The child does not know how to retell. How to teach? How to teach a child to retell a text? All the most important things about types of retelling and ways to teach retelling A first-grader does not want to retell fairy tales
Very often, first-graders and their parents are faced with the same problem - the inability to retell a text quickly and efficiently. Sometimes adults do not have the strength, patience or experience to teach their children this skill. Turning a blind eye to the problems that have arisen in the primary grades, parents discover that high school their children don’t even know, with the text. And to avoid problems with academic performance in the future, adults should think in advance about how to teach a child to retell a text.
How is retelling useful for a child?
A retelling is a presentation in your own words of a read text. But the development of this skill should not be reduced only to good studies and the fact that all school program designed for retelling. Parents should understand that the ability to retell will bring many advantages to their child, and here are the main ones:
- Development of memory and the ability to convey other people's thoughts at ease. In this case, the process can be creative, which will further lead to the development of the ability to comment and analyze various situations.
- Destruction of the primitive reflex chain “read - retell the text” and replacing it with a more complex one - “receiving information - processing it - retelling”.
- Increasing vocabulary, as well as speech development.
- The ability to associatively evaluate facts, situations and compare them with your possible actions.
- A brief retelling makes it possible to summarize the text, and also teaches the presentation of the main and most useful information.
Possible difficulties and problems
Children often have problems with retelling. Experts identify several reasons: difficulties in understanding the text heard, as well as problems with speech development. If in the second case you need to direct efforts to develop the speech apparatus not through retelling, then in the first case you should think about how to teach a child to retell a text.
Correct choice of text for retelling
To overcome all difficulties as quickly as possible, you need to choose the right text.
Main selection criteria:
- the narrative should be short (children do not know how to concentrate their attention on one type of activity for too long);
- the child should be interested in the plot (a boring description of nature is unlikely to be interesting for a child);
- the selected text should not have too many heroes; moreover, each of them should have some striking distinctive feature.
Working on the text
When working with a child on a retelling, you need to read the text expressively. You need to discuss everything with your child, ask what he doesn’t understand, and explain unfamiliar words. Let the child think about why the text has this title and what he liked most. In conclusion, the child must try to retell the text himself.
At the very beginning of training, you can add work with story pictures. They will encourage the child to draw up a presentation plan and help consistently retell the text.
The pictures are placed in random order after reading the text. The child himself must decide the course of events and arrange the cards with images in the correct order. Next, it will be much easier for the baby to retell what he heard, starting from the pictures.
Basic plan for preparing a child for retelling
To properly teach a child to retell, we can recommend a few simple rules:
- After reading the text, you need to choose the most important thing.
- Next, you need to go back to the beginning of the text and read a small part of it.
- While reading each part, you should ask your child questions about what was presented and what, in his opinion, was the most interesting.
- To begin with, let him answer in one sentence. For children younger age This is not an easy task; you will need parental help.
- When answering, the child should not answer verbatim.
- Now we should move on to another equally important stage - drawing up a plan. You need to come up with a small title for each part.
- You can work with the text in a playful way. You can try to retell each sentence you read in your own words.
- Following this algorithm, understand how to teach a child to retell a text. After all of the above, all that remains is to retell the text, following the previously drawn up plan.
- You need to be patient, and at the end of the work done, be sure to praise your baby.
How to teach retelling to a young child
The methods for teaching retelling to children are almost the same at any age. The difference lies in the implementation of each of them.
Not every parent knows how to teach a child to retell a text. Grade 1 often uses a technique such as “retelling on behalf of the main character.” Having presented the story to elementary school students, you need to invite them to imagine themselves in the place of the main character and tell what happened to him. For older students, you can make the task more difficult: let them tell the story on behalf of several characters and evaluate their actions.
Parents who do not know how to teach a 5-year-old child to retell a text can turn to the “retelling in person” method. Little readers who love to play with dolls can make a scene where their favorite toys become the main characters.
How to teach retelling to a middle-aged child
When entering school, children must learn to subordinate all their actions to a certain order. And here the ability to make plans comes to the child’s aid. This, in combination, is an excellent technique that will tell you how to teach an eight-year-old child to retell texts; it is called “retelling according to plan.” The older the student gets, the shorter the plan should be. Thus, the child will quickly learn to work with supporting patterns and remember minor details.
