Storytelling stories for preschoolers. Teaching children a story from a picture and a series of plot pictures

Retelling the text using plot pictures for children 6-7 years old. How to teach a child to retell a text, how to compose a text based on basic plot pictures for children. How to teach a child of 5-6 years old to retell the text according to plot pictures.

Plot pictures for compiling stories for children 6-7 years old "Rich Harvest"

1. Reading the story "A rich harvest!.

A bountiful harvest.

Once upon a time there were hard-working goslings Vanya and Kostya. Vanya was very fond of working in the garden, and Kostya - in the garden. Vanya decided to grow a crop of pears and grapes, and Kostya - a crop of peas and cucumbers. Vegetables and fruits have grown well. But then insatiable caterpillars began to eat Kostin's harvest, and noisy jackdaws got into the habit of Vanya in the garden and began to peck at pears and grapes. The goslings were not at a loss and began to fight pests. Kostya called the birds for help, and Vanya decided to make a scarecrow. At the end of summer, Kostya and Vanya gathered a rich harvest of fruits and vegetables. Now no winter was terrible for them.

2. Conversation.

- Who is this story about?
- Where did Vanya like to work? How can it be called?
- Where did Kostya like to work? How can it be called?
— What did Vanya grow in the garden?
- And what about Kostya's garden?
- Who interfered with Vanya? Who is Costa?
- What can you call caterpillars and jackdaws?
Who helped Vanya get rid of the caterpillars?
— And what did Kostya do to scare away the jackdaws?
- What did the industrious goslings rejoice at at the end of summer?
3. Retelling the story.

Retelling the story "Swans" using plot pictures

1. Reading the story.

Swans.
Grandfather stopped digging, tilted his head to the side and listened to something. Tanya asked in a whisper:
— What is there?
And grandfather replied:
Do you hear the swans trumpeting?
Tanya looked at her grandfather, then at the sky, then again at her grandfather, smiled and asked:
“Well, do swans have a trumpet?”
Grandpa laughed and replied:
What pipe is there? They just scream so long, so they say they trumpet. Well, do you hear?
Tanya listened. And indeed, somewhere high up, drawn-out distant voices were heard, and then she saw the swans and shouted:
- See see! They fly with a rope. Maybe they'll sit somewhere?
“No, they won’t sit down,” grandfather said thoughtfully. They fly to warmer climes.
And the swans flew farther and farther.

- Who is this story about?
What did grandfather listen to?
- Why did Tanya smile at the words of her grandfather?
What does "swans trumpet" mean?
Who did Tanya see in the sky?
What did Tanya really want?
What did her grandfather say to her?
3. Retelling the story.

Compilation of the story “How the sun found the shoes” based on a series of plot pictures

- Where did the boy Kolya walk?
- What was there a lot around the house?
Why is Kolya wearing only one shoe?
- What did Kolya do when he noticed that he did not have a shoe?
Do you think he found it?
Who did Kolya tell about his loss?
- Who began to look for shoes after Kolya?
What about after grandma?
Where could Kolya have lost his shoe?
Why did the sun find the shoe and everyone else didn't?
Is it necessary to do what Kolya did?
2. Drawing up a story based on a series of plot pictures.
How the sun found shoes.
Once Kolya went out into the yard for a walk. There were many puddles in the yard. Kolya really liked to wander through the puddles in his new boots. And then the boy noticed that he did not have a shoe on one leg.
Kolya began to look for shoes. Searched and searched, but never found. He came home and told everything to his grandmother and mother. Grandma went into the yard. She looked, she looked for shoes, but she did not find. My mother followed my grandmother into the yard. But she couldn't find the shoes either.
After lunch, a bright sun peeked out from behind the clouds, drained the puddles and found a shoe.
3. Retelling the story.

General slide. Storyline retelling

1. Conversation on the plot picture
How did you guess that it was winter?
- Where are the children gathered?
- Think about who built the hill?
- And which of the children just came to the hill?
- Pay attention to the boys. Why do you think they argued?
- Look at Natasha. What does she say to the boys?
How did this story end?
- Give a name to the plot picture
2. Sample story.
General slide.
Winter came. White, fluffy, silvery snow fell. Natasha, Ira and Yura decided to build a hill out of snow. But Vova did not help them. He was sick. A good slide came out! High! Not a hill, but a whole mountain! The guys took the sled and had fun riding down the hill. Vova came three days later. He also wanted to go down the hill on a sled. But Yura shouted:
- Do not dare! This is not your hill! You didn't build it!
And Natasha smiled and said:
- Ride, Vova! This is a common hill.
3. Retelling the story.

