpie chirps! Not otherwise - he sees the hunters.

Send moose through the forest to break the bushes!

The cranes in the swamp were scared away - they began to chirp. The curlews whirled and whistled dejectedly.

The bear stopped, pricked up his ears. Evil is going on in the forest: a squirrel is chirping, a magpie and a jay are crackling, elks are breaking bushes, marsh birds are screaming in alarm. And behind someone tramples!

Wouldn't you like to leave in a good way?

Oh, if only he knew that a hare was stomping behind him, the same one that the squirrel had hit in the forehead with a bump.

So the bear scared himself, he drove himself out of the dark forest. Only footprints remained in the dirt.

N. Sladkov

Retelling the story

"How the bear scared himself"

(according to N. Sladkov)

Senior group

Educator: Semenova O.V.

Forest Tales 2 - Nikolay Sladkov

How did the bear scare himself?

A bear entered the dark forest - a dead tree crunched under a heavy paw. The squirrel on the Christmas tree was frightened - it dropped a bump from its paws.

A bump fell - hit the hare on the forehead.

The hare fell off the bed - rushed into the thick.

I ran into a grouse brood - alarmed everyone to death. I scared the jay out from under the bushes. Soroka caught the eye - she raised a cry to the whole forest.

Moose have sensitive ears, they hear: the magpie chirps! Not otherwise, he sees the hunters. Send moose through the forest to break the bushes!

They scared the cranes in the swamp - they began to chirp. The curlews whirled and whistled dejectedly.

The bear stopped, pricked up his ears.

Evil is going on in the forest: a squirrel is chirping, a magpie and a jay are crackling, elks are breaking bushes, marsh birds are screaming in alarm. And behind someone tramples!

Wouldn't you like to leave in a good way?

The bear barked, his ears pressed down, and how he will give a screech!

Oh, if only he knew that a hare was stomping behind him, the same one that the squirrel had hit on the forehead with a bump.

So the bear scared himself, he drove himself out of the dark forest. Only footprints remained in the dirt.

Topic and Katya

The wild shirt was named Katya, and the domestic rabbit was named Topik. Planted home Topeka and wild Katya together.

Katya immediately pecked Topeka in the eye, and he hit her with his paw. But soon they became friends and lived soul to soul: the soul of a bird and the soul of an animal. Two orphans began to learn from each other.

The topic cuts the blades of grass, and Katya, looking at him, begins to pluck the blades of grass. He rests with his legs, shakes his head - pulls with all his chick strength. The topic is digging a hole - Katya is spinning nearby, poking her nose into the ground, helping to dig.

But when Katya climbs into the garden with thick wet lettuce and starts swimming in it - fluttering and jumping - Topik hobbles to her for training. But he is a lazy student: he does not like dampness, he does not like to swim, and therefore he simply begins to nibble on the salad.

Katya taught Topeka to steal from the beds and strawberries. Looking at her, he began to eat ripe berries. But then we took a broom and drove them both away.

Katya and Topik were very fond of playing catch-up. To begin with, Katya climbed onto Topeka's back and began to peck at the top of her head and pinch her ears. When Topeka's patience failed, he jumped up and tried to get away. With all her two legs, with a desperate cry, helping with her short wings, Katya set off in pursuit. The running and the fuss began.

Once, chasing Topik, Katya suddenly took off. So Topik taught Katya to fly. And then he himself learned from her such jumps that no dogs became afraid of him.

This is how Katya and Top lived. They played during the day and slept in the garden at night. The topic is in dill, and Katya is in the garden with onions. And they smelled so much of dill and onions that even the dogs, looking at them, sneezed.

naughty kids

The Bear sat in the clearing, crumbling the stump. The Hare jumped up and said:

Riots, Bear, in the woods. The little ones don't listen to the old. They completely got off their paws.

How so?! - barked the Bear.

Yes it is! - Replies the Hare. - Revolt, snarl. Everything is in their own way. They scatter in all directions.

Or maybe they have… grown up?

Where there: bare-bellied, short-tailed, yellow-mouthed!

Maybe let them run?

Forest mothers are offended. Zaichikha had seven - not a single one was left. He shouts: “Where are you, lop-eared, stomped - now the fox will hear you!” And they answered: “And we ourselves have ears!”

Y-yes, - grumbled the Bear. - Well, Hare, let's go see what's what.

The Bear and the Hare went through the forests, fields and swamps. Just entered the dense forest - they hear:

I left my grandmother, I left my grandfather, I left my mother, I left my father!

What kind of a bun showed up? - barked the Bear.

And I'm not a bun at all! I am a solid adult Squirrel.

Why do you have a curly tail then? Answer: How old are you?

Don't be angry, Uncle Bear. I don't have one more year. And with six months it will not be typed. Yes, only you, bears, live for sixty years, and we, squirrels, at most ten. And it turns out that I, half a year old, at your bearish expense - exactly three years! Remember, Bear, yourself at three years old. Probably, too, from the she-bear you asked the strekach?

What is true is true! - grumbled the Bear. - Another year, I remember, I went to nurses-nannies, and then I ran away-a-al. Yes, to celebrate, I remember, the hive turned. Oh, and the bees rode on me then - now the sides itch!

Of course, I'm smarter than everyone. I dig a house between the roots!

What is that piggy in the forest? roared the Bear. - Give me this movie hero!

I, dear Bear, am not a piglet, I am almost an independent adult Chipmunk. Don't be rude - I can bite!