Middle school students will benefit from working with reader's diaries. There, students can make notes about the books they read: identify plot lines, write down the names of all the main characters. Such a diary can become an indispensable assistant in learning, and brief retelling it will be much easier. For younger children, such a diary can be compiled orally, periodically returning them to the text they read and asking leading questions.
The ability to retell is a necessary skill that has a beneficial effect on the development of memory, speech and thinking. It must be remembered that retelling is not a training of the child’s memory, but an understanding of the information presented. When thinking about how to teach a child to retell a text, there is no need to require mechanical memorization. If the baby understands everything, then telling the text in his own words will not be difficult for him.
When your baby grows up and goes to school, he will need to learn to read well and correctly retell what he read. This task can and should be made easier for the child. How? Start developing retelling skills as early as the preschool years.
Why is it important to teach your child correct retelling?
First of all, it is important to understand that a good memory does not guarantee a child’s ability to successfully retell a text he has heard or read independently. What is required from the child is not verbatim reproduction, as when learning by heart, but a meaningful, independent story, a creative interpretation of the author’s narrative. Of course, in this case it is necessary to follow the plot, correctly name and describe the main characters, and not get confused in the sequence and motives of their actions.
Agree, in order to get acquainted with the text, understand it and be able, without departing from the essence of the story, to talk about what you read/heard in your own words, memory alone is not enough.
- Attention;
- logics;
- abstract thinking;
- ability to analyze and draw correct conclusions, -
all important components of intelligence are involved, which means that a child’s ability to retell a lot can be said about the level of his intellectual development.
You can read more about the benefits of retelling for preschool children in the article “”.
Well, now, having figured out WHY to teach a child to retell, let’s figure out HOW to do it really effectively.
Mastering retelling before the child masters coherent speech is a pointless exercise. If the baby still clumsily assembles individual words into complete sentences, if his vocabulary is poor and monotonous, focus on speech development, offering the toddler according to age and skills. But if the baby does not pronounce all sounds clearly, but at the same time speaks a lot and to the point, retelling will help you automate naughty consonants, with which friendship among preschoolers often does not happen immediately and easily.
Carefully select the first texts to retell with preschoolers, focusing on the list of requirements:
- Small volume. You can start with three simple sentences, gradually increasing their number and size.
- The language of presentation corresponds to the age of the child. The presence of new words is allowed and even encouraged, but in limited quantities and with a mandatory clear explanation at the stage of discussion of the text for retelling.
- Fascinating story. The text should captivate the child - then involuntary attention and memory are actively involved in the process.
- There is a clear sequence of actions. In the first texts for retelling, it is important that the child sees the chronology of events.
- Availability of illustrations. The pictures accompanying the story serve as a kind of “beacons” that will help the child recall the text from memory.
Before reading the text, explain to your child what task he has to complete. Tell us what it means to “retell in your own words.” As an example, you can present your child’s favorite fairy tale. It is important to emphasize that now the little one is required to calmly and carefully listen to what you read to him. Read expressively, slowly, but without stopping to explain certain points. Using intonation, emphasize places containing “beacons” - phrases or individual words that you need to pay special attention to.
Tip 4. Parsing the text is an important stage in a successful retelling
After the first reading, it is important to carefully analyze the text, make sure that its meaning is clear to the child, and explain incomprehensible plot lines or individual words that are difficult for the child. Look at and discuss the pictures. Ask questions that will help you find out what your child has learned from what he read, what he remembers, and where he gets confused.
The main questions are as follows:
- What is he doing?
- When?
- Why?
If necessary, read again those points that require clarification. At this stage, older children can and should be asked not only simple questions, the direct answers to which are contained in the narrative, but also those that will require the child to make an effort of thought, analyze the actions of the characters, and search for their motives.
After all the questions have been answered, read the text again. Now read without focusing on the “beacons”. Smooth, but expressive.