Drawing up the story "Family Dinner" according to plot pictures

1. Conversation on a series of plot pictures.
What time of day do you think is depicted in the plot pictures?
- Why do you think so?
- Where did Sasha and Masha come home from?
Where did mom and dad come from?
What is the name of the evening meal in the family?
- What did mom do? What for?
What kind of work does Sasha do?
- What can be cooked from potatoes?
- What is Anya doing?
- What will she do?
— Whom did you not see in the kitchen at work?
What job did dad do?
When everything was ready, what did the family do?
How can we finish our story?
What do you think the parents and children will do after dinner?
What can we call our story?
2. Compilation of a story.
Family dinner.
In the evening the whole family gathered at home. Mom and dad are back from work. Sasha and Natasha came from school. They decided to cook a family dinner together.
Sasha peeled potatoes for mashed potatoes. Natasha washed the cucumbers and tomatoes for the salad. Mom went into the kitchen, put the kettle on the stove and began to make tea. Dad took the vacuum cleaner and cleaned the carpet.
When dinner was ready, the family sat down at the table. Everyone was happy to see each other at a family dinner.
3. Retelling the story.

Compilation of the story "New Year's on the threshold" according to plot pictures

1. Conversation on a series of plot pictures.
What holiday is coming up?
- How can you prove it?
- What are the guys doing?
- What kind of Christmas tree decorations will they get?
What do children use to make Christmas decorations?
Are they happy to work or not?
What kind of jewelry did they get?
Where did they hang their toys?
- How did the children spend the holiday?
What were they wearing?
What surprise awaited them at the end of the holiday?
2. Compilation of a story.
New Year's Eve is on the doorstep.
The favorite children's holiday - New Year's Eve - was approaching. And the Christmas tree stood in the corner and was sad. Olya looked at the Christmas tree and suggested:
- Let's decorate it not only with balloons, but also make toys ourselves!
The guys agreed. Each of them armed with scissors, paints and colored paper. They worked with pleasure. Soon bright, colorful decorations were ready. The children proudly hung their work on the Christmas tree. The tree sparkled and shone.
The holiday has come. The guys put on masquerade costumes and went to the Christmas tree. They sang, danced and danced. Well, of course, Grandfather Frost came to the guys with long-awaited gifts.
3. Retelling the story.

Retelling of the story "How We Communicate", compiled according to the reference plot pictures

1. Conversation.
How do we communicate with each other if we are nearby?
- And if a person is not around, then what do we do?
- What can be attributed to the means of communication?
What can be mailed?
How was the mail delivered before?
How did the telegraph work?
How long does it take now to send a message?
What do people use for this?
- And how does the postal service deliver letters and greeting cards to us?
Why do people write letters and greeting cards to each other?
2. Compilation of a story.
How do we communicate?
When we talk, we communicate with each other. But sometimes a loved one is far away. Then the phone and mail come to the rescue. By dialing the desired phone number, we will hear a familiar voice. And if you need to send a letter or a greeting card, you can go to the post office.
In the past, mail was delivered by horse. Then the Morse telegraph appeared, and messages began to be transmitted over wires using electric current. Bell engineer improved the Morse apparatus and invented the telephone.
Nowadays, messages with text and plot pictures can be transmitted very quickly. To do this, people use a cell phone and a computer. But even now people continue to write letters to each other, send greeting cards and telegrams by mail. Mail is delivered by road, rail or air.
3. Retelling the story.

Drawing up a story based on the plot picture "In a living corner."

1. Conversation.
- Who do you see in the plot picture?
- Name the plants that are in a living corner.
— Do children like to work in a living corner? Why?
- Who is working in a living corner today?
- What are Katya and Olya doing?
What are ficus leaves?
Why does Dasha like to take care of the fish? What are they?
- What should be done if a hamster lives in a living corner? What is he?
- What birds live in a living corner?
Where is the parrot cage? What parrots?
How do the guys do their job?
Why do they like taking care of animals and plants?
2. Compilation of a story based on a plot picture
In a living area.
There are many plants and animals in the living area. Children love to watch and care for them. Every morning, when the children come to the kindergarten, they go to the living corner.
Today, Katya, Olya, Dasha, Vanya and Natalya Valeryevna are working in a living corner. Katya and Olya take care of the ficus: Katya wipes its large shiny leaves with a damp cloth, and Olya waters the plant. Dasha likes fish: they are very bright and enjoy eating the food that she pours into the aquarium. Vanya decided to take care of the hamster: he cleans his cage, and then he will change the water. Natalya Valerievna feeds the colorful parrots. Their cage hangs high and the guys can't reach it. Everyone is very focused and trying to do their job well.
3. Retelling the story.

Drawing up the story "The Hare and the Carrot" based on a series of plot pictures.