Tell me, Chipmunk, why did you run away from your mother?

That's why he ran away, it's time! Autumn is on the nose, it's time to think about the hole, about stocks for the winter. Here, you and the Hare dig a hole for me, fill the pantry with nuts, then my mother and I are ready to sit in an embrace until the very snow. You, Bear, have no worries in winter: you sleep and suck your paw!

Although I don’t suck my paw, it’s true! I have few worries in winter, - muttered the Bear. - Let's go, Hare, further.

The Bear and the Hare came to the swamp, they hear:

Though small, but daring, he swam across the channel. Settled with an aunt in a swamp.

Do you hear how he boasts? - whispered the Hare. - He ran away from home and even sings songs!

The Bear growled:

Why did you run away from home, why don't you live with your mother?

Don't growl, Bear, first find out what's what! I am my mother's first-born: I cannot live with her.

How is it not possible? - Bear does not let up. - First-born mothers are always the first favorites, they are the most shaking over them!

Shaking, but not all! - answers the Rat. - My mother, the old Water rat, brought rats three times during the summer. There are two dozen of us already. If everyone lives together, then there will not be enough space or food. Like it or not, settle down. That's how, Medvedushko!

The Bear scratched his cheek, looked at the Hare angrily:

You tore me away, Hare, to no avail from a serious matter! Aroused in an empty way. Everything in the forest goes as it should: the old grow old, the young grow. Autumn, slanting, not far off, it's time for maturation and resettlement. And be according to this!

Tales for kids about animals:: Read books online

* * *

One girl left home for the forest. She got lost in the forest and began to look for her way home, but she did not find it, but came to the house in the forest.

The door was open: she looked through the door, saw that there was no one in the house, and entered. Three bears lived in this house. One bear was a father, his name was Mikhailo Ivanovich. He was big and shaggy. The other was a bear. She was smaller, and her name was Nastasya Petrovna. The third was a little bear cub, and his name was Mishutka. The bears were not at home, they went for a walk in the forest.

There were two rooms in the house: one was the dining room, the other was the bedroom.

The girl entered the dining room and saw three cups of stew on the table. The first cup, very large, was Mikhail Ivanychev's. The second cup, smaller, was Nastasya Petrovnina; the third, little blue cup, was Mishutkin. Beside each cup lay a spoon: large, medium and small.

The girl took the biggest spoon and drank from the biggest cup; then she took the middle spoon and drank from the middle cup; then she took a small spoon and drank from a little blue cup, and Mishutka's stew seemed to her the best of all.

The girl wanted to sit down and saw three chairs at the table: one large - Mikhail Ivanovich, the other smaller - Nastasya Petrovnin, and the third, small, with a blue cushion - Mishutkin.

She climbed onto a large chair and fell; then she sat down on the middle chair - it was awkward on it; then she sat down on a small chair and laughed - it was so good. She took the little blue cup on her knees and began to eat. She ate all the stew and began to swing on a chair.

The chair broke and she fell to the floor. She got up, picked up a chair and went to another room.

There were three beds: one large bed for Mikhail Ivanychev, another medium bed for Nastasya Petrovnina, and the third small bed for Mishenkina. The girl lay down in a large one - it was too spacious for her; lay down in the middle - it was too high; she lay down in a small one - the bed fit her just right, and she fell asleep.

And the bears came home hungry and wanted to have dinner. The big bear took his cup, looked and roared in a terrible voice:

- WHO DRINKED IN MY CUP?

Nastasya Petrovna looked at her cup and growled not so loudly:

- WHO DRINKED IN MY CUP?

But Mishutka saw his empty cup and squeaked in a thin voice:

- WHO DRINKED IN MY CUP AND DRINKED EVERYTHING?

Mikhailo Ivanovich looked at his chair and growled in a terrible voice:

Nastasya Petrovna glanced at her chair and growled not so loudly:

- WHO SAT ON MY CHAIR AND PUSHED IT FROM THE PLACE?

Mishutka looked at his broken chair and squeaked:

- WHO SIT ON MY CHAIR AND BROKEN IT?

The bears went to another room.

- WHO WAS IN MY BED AND CRASHED IT? Mihailo Ivanovich roared in a terrible voice.

- WHO WAS IN MY BED AND CRASHED IT? Nastasya Petrovna growled, not so loudly.

But Mishenka set up a bench, climbed into his bed and squeaked in a thin voice:

- WHO WAS IN MY BED?

And suddenly he saw a girl and squealed as if he was being cut:

- Here she is! Hold it, hold it! Here she is! Here she is! Ay-ya-yay! Hold on!

He wanted to bite her. The girl opened her eyes, saw the bears and rushed to the window. The window was open, she jumped out the window and ran away. And the bears did not catch up with her.

Once upon a time there lived a brother and a sister, a cockerel and a hen. The cockerel ran into the garden and began to peck at the green currant, and the hen said to him:

- Do not eat, Petya, wait until the currants ripen!

The cockerel did not obey, pecked and pecked and pecked so that he hardly made it home.

“Oh,” cries the cockerel, “my misfortune! It hurts, sister, it hurts!

The cockerel chicken gave mint to drink, applied a mustard plaster - and it passed.

The cockerel recovered and went into the field; ran, jumped, flared up, sweated and ran to the stream to drink cold water; and the hen cries to him:

- Do not drink, Petya, wait until you get cold!