Perhaps the child will not be able to retell it correctly right away. Your job is to guide and help him master this important skill, but not to do all the work for him. Retell it together with your child, supplementing and clarifying his answers, and then ask him to retell the entire text on his own. But don't rush the little one. Give him enough time to organize his thoughts and collect them into a clear, competent, lexically and chronologically consistent narrative. And, without a doubt, your work and patience will be rewarded!
Let's summarize:
- Retelling is an important skill that develops a child’s intelligence. It teaches the child to listen carefully or read the text, teaches him to think, analyze and draw conclusions, highlight the main thing and clearly express his thoughts through oral speech.
- It is important to choose the texts correctly, following the principle “from simple to complex.” Let the first text for retelling contain only three sentences. When your child copes with this task perfectly, choose more complex stories. But don't force things.
- It is not enough to read the text to retell it. It is necessary to have a conversation based on what you have read. It is this stage that lays in the preschooler the skills to analyze the information received, which, in turn, is the key to success in the upcoming school life.
Friends, engage in the development of your child with benefit and pleasure. May your parenting be happy. See you again!
Many parents do not think about teaching their child such a useful skill as retelling until school. The reason for this is the misconception that retelling is necessary only when the baby has already learned to read. In fact, you can retell both what you heard and what you watched, so it is recommended to start classes with your child already in preschool age. This will greatly facilitate his further learning to read and write. To do this correctly and help the child develop speech, thinking and imagination, it is necessary to use educational verbal games and take into account the recommendations of teachers.
Briefly about the retelling
A retelling is a presentation of the plot of a book, story, film, etc. in your own words. This is not memorizing the original text and not reproducing it exactly down to the pauses, but the ability to grasp the plot lines, the characters involved and talk about it.
Why do some children have difficulty writing expositions later in school? Because they don't know how to retell. Instead, schoolchildren try to remember the text and memorize it, which is extremely difficult. This is another reason why it is worth teaching your child to retell as early as preschool age.
It should be remembered that you must also be able to retell. If you have difficulty communicating what you read, how do you plan to teach a child who mostly copies your speech?
It is important to practice reading together with your child so that he looks at the illustrations and hears your voice - this way he will become more involved in the process. Read together even when your baby can already read independently. This will make it easier for you to discuss what you read and you will be able to control your child’s reading technique.
Remember that the basis of retelling is the identification of semantic blocks. It is to them that a person focuses in order to talk about what he has read or heard.
What you should pay attention to?
You shouldn’t start learning retelling on a whim. If you notice that your child shows interest in books and likes it when you read to him, then you can add small exercises. At first, it is better to do this unobtrusively, asking leading questions about what you read: “What did we read about now?”, “Who was the main character?”, “What did he do when...?” and so on.
Be sure to consider the length: children's memory is not as developed as adults, so give preference to short stories. When the child can easily tell what the fairy tale is about, you can increase the volume.
Also, reading exercises should be performed fractionally, that is, dividing the text into semantic blocks. Nowadays, many children's books and reading aids are structured in this way: on one page there is the beginning of the story, on the second there are leading questions, and so on until the very end. This was done to help parents make it easier for them to teach retelling to preschoolers and primary schoolchildren.
The ability to retell depends, among other things, on the child’s vocabulary. If you rarely talk to him and don’t use educational games, then his speech will be poor. He may even know roughly what he wants to say, but he doesn’t understand how to do it, with what words and grammatical structures. Therefore, the baby will need to be helped: offer him simple but correct constructions, play word games, and develop memory.
Scolding a child for not being able to retell the story as you require is not recommended. Otherwise, he will think that it is better not to do this at all, then at least they will not scold him. Remember that all children's speech development follows an individual pattern - for some, retelling is easy, while for others it is necessary to put in more effort.
Stages of retelling
In order for a child to learn to correctly present the content of what he read, it is necessary to know the main stages on which the discussion is built.
- Shared reading. If you are teaching a preschooler, he will most likely be distracted and constantly interrupt you. Answer his questions patiently, smoothly returning to the story.
It is better to choose a book in advance that will be interesting to the child.
- Block of guiding questions. Here you are asking about whom we're talking about in the story, what happened, where did the heroes go? The questions should not only reflect what you have read, but also lead to the next block. A fairy tale can be quite small, so there can be one or two blocks. You can ask questions as you read.