The cockerel did not obey, got drunk cold water, and immediately began to beat his fever; the chicken brought home by force.

The chicken ran after the doctor, the doctor prescribed Petya a bitter medicine, and the cockerel lay in bed for a long time. He recovered by winter and sees that the river is covered with ice; Petya wanted to go skating, and the hen said to him:

- Oh, wait, Petya, let the river freeze completely; Now the ice is still very thin, you will drown.

The cockerel of the sister did not obey; rolled on the ice, the ice broke, and the cockerel - flopped into the water! Only the cockerel was seen.

An old man lived with an old woman, and they lived in great poverty. All they had was only a rooster and a dog, and even those they were poorly fed. So the dog says to the rooster:

- Come on, brother Petka, let's go to the forest: life here is bad for us.

Stories by Nikolai Sladkov

Nikolai Sladkov, a Muscovite by birth, has lived all his life in Leningrad. But led not sedentary life, and business trip. His passion was photography. Yes, and the profession of a topographer, which he received even before the Great Patriotic War allowed me to travel a lot.

Sladkov's routes ran through hot deserts Central Asia, along glaciers, stormy waters of the oceans, one had to climb into the sky-high heights of the mountains - in a word, to be a pioneer, sensitive to everything new, unknown.

Nature is not only wealth. Not only "sun, air and water". Not only "white, black and soft gold". Nature feeds us, waters and clothes, but it still pleases and surprises us. Each of us admires the beauty of the nature of our native land.

A Muscovite will tell you about the golden September forests, a Petersburger - about the June white nights, and a resident of Yakutsk - about the gray January frosts! But the Altaian will tell you about the May colors.

Nikolay Sladkov visited Altai too! He noticed how different the spring month of May alone can be in these parts.

And how many more miracles lurk in other places!.. For example, in the forest and the field, ordinary watches are not needed at all, birds help out here, who live according to their own time and rarely make mistakes. Together with the writer, you can easily notice the most beautiful things. Even a forest clearing will seem like an open book: go and look around. It is a thousand times more interesting to go than on a normal road!

As soon as you turn, you will immediately feel the cobweb threads, similar to trapping nets and twisted sieves. And when only the spiders had time? The sun rose and illuminated the dewy cobweb with beads. So necklaces, beads and pendants shone. So that's what it is, a web, in fact!

While you are admiring the beads of dew on the cobwebs, you are collecting honey agarics in a box, you suddenly realize that you have lost your way. Only repeated “ow!” can save you from meaningless wanderings, only a reciprocal echo will lead you to a familiar forest path.

When you go, you notice a lot of things. Sladkov’s stories begin like this: “Here I am walking along ...” You can walk through a forest clearing, through a swamp, through a field, through a meadow, along the seashore and, together with the writer, notice what you didn’t see a common person, amazing to know Interesting Facts. Sometimes you succumb to the delight of the narrator and smile at some particularly accurate comparison or conclusion.

I would like to visit those places that the writer tells so wonderfully. You flip through one miniature after another, like fairy tales of childhood. Everything seems familiar, and close, and native: a cowardly hare, a lone cuckoo, a sweet-voiced nightingale and a singing oriole. fairy stories Nikolai Sladkov is everywhere: above his head, on the sides, under his feet. Just take a look!

Nikolai Sladkov

blue may

Wherever you look - everywhere blue and blue! And cloudless blue sky. And on the slopes of the green mountains, as if someone had scattered blue curtains* of sleep-grass. The hairy flowers look like large yellow-bellied bumblebees with blue petaled wings.

It seems that just touch - and the blue swarm will buzz! And on the gravelly bare slopes, it was as if a blue-blue veil had been spread to cover the bare ground. The blue veil is woven from myriads of borage flowers. In Altai, they are called borage for their cucumber smell.

The flowers arched their neck-stalks and bowed their heads like blue bells. And it even seems that they are quietly ringing in the wind, giving birth to the melody of blue May.

Jackets * - (obsolete) flower meadow.

red may

In mid-May, peonies begin to bloom in the sun, we call them Mary's root. And before they bloom, among the openwork and spreading leaves, their green fist-buds are poured.

Like a precious stone, clenched in a fist, his thin hand of a stalk raised from the earth to the sun. And today the green palms unfolded unanimously. And the red flame of the flower flared up!

One by one, the buds open, and red sparks flare up on the mountain slopes. They flare up and smolder until they set fire to all the slopes of the mountains with a red flame. Red May has arrived!

White May

Grass rose to the knee. And only now meadowsweet and bird cherry blossomed. In one or two days, their dark branches put on a white dress and the bushes become like brides. And from a distance, bird cherry copses resemble the foam of the surf of a restless green sea.

On a fine day, when the heated air is saturated with the aroma of flowering herbs, it is pleasant to relax under the bird cherry trees, buzzing with insects. Bumblebees, flower flies, butterflies and beetles swarm on white clusters. Loaded with pollen and drunk with nectar, they screw into the air and scatter.

Petals fall from the white cherry trees. They fall on the broad leaves of hellebore*, whiten grass and earth.

One morning, at the end of May, I looked out of the window and gasped: the trees had turned white, the road was white, the snow was flickering in the air! Has winter returned? I went out into the street - I understood everything.

White airy "snowflakes" flew from the whitened poplars poplar fluff. A white blizzard is spinning in the wind! I was no less surprised, passing by a scattering of dandelions.

Yesterday, flowers were sitting on their stems like yellow canaries, and today white fluffy “chickens” are fluffy in their place.

White underfoot, on the sides, overhead... White May!

Hellebore* is a perennial meadow grass with a thick rhizome and panicles of flowers.

Silver May

The Altai feather grass steppe stretches to the horizon. Silky feather grasses play under the sun, and in May the steppe is like a silvery cloud that has descended to the ground. The steppe sparkles, as if winking with the sun.

The breeze blew, swayed, she swam, splashing sunlight. Silvery waves of feather grass flow. One by one, the larks take off and ring like silver bells.

So it seems that every lark praises silvery May.

Motley May

To the top Altai mountains spring comes at the end of May. Every day the snow recedes higher and higher into the mountains - they become dark white - motley. You look - your eyes run up: dark - white, white - dark! Like a chessboard! And here, at the foot, hazel grouses bloomed together.

Their motley heads have risen on thin stalks, peeking out of the grass everywhere. Their bells are brownish, as if the petals have darkened from sunburn. On the petals are light cells and specks. You look at the flowers - and it also ripples in your eyes, just like from a chessboard. It is not for nothing that these fragile flowers of botany are called “chess grouses”.

Variegated mountains and variegated flowers of the variegated Altai May!

And what a time it is in Altai when bathing suits bloom! Wherever you look, bathing suits are everywhere. Darkness, darkening them in the meadows, in the glades, in the swamps. Mountain snowfields in orange rings. You look at the flowers - and it seems that one is brighter than the other. No wonder we call them lights. They burn with lights among the lush greenery of the May meadow.

Once, in a clearing orange from blooming bathing suits, I noticed a pure white flower. Anything unusual attracts attention. That's why I noticed this flower from afar. A pearl in a golden meadow! With all the precautions, they dug out a white bathing suit and planted it on a breeding plot in the Altai Botanical Garden.

Many times I have been in the forest and, each time admiring the diversity of the flowering meadow, I tried again to find a white bathing suit - and did not find it. It's very rare indeed. But let's hope that the flower will take root in the garden and there will be a lot of them.

This is how we have May in Altai: colorful, like a rainbow! And you?

bird watch

Not gold, not silver, not manual, not pocket, not sunny, not sandy, but… birdlike. In the forest, it turns out, there are such - and almost on every tree! Like our cuckoo clock.

Only there is still a clock with a robin, a clock with a finch, a clock with a thrush ...

Birds in the forest, it turns out, begin to sing not when anyone pleases, but when it is necessary.

Well, how much is now not on my silver ones, but on forest bird ones? We don't watch, we listen!

The snipe buzzed from above - it means it's already three o'clock. Woodcock held out, grunting and squealing, - the beginning of the fourth. And here the cuckoo cuckooed - the sun will rise soon.

And the morning hours will start working, and they will not only be heard, but also seen. The song thrush sits on the crown of the Christmas tree, whistles - about four. Tenkovka sings and spins on the aspen - the beginning of the fifth. The finch thundered on the pine - soon five.

There is no need to start, repair, or check this clock. Waterproof and shock resistant. True, sometimes they lie, but what clock is not in a hurry or does not lag behind ?! But always with you, you will not forget, you will not lose. A clock with a quail fight, with a cuckoo call, with a nightingale trill, with a ringing of oatmeal, with a lark's bell - a meadow spinning top. For every taste and ear!

clearing

The forest road winds, winds, bypasses the swamps, chooses where it is easier and drier. And the clearing cuts the forest directly: once - and in half!

It's like opening a book. There was a forest on the sides, like unread pages. Go and read.

Walking along a neglected clearing is a hundred times more difficult than walking along a crowded road, but it is also a thousand times more interesting!

Either mossy, gloomy spruce forests on the sides, then cheerful, bright pine forests. Alder thickets, unsteady moss swamps. Windblows and windbreaks, dead stands and fallen trees. And then the trees, scorched by lightning.

You won't see half of it from the road!

And a meeting with the sensitive inhabitants of the forest, who are frightened by well-traveled roads!

The shuffling of someone's wings in the thickets, the clatter of someone's feet. Suddenly the grass moves, suddenly the branch sways. And your ears are on the top of your head, and your eyes are on guard.

Unread half-open book: words, phrases, lines. Finds for all letters of the alphabet. Commas, dots, dots and dashes. Whatever step, the question marks and exclamation marks. Right in the legs are confused.

You walk along the clearing - and your eyes run wide!

Web

The morning turned out to be cold, dewy - and cobwebs shone everywhere! On the grass, on the bushes, on the Christmas trees ... Everywhere there are cobwebs, balls, hammocks and trapping nets. Sita, which is not the hands of the retinue. And when only the spiders had time?

And the spiders were in no hurry. The web hung everywhere before, but was invisible. And the dew covered the web with beads and put it on display. The undergrowth flared up with necklaces, beads, pendants, monists…

So that's what it is, a web, in fact! And we always wiped our face with annoyance when something invisible and sticky stretched over it. And these turned out to be constellations blazing in a dark forest universe.

Milky forest paths, galaxies, forest comets, meteorites and asteroids. New and supernovae stars. Suddenly the invisible realm of forest spiders appeared.

The universe of eight-legged and eight-eyed! And around - their shining antennas, locators and radars.

Here he sits alone, furry and eight-legged, paws the soundless cobweb strings, tuning the cobweb music inaudible to our ears. And looks into all eight eyes at what we do not see.