- Planning. This stage very important and suitable for children who can read. It is necessary to sketch out a retelling scheme, consisting of the main ideas of each block, so that the child can use it to retell the whole story. Later he will cope without a plan. the main task– teach to clearly define (in one sentence) the main idea of the first part or paragraph, second, third, etc. This is a kind of framework on which the story will later be built up from words and sentences.
- Discussion of the full plot. Here the child should no longer tell you in parts what you read about, but completely retell the plot. You can also use leading questions or a retelling plan.
- Personal questions. Your child's opinions about the story, the characters, and their actions are an additional part of the retelling. In this way, the child develops not only speech, but also moral and ethical attitudes, spiritual and personal values, imagination and abstract logical thinking.
Word games to help
To improve your retelling skills, use educational word games. They will help improve memory, vocabulary and eloquence, imagination and thinking.
- “What is the letter about?” Write or print the text of the letter on a piece of paper, put it in an envelope and show it to your child. Say that a letter came from grandma, and then read it with your child. Ask him: “What is it about?” Then ask him to tell you about the contents of the letter to dad. Help him with leading questions.
- "Where is the mistake?". Read a fairy tale or watch a cartoon together, and then ask your child questions with errors. For example, in a fairy tale, a boy defeated an evil dragon and saved the princess, and you tell the child: “What a pity that the boy could not cope with the monster and save the beautiful princess, wasn’t it?” Most likely, the baby will correct you.
- “What do you think about?” Buy books with illustrations, and before you start reading, ask your child what he thinks the story will be about? This way you will develop creative thinking and imagination. And if his assumptions come true during the course of the plot, he will also be glad that he guessed.
Conclusion
It depends entirely on you when you start teaching your child to retell, but it is better not to delay this issue. Developed speech will help him not only get good grades at school, but also communicate freely and not be afraid public speaking, express your thoughts in detail. Don’t miss the moment when your child himself shows interest in reading and begins to ask questions about what he read—encourage his curiosity.
How to help a student study successfully in primary school? This problem worries many parents who dream of their child studying well and with interest. However, many do not thoroughly know what skills and abilities a future student should have. Parents need to know that the ability to retell is an important skill in elementary school, because a small schoolchild has to assimilate text material in various school subjects. Ideally, a child should master this skill by the end of preschool age, but it is not always possible to develop it on time. How to teach a student to retell a text in order to achieve success in school? Parents will benefit from advice from experienced specialists.
What do you need to know when teaching retelling?
In home classes, the adult constantly reminds the child that when retelling the text, he independently presents the content without adding anything. This is quite difficult to do if you do not have the skill of coherent speech, are poor, and lack the ability to analyze what you read. Therefore, the ability to retell must be developed in preschool age, so that by school the child can work correctly with the text. Unfortunately, parents do not always manage to do this on time.
There are special techniques that help parents organize homework so that it is easy and interesting for the child to learn. There is no need to go into detail about the complex methodological techniques that teachers use. It is enough to know the main thing: for classes you need to choose the right teaching tools and works that are accessible to children.
Mnemonic tables for retelling
IN pedagogical practice successfully used, and the ability to retell. The essence of mnemonic tables is based on children’s desire for creativity: pictures drawn by them themselves, symbolizing a certain text, help to remember and recreate the content of what they read. By making mnemonic squares with the child and gradually moving on to mnemonic chains, the adult develops the child’s ability to coherently and consistently retell content of any complexity. It is especially important to use this skill in reading lessons, when a small student is faced with the need to retell different types texts: narration, description, reasoning. Based on the acquired skills, it is then easier for him to work with the essay and presentation.
Requirements for works
In homework, special attention is paid to the work that is offered for retelling. It has certain requirements:
- The text must be understandable to the child.
- It is better if, at first, the content reflects what is familiar to junior school student situation so that he can understand and evaluate what he read.
- In the future, works that are more difficult to perceive are selected.
- The work must be constructed logically and clearly, so that it is easier to restore the connection between the parts of the work.
- Heroes should have clearly defined characters, and the actions in which they participate should be understandable to children.
- In terms of linguistic style, the works are distinguished by an accessible vocabulary, fairly short sentences without complex grammatical structures.