But the sun will dry up the dew, and the strange world of forest spiders will disappear without a trace again - until the next dew. And again we will begin to wipe our face with annoyance when something invisible and sticky stretches over it. As a reminder of the spider forest universe.

Honey agarics

Mushrooms, of course, grow on stumps. And, sometimes, it’s so thick that you can’t even see a stump under them. Like a stump autumn leaves fell asleep with his head. And then they revived and sprouted. And there are elegant stump-bouquets.

With a small basket, honey agaric is not collected. Collect so collect! Mushrooms can be taken in armfuls, as they say, raked with a rake or mowed obliquely. There will be enough for roasting and pickles, and it will also remain for drying.

Just collect them, and not just bring them home. For mushrooms, you definitely need a basket. You push it into a backpack or into cellophane bags - and you will bring home not mushrooms, but mushroom porridge. And then all this mess - in the trash.

In a hurry, instead of real mushrooms, you can break false ones. With this and from the basket there is only a place in the trash: they are not suitable for roasting or brewing.

Of course, real mushrooms are far from porcini and red mushrooms. But if there is a crop failure, I am happy with honey agaric. True, if the harvest is still happy. Every stump in the forest is an autumn bouquet! And by all the same you will not pass, you will stop. If not to collect, then at least look, admire.

Mushroom round dance

The mushroom picker does not take fly agaric, but he is happy with fly agaric: send fly agaric - white ones will go too! Yes, and fly agaric delights the eye, although inedible and poisonous. There is another, akimbo, on a white leg in lace knickers, in a red clown cap - you don’t want to, but you admire. Well, if you come across a fly agaric dance - just right to be dumbfounded! A dozen fellows stood in a circle and prepared to dance.

There was a belief: a fly agaric ring marked a circle in which witches dance at night. So they called the ring of mushrooms - "the witch's circle." And although now no one believes in witches, there are no witches in the forest, it is still interesting to look at the "witch circle" ...

The witch circle is good without the witches: the mushrooms are ready for the dance! A dozen good fellows in red hats stood in a circle, one or two! - opened, three-four! - got ready. Now it's five or six! - someone will clap their hands and a round dance will spin. Faster and faster, colorful festive carousel.

White legs flash, stale leaves rustle.

You stand and wait.

And fly agarics stand and wait. Waiting for you to finally guess and leave. In order to start dancing without interference and someone else's eyes, stamping their white legs, waving their red hats. Like in the old days...

AU

Lost in the forest - shout "ay!". Until they respond. You can, of course, shout in a different way: “I-ho-ho-ho!”, For example, or: “A-ya-ya!”. But loudest of all is carried through the forest "ay!". You “ay!”, And in response to you from different sides: “Ay!”, “Ay!”.

Or echo...

This is already alarming if only an echo responds. It means you are lost. And you talk to yourself. Well, quickly figure out which side the house is in, otherwise it might spin ...

You walk, you walk, everything is straight and straight, and lo and behold - again the same place! Here is a conspicuous stump on which I sat recently. How so? You clearly remember that you went straight from the stump, did not turn anywhere - how did this stump get in your way again? Here is a candy wrapper from a sour candy ...

Time after time you leave a conspicuous place, and it seems to you that you are going straight to the house, as if on a ruler. You walk, you walk, everything is straight and straight, and a noticeable stump is again on your way! And the same fan. And you can’t get away from them, they attract like a magnet. And nothing to understand, and the horror is already moving under the shirt.

For a long time you are no longer up to berries and mushrooms. In confusion and fear, you shout “ay!”, And in response, again and again, one distant echo ...

Cold, you look at a place that does not want to let you go. Nothing special in appearance - ordinary stumps and logs, bushes and trees, dead trees and fallen trees, but it already seems to you that the pines here are somehow wary, and the fir trees are painfully gloomy, and the aspens are whispering fearfully about something. And chill you to the pimples.

And suddenly, far away, at the very edge of hearing, but so welcome and joyful: “Au-u-u!”

“Aw! Aw!" - you shout in response, breaking your voice, and, not understanding the road, you fly to a distant call, throwing branches with your hands.

Here again, “ay!”, a little more audibly, and you clutch at him, like a drowning man at a straw.

Closer, more audible, and you are no longer running, but simply walking quickly, breathing lightly and noisily, shaking off the forest obsession: you are saved!

And you meet friends already as if nothing had happened: well, lagged behind, wandered a little - great trouble! And again general laughter, jokes, practical jokes. Praise, who found what, who collected more. But inside you are still trembling, and a chill is stirring under your shirt. Before our eyes, the same gloomy pines and spruces that did not want to let you go.

And from that day on, the forest “ay!” stays with you forever. And this is no longer just a cry for the sake of noise and pampering, but a call for salvation.

You will never again shout “ay” just like that, just to frighten away the silence of the forest, but you will throw it into a wary silence, like throwing a lifebuoy into a dark ox.

And for a long time you will remember that first day, when you rushed about in despair and screamed lostly, breaking your voice. And in response I heard only an echo and an indifferent rumble of tree tops.

Song of the wings

The forest dissolved into the dusk and swam. The color also disappeared: everything became gray and dull. Bushes and trees moved like clots of darkness in a viscous viscous haze. They shrank, then suddenly stretched, appeared and disappeared. Evening turned into night.

It's time for thick twilight and shadows, it's time for nighttime forest incidents.

The pensive evening songs were over: song thrushes whistled on the spruce domes, the big-eyed robins had long since scattered their sonorous glass pieces over the knots.

I'm knee-deep in swamp slush. He leaned back against the tree; she moves a little, breathes ... I closed my eyes, they are now useless, now only ears are needed.

The night owl gurgled. You can't see yourself. Flies in the dark from tree to tree owl cry: hoo-hoo-hoo! I turn my ear to the flying cry. Right next to me, he completely gurgled: he probably saw me with yellow eyes and was surprised.

The night cuckoo also cuckooed in the dark for a long time; a distant echo beyond the swamp answered her.

I love listening to the night. Silence, but you can still hear something. The mouse will rustle in dry leaves. Duck wings will whistle in the air. The cranes will suddenly scream frantically in a distant swamp, as if someone had frightened them. Solidly, slowly, a woodcock will fly by: horr, horr - in bass, zvirk, zvirk - in a thin voice.

Ermilova Snezhana Alexandrovna
Job title: educator
Educational institution: MBDOU kindergarten No. 122 "Radiant"
Locality: Bryansk
Material name: Abstract of a lesson on the development of speech
Subject: retelling of the story "How the bear scared himself" (according to N. Sladkov) in the senior speech therapy group
Publication date: 25.03.2016
Chapter: preschool education

Lesson summary

Retelling the story

"How the bear scared himself"

(according to N. Sladkov)
in the senior speech therapy group Prepared and conducted by the educator: Ermilova Snezhana Alexandrovna MBDOU d / s No. 122 "Radiant", Bryansk
Purpose: Formation of the skills of a coherent sequential retelling of the text based on graphic models. Program tasks: 1. To improve the ability of children to retell the text based on graphic models. 2. Develop the ability to analyze the content of the work. 3. To form in children auditory and visual control over the correctness of the retelling. 4. Teach children how to plan their own retelling. 5. Strengthen the skills of grammatically correct construction of your statement. 6. Continue to develop coordination of movements and fine motor skills; 7. To cultivate a culture of verbal communication. 8. Activate and enrich lexicon.
Materials and equipment:
Notebook, multimedia presentation “How the bear scared himself”, subject pictures: branch, bear, squirrel, bump, hare, magpie, moose; a set of graphic models; Su-Jok and tangrams (according to the number of children); audio recording.
Dictionary:
crunched, pleased, the thick of the forest, pricked up his ears, frightened, fluttered, muttered, barked, gave a goose, went through the forest to break the bushes.
Preliminary work:
 Study lexical topic"Wild animals".  View the presentation "How the bear scared himself."  Reading the story of N. Sladkov “How the bear scared himself”.  Examining pictures, illustrations on the topic being studied.  Drawing, application, modeling according to the content of the story.
Lesson progress

1. Organizational moment.
All the children gathered in a circle I am your friend and you are my friend We will hold hands tightly And we will smile at each other Today a lot of interesting things await you Classes everyone will find for themselves forest animals do you want to know? I will help you understand everything.
And with the forest guest we will play Tell and reason. Educator: And with what guest, you will now find out by guessing the riddle: Clubfoot and big He sleeps in a den in winter He loves cones, loves honey Well, who will name? Children: Bear. Educator: Now we will turn on the laptop and find out if you guessed the riddle correctly (turns on the laptop). Whose voice are we hearing? Children: This is the roar of a bear. The teacher takes a bear toy and says: Hello guys, my name is Potapych. I have many friends in the forest. I love to play and have fun. If you play a game with me, you'll find out who I'm friends with.
2. The game "Find out who or what I'm talking about" (with a bump).
Clubfoot, brown, clumsy (bear), Cowardly, long-eared, fast (hare), Talkative, long-tailed (magpie), Dexterous, small (squirrel), Strong, long-legged (moose). Educator: Well done guys, they recognized all Potapych's friends. Misha loves to play with a funny ball and offers us to stretch our hands.
3. Massage Su-Jock balls
. (under musical accompaniment) Children repeat the words and perform actions with the ball in accordance with the text I roll circles with the ball, I drive it back and forth. I will stroke their hands. As if I'm sweeping away a crumb, And I'll squeeze it a little, As a cat squeezes its paw, I'll press the ball with each finger, And I'll start with the other hand.

4. The game "Fold the animal" ("Tangram")
Children spread out geometric shapes wild animals) Educator: The bear told me interesting story that happened in the forest. Sit up straight, loosely and listen to how it was.
5. Reading an adapted story
N. Sladkova "How the bear scared himself." The bear entered the dark forest. A branch crunched under his paw. The squirrel was frightened and dropped the bump. A lump fell on a rabbit. The hare stomped through the forest. The magpie saw him, raised a cry to the whole forest. The moose decided that she sees the hunters. They went through the forest to break the bushes. The bear heard a noise, got scared and ran away from the dark forest. So the bear scared himself. As you read, the teacher arranges subject pictures in the sequence of the story: a bear, a branch, a squirrel, a hare, a magpie, an elk.
6. Game: "Say it differently."
How can you replace the words: - Cracked (cracked, broke loudly) - Satisfied (hit) - Alert (listened) - Barked (roared) - gave a screech (began to quickly run away, run away, blow away his legs) - Send the moose through the forest to break the bushes (Moose ran through the forest so fast that the bushes under their feet broke 7.
Content Conversation
. (Children give complete answers). Where did the bear go? (The bear entered the dark forest.) - What crunched under his paw? (A branch crunched under his paw.) - What did the squirrel do? (The squirrel got scared and dropped the bump.) - Who did the bump fall on? (The bump fell on the hare.) - What did the hare do? (The hare stomped through the forest.) - Who did the magpie see? What did she do? (Magpie saw a hare. She raised a cry to the whole forest.) - What did the moose decide? What did they do? (Moose decided that they saw forty hunters. They went through the forest to break bushes.) - How did the bear behave? (The bear heard a noise, got scared and ran away from the dark forest.) - Who scared the bear? (The bear scared himself.)