- Taking into account the psychological characteristics of children (involuntary processes of attention and memory), short stories, fairy tales or short excerpts from books are selected.
- The text should not be overloaded with unfamiliar words or difficult forms (for example, compound or complex sentences).
Teachers advise using works of different genres for retelling: descriptive stories, folk tales, author's tales, classical works, works of modern authors.
So that parents do not have difficulty choosing texts for homework, experts recommend using the following works:
- Russian and world fairy tales, for example, about the Frog Princess, Emelyushka the Fool, Ivan the Tsarevich, Little Red Riding Hood and others.
- Author's works: classic fairy tales by L. N. Tolstoy “About the Three Bears”, Mamin-Sibiryak about the Gray Neck, fragments of fairy tales by A. Pogorelsky (“The Black Hen”), V. Odoevsky (“Town in a Snuff Box”), A. N. Tolstoy (“The Golden Key”).
- Stories about children by V. Oseeva, for example, “Blue Leaves” and the like, N. Nosova’s “Mishkina Porridge”, “Live Hat”, which in plots are close to children.
- Filmed works (excerpts from them), for example, A. M. Volkov’s “The Wizard of the Emerald City”. You can offer the children works by the famous storyteller Andersen, for example, “The Little Mermaid”. Stories about Malysh and Carlson (A. Lindgren), the crocodile Gena and Cheburashka, Uncle Fyodor (E. Uspensky) will also be of interest to children in their homework.
- Novels and stories of a descriptive nature, for example, such as those by G. A. Skrebitsky “The Forest Voice”, “The Little Forester”, B. S. Zhitkov “On the Ice Floe”, K. G. Paustovsky “The Disheveled Sparrow”. Available for retelling are the forest tales of V. V. Bianki, stories about animals by N. I. Sladkov and others.
How to teach a child to retell correctly?
In order to properly conduct homework and get good results, it is important for parents to adhere to certain requirements. In the method of teaching retelling, an algorithm for conducting such a lesson has been developed:
- It is better to choose a work to retell together with your child. On initial stage It’s good if the content is provided with colorful illustrations that will help you remember and restore the sequence of events.
- If the child has not yet learned to read, an adult reads the work to him. At the same time, it is necessary to have a bright, exciting reading, with the transmission of characteristic intonations in order to interest the baby.
- After reading, there is no need to rush to start retelling. It is imperative, with the help of questions, to analyze what you read with your child, highlight the main idea, draw up a retelling plan: what event does the story or fairy tale begin with, who are the main characters, what events do they participate in, how can they be remembered, why did you like the hero, how does the work end? .
- A student who can read and write can be asked to write a short outline that will help him retell the text.
- Invite the child to express his attitude to what he read: how he would act in the hero’s place, whether these events are familiar to him.
- Carefully consider, which will help encrypt the content of what you read in mnemonic tables.
- At first, you can retell it together with your child, while stimulating his activity. Encourage well-chosen comparisons and epithets. Such a joint retelling will serve as a good example for the child.
- In order to maintain interest in the task, you can lay out a mnemonic track and walk along it, retelling the text.
- To develop coherent speech, without which it is impossible to work on a text, an adult offers the student a game exercise “Remember and say in other words.” A reading student selects a piece of text from 2-3 sentences, reads it, and then retells it in his own words. An adult does the same if the student still feels unsure when reading.
- After we have analyzed the text, supported the content with mnemonic tables, and played with synonyms, the child is asked to retell it independently. If the need arises, read the work or small fragments from it again. A prepared plan based on mnemonic tables will help the little schoolchild remember and recreate the content.
Important! Often, schoolchildren find it difficult to retell the text because they cannot remember any word and do not know how to replace it with a synonym. The task of parents is to develop the active vocabulary of children.
In order for children to develop the necessary skills and abilities in a timely manner, it is better to start working on retelling as early as possible. Parents should take care of this when children are still in preschool age. Preschool children are taught to read poetry, tell fairy tales, look at books with colorful illustrations, and actively communicate with family members and peers. There are many different tools that will help enrich vocabulary, develop coherent speech, thereby preparing the child for retelling texts.
The ability to retell a text not only demonstrates the level of speech development, but also shows how much the child can understand and analyze the text he heard or read. But for children, retelling the text often causes difficulties. How can you help your child overcome them?
There are two main reasons why a child may have difficulty retelling text: problems with speech development or problems with understanding, analyzing and formulating what he heard. In the first case, the emphasis should be placed specifically on the development of speech and this should be done not with the help of retelling, but with the help of simpler games for the development of speech. But in the second case, it is the child’s ability to retell the text that needs to be trained.
We bring to your attention short stories with which you can easily teach your child to retell texts.
GOOD DUCK
V. Suteev
The duck and ducklings and the hen and chicks went for a walk. They walked and walked and came to the river. A duck and ducklings can swim, but a hen and chicks cannot. What to do? We thought and thought and came up with an idea! They swam across the river in exactly half a minute: a chicken on a duckling, a chicken on a duckling, and a chicken on a duck!
1. Answer the questions:
Who went for a walk?
Where did the duck and ducklings and the hen and chickens go for a walk?
What can a duck do with its ducklings?
What can't a hen do with her chicks?
What did the birds come up with?
Why did they say “kind” about the duck?
The birds “swimmed the river in half a minute,” what does this mean?
2. Retell.
SLIDE
N. Nosov
The guys built a snow slide in the yard. They poured water on her and went home. Kotka didn't work. He was sitting at home, looking out the window. When the guys left, Kotka put on his skates and went up the hill. He skates across the snow, but can’t get up. What to do? Kotka took a box of sand and sprinkled it on the hill. The guys came running. How to ride now? The guys were offended by Kotka and forced him to cover his sand with snow. Kotka untied his skates and began to cover the slide with snow, and the guys poured water on it again. Kotka also made steps.
1. Answer the questions:
What did the guys do?
Where was Kotka at that time?
What happened when the guys left?
Why couldn't Kotka climb the hill?
What did he do then?
What happened when the guys came running?
How did you fix the slide?
2. Retell.
AUTUMN.
In autumn the sky is cloudy and overcast with heavy clouds. The sun barely peeks out from behind the clouds. Cold, piercing winds are blowing. The trees and bushes are bare. Their green outfit flew around them. The grass turned yellow and withered. There are puddles and dirt all around.
1. Answer the questions:
What time of year is it now?
What is described in the story?
What is the sky like in autumn?
What is it tightening with?
What is said about the sun?
What happened to the grass in the fall?
And what else distinguishes autumn?
2. Retell.
HEN.
E. Charushin.
A hen and her chicks were walking around the yard. Suddenly it started to rain. The chicken quickly sat down on the ground, spread out all its feathers and cackled: “Kwoh-kwoh-kwoh-kwok!” This means: hide quickly. And all the chickens crawled under her wings and buried themselves in her warm feathers. Some are completely hidden, some have only their legs visible, some have their heads sticking out, and some only have their eyes peeking out.
But the two chickens did not listen to their mother and did not hide. They stand there, squeal and wonder: what is this thing dripping on their heads?
1. Answer the questions:
Where did the hen and her chicks go?
What's happened?
What did the chicken do?
How did the chickens hide under the chicken's wings?
Who didn't hide?
What did they do?
2. Retell.
MARTIN.
The mother swallow taught the chick to fly. The chick was very small. He flapped his weak wings ineptly and helplessly.
Unable to stay in the air, the chick fell to the ground and was seriously hurt. He lay motionless and squeaked pitifully.
The mother swallow was very alarmed. She circled over the chick, screamed loudly and did not know how to help him.
The girl picked up the chick and put it in a wooden box. And she put the box with the chick on a tree.
The swallow took care of her chick. She brought him food every day and fed him.
The chick began to recover quickly and was already chirping cheerfully and cheerfully flapping its strengthened wings.
The old red cat wanted to eat the chick. He quietly crept up, climbed the tree and was already at the very box.
But at this time the swallow flew off the branch and began to fly boldly in front of the cat’s very nose.
The cat rushed after her, but the swallow quickly dodged, and the cat missed and slammed to the ground with all its might. Soon the chick completely recovered and the swallow, with joyful chirping, took him to his native nest under the neighboring roof.