8. Fizminutka "The bear wanders through the forest"
The bear roams the forest. It goes from oak to oak. (Walking "waddling", slightly bent over, "raking" with slightly bent arms.) Finds honey in hollows And puts it in his mouth. (Depict how he takes out and eats honey.) The clubfoot licks the paw of Sweetheart, And the bees swoop in, (“Wave off the bees.”) The bear is driven away. And the bees sting the bear: (Take your hand forward and alternately touch your nose, cheeks.) Do not eat our honey, thief! (We follow the movement of the finger with our eyes, trying not to turn our heads.) The Bear wanders along the forest road to his den. (Walking "waddling".) Lies down, falls asleep (Lie down, hands under the cheek.) And remembers the bees. (I. Lopukhina)
9. Re-reading the story.
- I'll read the story again. Remember it. Models will help you with this. Models are displayed in a certain sequence
.

10. Retelling the text by children according to the graphic plan
(In a chain, 1-2 whole children.)
11. Analysis of children's stories.

12. Bottom line
. Our guest Potapych really liked our place. Let's remember, guys, what did you do today? Today it helped us to retell ...? Our guest has prepared treats for you. Let's thank him! Stay Misha, we'll play with you.

Elena Krayukhina
Retelling of the story by N. Sladkov "How the bear scared himself" according to the reference diagrams

Retelling the story.

"How the bear scared himself» (according to N. Sladkov) By reference schemes

Target: to form the skills of a coherent serial retelling of the text based on graphic diagrams, activate and enrich vocabulary, develop coherent speech, cultivate interest and love for animals.

Lesson plan.

1 hour Organizational moment.

The teacher offers to find out who or what he will talk about.

Cowardly (hare)

cunning (fox)

Chatty (magpie)

Nimble (squirrel)

Green (branch)

Strong (moose)

clubfoot (bear)

2 hours Reading story.

Today I will read to you story"How the bear scared himself» .

Reading adapted story.

"Has entered bear in dark forest. A branch crunched under his paw. The squirrel was frightened and dropped the bump. A lump fell on a rabbit. The hare stomped through the forest. The magpie saw him, raised a cry to the whole forest. The moose decided that she sees the hunters. They went through the forest to break the bushes. heard bear noise, got scared and ran away from the dark forest. So the bear scared himself».

3 hours Conversation on the content.

Where did you enter bear?

What crunched under the paw?

What did the squirrel do?

Who did the bump fall on?

What did the hare do? Magpie? Moose?

Who is scared the bear?

4 hours Re-reading story with the display of reference graphic schemes and installation on retelling the story by children.

5 hours « bear cubs»

Bear cubs lived in more often

They circled their heads

Like this, like this

They circled their heads.

Bear cubs were looking for honey

They shook the tree together,

Waddled

And they drank water from the river.

And then they danced

The paws were raised higher.

6 o'clock Retelling the story by children based on graphic diagrams.

7 o'clock game exercise "Pick the word for action" (what did the bear do- entered, stepped on, stopped, heard, got scared, ran away).

8 hours Summary of the lesson.

What did you do?

What do you remember?

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Educational presentation "How the bear scared himself"

Lesson topic: Teaching presentation(Text: "How the bear scared himself» ).

Lesson type: Control-generalizing lesson.

Level of preparedness of the class: average.

Goals:

subject

cognitive:

Update knowledge about the verb as a part of speech;

Update knowledge about the topic and the main idea of the text;

Refresh knowledge about text types

Update knowledge about parts of the text.

Practical:

Improve the ability to plan the finished text,

Improve the ability to determine the topic, main idea, type of text;

Improve the ability to find spelling in words and explain them;

To form the ability to analyze the content of the text;

Improve the ability to retell the text from memory based on the plan.

Metasubject:

To form the ability to accept, understand and retain the learning task.

Learn to exercise joint activities with teacher and classmates (conversation)

Personal:

To form educational and cognitive interest in the Russian language.

To form an interest in riddles and stories.

Principles learning:

Didactic:

1. Visibility (using presentation and text statements)

2. Scientific (studying the topic from the point of view of development speech activity)

3. Connections between theory and practice (updating knowledge of spelling and punctuation and applying them in practice)

4. Sequences (teaching is conducted in a certain order)

5. Availability (reliance on knowledge of the text, etc.)

6. Succession (link to previous lessons)

general methodological:

1. Text-centric (education based on text)

2. Extralinguistic (using presentation)

3. Functional (showing the functions of language units in the text)

Private methodical:

1. Attention to the matter of language (development of a sense of language (organization speech environment with maximum development potential).