1. Answer the questions:
What misfortune happened to the chick?
When did the accident happen?
Why did it happen?
Who saved the chick?
What is the red cat up to?
How did the mother swallow protect her chick?
How did she take care of her chick?
How did this story end?
2. Retell.
BUTTERFLIES.
The weather was hot. Three butterflies were flying in a forest clearing. One was yellow, the other was brown with red spots, and the third butterfly was blue. Butterflies landed on a large beautiful daisy. Then two more colorful butterflies flew in and landed on the same daisy
It was cramped for the butterflies, but it was fun.
1. Answer the questions:
Who is the story about?
What is said first?
What were the butterflies like?
Where did the butterflies go?
What kind of chamomile was it?
How many more butterflies have arrived?
What were they like?
What does it say at the end?
2. Retell.
GRANDCHILDREN HELPED.
Grandmother Nyura's goat Nochka has disappeared. Grandma was very upset.
The grandchildren took pity on their grandmother and decided to help her.
The guys went into the forest to look for a goat. She heard the guys' voices and went towards them.
Grandma was very happy when she saw her goat.
1. Answer the questions:
Who is the story talking about?
Why was Grandma Nyura upset?
What was the goat's name?
What did the grandchildren decide to do? Why?
How was the goat found?
How did this story end?
2. Retell.
SHAME ON THE NIGHTINGALE.
V. Sukhomlinsky.
Olya and Lida, little girls, went into the forest. After a tiring journey, they sat down on the grass to rest and have lunch.
They took bread, butter, and eggs out of the bag. When the girls had already finished lunch, a nightingale began to sing not far from them. Enchanted by the beautiful song, Olya and Lida sat, afraid to move.
The nightingale stopped singing.
Olya collected the remains of her food and scraps of paper and threw them under a bush.
Lida wrapped the eggshells and bread crumbs in newspaper and put the bag in her bag.
Why do you take trash with you? - Olya said. -Throw it under the bush. After all, we are in the forest. Nobody will see.
“I’m ashamed... in front of the nightingale,” Lida answered quietly.
1. Answer the questions:
Who went to the forest?
Why did Olya and Lida go into the forest?
What did the girls hear in the forest?
What did Olya do with the garbage? And Lida?
Why is the story called “Ashamed Before the Nightingale?
Whose action do you like better? Why?
2. Retell.
FRIENDSHIP.
In the summer, a squirrel and a bunny were friends. The squirrel was red, and the bunny was gray. Every day they played together.
But then winter came. White snow fell. A red squirrel climbed into a hollow. And the bunny climbed under a spruce branch.
One day a squirrel crawled out of a hollow. She saw the bunny, but did not recognize him. The bunny was no longer gray, but white. The bunny also saw a squirrel. He didn't recognize her either. After all, he knew the red squirrel. And this squirrel was gray.
But in the summer they get to know each other again.
1. Answer the questions:
When did the squirrel and the bunny become friends?
What were they like in the summer?
Why didn't the squirrel and the bunny recognize each other in winter?
Where do the squirrel and the hare hide from the frost in winter?
Why do they recognize each other again in the summer?
2. Retell.
FABLE "TWO COMRADES".
L.N. Tolstoy.
Two comrades were walking through the forest, and a bear jumped on them. One ran, climbed a tree and hid, while the other stayed on the road. He had nothing to do - he fell to the ground and pretended to be dead.
The bear came up to him and began to sniff: he stopped breathing.
The bear sniffed his face, thought he was dead, and walked away.
When the bear left, he climbed down from the tree and laughed.
Well, he says, did the bear speak into your ear?
And he told me that bad people are those who run away from their comrades in danger.
1. Answer the questions:
Why is the fable called “Two Comrades”?
Where were the boys?
What happened to them?
What did the boys do?
How do you understand the expression “fell to the ground”?
How did the bear react?
Why did the bear think the boy was dead?
What does this fable teach?
What would you do in this situation?
Were the boys real comrades? Why?
2. Retell.
MURKA.
We have a cat. Her name is Murka. Murka is black, only the paws and tail are white. The fur is soft and fluffy. The tail is long, fluffy, Murka’s eyes are yellow, like lights.
Murka has five kittens. Three kittens are completely black, and two are mottled. All kittens are fluffy, like lumps. Murka and the kittens live in a basket. Their basket is very large. All kittens are comfortable and warm.
At night, Murka hunts mice, and the kittens sleep sweetly.
1. Answer the questions:
Why is the story called "Murka"?
What have you learned about Murka?
Tell us about the kittens.
What does the ending say?
2. Retell.
HOW THE BEAR SCARED HIMSELF.
N. Sladkov.
A bear entered the forest. A dry twig crunched under his heavy paw. The squirrel on the branch got scared and dropped the pine cone from its paws. A cone fell and hit the hare on the forehead. The hare jumped up and ran into the thick of the forest. He ran into forty and jumped out from under the bushes. They raised a cry throughout the forest. The moose heard it. The moose went through the forest to break the bushes.
Here the bear stopped and pricked up his ears: a squirrel was babbling, magpies were chirping, moose were breaking down bushes... “Isn’t it better to leave?” - thought the bear. He barked and gave chase.
So the bear scared itself.
1. Answer the questions:
Where did the bear go?
What crunched under his paw?
What did the squirrel do?
Who did the bump fall on?
What did the hare do?
Who did the magpie see? What did she do?
What did the moose decide? What did they do?
How did the bear behave?
What does the expression “gave a streak”, “barked” mean?
How does the story end?
Who scared the bear?
2. Retell.
FIRE DOGS.
L.N. Tolstoy.
It often happens that in cities during fires, children remain in houses and cannot be pulled out, because they hide and are silent from fear, and from the smoke they cannot be seen. Dogs in London are trained for this purpose. These dogs live with firefighters, and when a house catches fire, the firefighters send the dogs to pull the children out. One such dog saved twelve children, his name was Bob.
One time the house caught fire. When firefighters arrived at the house, a woman ran out to them. She cried and said that there was a two-year-old girl left in the house. The firefighters sent Bob. Bob ran up the stairs and disappeared into the smoke. Five minutes later he ran out of the house, carrying the girl by the shirt in his mouth. The mother rushed to her daughter and cried with joy that her daughter was alive.
The firefighters petted the dog and examined it to see if it was burned; but Bob was eager to get into the house. The firefighters thought there was still something alive in the house and let him in. The dog ran into the house and soon ran out with something in its teeth. When the people looked at what she brought out, they all burst out laughing: she was carrying a large doll.
1. Answer the questions:
What happened one time?
Where did this happen, in what city?
Who did the firefighters bring to the house?
What do dogs do in a fire? What are their names?
Who ran out to the firefighters when they arrived?
What did the woman do, what did she talk about?
How did Bob carry the girl?
What did the girl's mother do?
What did the firefighters do after the dog carried the girl out?
Where was Bob going?
What did the firefighters think?
When the people considered what she had endured, what did they do?
2. Retell.
BONE.
L.N. Tolstoy
The mother bought plums and wanted to give them to the children after lunch. They were on the plate. Vanya never ate plums and kept smelling them. And he really liked them. I really wanted to eat it. He kept walking past the plums. When there was no one in the upper room, he could not resist, grabbed one plum and ate it.
Before dinner, the mother counted the plums and saw that one was missing. She told her father.
At dinner my father says:
- Well, children, didn’t anyone eat one plum?
Everyone said:
Vanya blushed like a lobster and said too:
- No, I didn’t eat.
Then the father said:
“What any of you ate is not good; but that’s not the problem. The trouble is that plums have seeds, and if someone doesn’t know how to eat them and swallows a seed, he will die within a day. I'm afraid of this.
Vanya turned pale and said:
- No, I threw the bone out the window.
And everyone laughed, and Vanya began to cry.
1. Answer the questions:
What was the name of the main character?
What did the mother buy for the children?
Why did Vanya eat the plum?
When did your mother discover it was missing?
What did the father ask the children?
Why did he say it was possible to die?
Why did Vanya immediately admit that he ate the plum?
Why did the boy cry?
Did Vanya do the right thing?
Do you feel sorry for the boy or not?
What would you do in his place?
2. Retell.