2. Coordination of oral and written speech (in the process of improving speech activity, both oral and written speech develop)

Methods:

Methods for the formation of skills related to the perception of the text (the method of analytical observations on the finished text, the method of drawing up a plan for the finished text)

Methods learning paraphrase of the exemplary text (exposition)

Methods for the formation of spelling skills:

Methods for the formation of spelling vigilance (finding spelling in words)

Forms of organization learning activities students in the lesson:

1. Frontal.

2. Individual.

Facilities learning:

1. Presentation.

2. Cards with text.

Lesson plan:

1. Organizational moment - 0.5 min.

2. Preparation for perception - 3 min.

3. Acquaintance of schoolchildren with source code- 2 minutes.

5. Text structure analysis - 6 min.

6. Physical education minute-0.5 min.

7. Language analysis source text-1 min.

8. Spelling preparation - 4 min.

9. Punctuation preparation - 2 min.

10. Repeated reading of the text - 2 min.

11. Oral retelling of the text-2 min.

12. Writing presentations - 13 min.

1. Organizational moment.

2. Preparation for perception.

Guys, what do you know about the text?

What types of texts do you know? (narration, reasoning, description).

What can you say about the text-narrative? Text- reasoning(Is this a text that explains the cause of some phenomenon or event? Text is a description?

What are the parts of the text? (Introduction, main part, conclusion).

What is the topic of the text? (What is the text about)

What is the main idea of the text? (what the author wanted to say)

Today we will write exposition. To find out who the text will be about, you need to guess the riddle.

The animal is waddling

Raspberry and honey

He loves sweets very much.

And when autumn comes

Climbs into a hole until spring,

Where he sleeps and dreams. (Bear.)

3. Acquaintance of schoolchildren with the source text (on screen and printed copies for each student).

Now I will read the text to you, and you watch carefully. Try to understand the topic and main idea. (The teacher expressively reads the text)

How the bear scared himself.

Has entered bear in the forest. Twigs crackled under heavy paws.

Here the bear stopped pricked up his ears. The squirrel murmurs, the magpie screams, the moose breaks the bushes. barked bear and dal strekacha. So he himself frightened myself.

According to N. Sladkov

Did you like the text? What did you find particularly interesting?

How many parts does the text have? (3)

Why did you decide so? (Consists of 3 paragraphs).

What do you think is the theme of this text?

And what is the main idea?

How do you understand the meaning of the expression gave a strekacha? (Swiftly run away)

And how do you understand the expression barked bear? (voiced, shouted)

Did the expression prick up your ears? (listened)

Did the words rush? Did you please? Jumped up? Scared out? Chatter? (Hit, ran, bumped, kicked out ( scared, chatting (babbles).

Who are the characters in this text? (Bear, squirrel, hare, magpie, moose).

Why the bear did it? (Because all the beasts were making noise).

What started the commotion in the forest? (From how bear entered the forest and the branches crackled).

What did you end up doing bear? (Barked and gave a screech).

5. Analysis of the structure of the text.

Read the text about yourself and think, which keywords- verbs can be distinguished in this text. Let's remember what a verb is. What questions does it answer?

Let's name the keywords. What words did you choose? Children call by the word (Entered, crackled, frightened, dropped, fell, hit, jumped up, rushed, jumped, scared, picked up, heard, went, stopped, alerted, murmurs, screams, breaks, barked, gave a screech, scared).

Guys, these words will help you in writing statements(Key words are displayed on the board)

Let's think about what type this text belongs to? (this is the story)

Why? (because there is a plot, the development of actions and a denouement, it tells about events that take place over some time, you can imagine several pictures).

That's right, it's a story. And how many pictures can we single out in this text? (3)

Let's plan the text. How many parts will it consist of? (3)

Read the first part (student reads aloud).

(How bear entered the forest and the twigs crackled under the weight of the paws).

(The bear entered the forest) . .

Read the second part (student reads aloud).

About what in question in this part? (How everyone was alarmed in the forest).

How would you title this part? (Trouble in the forest). (The teacher writes on the blackboard).

Read the third part (student reads aloud).

What is this part about? (How bear got scared and gave a shooter).

How would you title this part? (The bear gave a goose) . (The teacher writes on the blackboard).

Sample Plan

1. The bear entered the forest.

2. Trouble in the forest.

3. The bear gave a goose.

6. Physical education

Let's rest with you my friend.

We put our hands together to the side.

Tilt left, right.

We reached out for glory.

Sit quietly, my friend,

And let's continue our lesson.

7. Language analysis of the source text.

8. Spelling work.

(Students name words with spelling and explain their spelling.)

entered (walked, bear(the Bears, crackled (-cha-scha write with the letter a, heavy (heaviness, twigs (-chk, - ch is written without b, twig (-chk, - ch is written without b), dropped (drops, cone (-zhi- write with letter and, pleased (land, forehead (forehead, jumped up (jumped up, rushed (by - prefix, thick (-chu, - write with the letter y), jumped (attack, alerted (cautiously, watchman, ears (-zhi, -shi write with the letter and, mumbles ( dictionary word, magpie (dictionary word, break (breakage, barked (dictionary word, screech (dictionary word).

On the board words with difficulties in writing: Frightened, pricked up his ears, murmurs, barked, gave a goose.

9. Punctuation preparation.

Guys, please note that the text uses punctuation marks such as «-» And «!» . Find these offers.

Why in this offer put «-» ? (Because it is non-union)

And why do they put at the end of the sentence «!» ? (To highlight it with intonation)

Remember and do not make mistakes when writing statements.

10. Re-reading the text by students.

11. Oral retelling of the text.

Retelling by three students in parts based on the plan and key words.

12. Writing statements.