1. Conversation on a series of plot pictures.
What time of the year is depicted in the plot picture?
— What can you say about the weather?
- What is the cost of a snowman?
Who ran past the snowman?
What did he notice?
What did the bunny decide to do?
Why couldn't he get a carrot?
What did he think then?
Did the ladder help him get to the carrot? Why?
— How has the weather changed compared to the first plot picture?
- What can you say about the mood of the bunny in the second plot picture?
What's going on with the snowman?
- How does the sun shine in the third plot picture?
What does a snowman look like?
What is the mood of the bunny? Why?
2. Compilation of a story.
Hare and carrot.
Spring has come. But the sun rarely peeked out from behind the clouds. The snowman that the children made in the winter stood and did not even think of melting.
Once a bunny ran past a snowman. He noticed that instead of a nose, the snowman had a delicious carrot. He began to bounce, but the snowman was tall, and the bunny was small, and he could not get the carrot in any way.
The hare remembered that he had a ladder. He ran into the house and brought a ladder. But even she did not help get him a carrot. The bunny became sad and sat down near the snowman.
A warm spring sun peeked out from behind the clouds. The snowman slowly began to melt. Soon the carrot was in the snow. The joyful bunny ate it with pleasure.
3. Retelling the story.

Plot pictures for compiling stories for children 6-7 years old: the fairy tale "Spikelet"

1. Reading a fairy tale.
2. Conversation.
- Who is this story about?
What did the mice do all day long?
- How can you call mice, what are they? And the cockerel?
What did the cockerel find?
What did the mice suggest doing?
- Who threshed the spikelet?
- What did the mice offer to do with the grain? Who did it?
What other work did the cockerel do?
- And what were Krut and Vert doing at that time?
- Who was the first to sit down at the table when the pies were ready?
- Why did the voice of the mice become quieter after each question of the cockerel?
- Why didn’t the cockerel take pity on the mice when they left the table?
3. Retelling a fairy tale.

Compilation of the story “Where did the bread come from” based on a series of plot pictures

1. Conversation.
- What time of the year is shown in the first plot picture?
Where does the tractor work? What is the name of the profession of a person who works on a tractor?
What kind of work does a tractor do?
— What is the name of the technique that you see in the third plot picture? What job does the seeder do?
What job does an airplane do? Why fertilize the field?
When does wheat ripen?
What is used to harvest wheat? What is the name of the profession of a person who works on a combine?
- What is the bread made of?
What needs to be done with wheat grains to make flour?
- Where do they bake rolls, loaves? Who bakes them?
- Where is the bread then taken?
How should you treat bread? Why?
2. Compilation of a story.
Where did the bread come from.
Spring has come. The snow melted. Tractor drivers went to the field to plow and loosen the earth for future grain. Grain growers poured grain into seeders and began to scatter across the field. And then a plane took off into the sky to fertilize the wheat field. Fertilizer will fall into the ground, and the wheat will grow and ripen. By the end of summer, the wheat field will be eared. Combiners will go into the field. Harvesters will float across the wheat field, as if over a blue sea. The threshed grain is ground into flour. In the bakery, warm, fragrant, delicious bread will be baked from it and taken to the store.
3. Retelling the story.

Plot pictures for compiling stories for children 6-7 years old: Home Alone

1. Conversation.
- Who do you see in the plot pictures?
What toys do you see in the plot picture?
What child likes to play with a bear? Who's with the cars?
What is your mother's mood like? Why is she unhappy?
- When could this happen?
Where do you think mom went?
Who stayed at home alone? What did the children promise their mother?
What did Katya do? And Vova?
- And whose beads are scattered on the floor?
- Do you think your mother allowed you to take beads?
- Who took them?
Why were the beads broken?
How did the children feel when their mother returned?
2. Compilation of a story.
Home alone.
Mom went shopping. And Katya and Vova were left at home alone. They promised their mother that everything would be fine. Katya took her favorite bear and began to tell him a story, and Vova played with cars.
But suddenly Katya saw her mother's beads. She really wanted to wear them. She took the beads and began to try them on. But Vova said that mother did not allow Katya to touch them. Katya did not listen to Vova. Then Vova began to remove the beads from Katya's neck. But Katya did not allow them to be removed.
Suddenly the thread broke, and the beads scattered on the floor. At this time, my mother returned from the store. Vova, frightened, hid under the covers, and Katya stood and looked guiltily at her mother. The children were very ashamed that they did not fulfill their promise.
3. Retelling the story.

Plot pictures for compiling stories for children 6-7 years old: about border guards

1. Conversation.
- Who do you see in the first plot picture?
- Where are they going?
What did the border guard notice?
Who did he show the footprints to?
- Who did the traces lead to?
- What is in the hands of the offender?
- Consider the second plot picture. What can you say about Trezor? Why is he so evil?
What did the intruder do when Trezor attacked him?
- How can you call the border guard and Trezor, what are they?
- If all the defenders are like that, then what will our Motherland be like?
2. Compilation of a story.
The border of the Motherland is locked.
Border guards guard the border of our Motherland. Once, a soldier Vasily and his faithful friend, the dog Trezor, went out on patrol. Suddenly, the border guard noticed fresh footprints. He showed them to Trezor. Trezor immediately followed in the footsteps.
Soon the border guard and Trezor saw the intruder. He was armed, and when he saw the border guard and Trezor, he pointed a gun at them. Trezor all tensed up and attacked the criminal. He grabbed the intruder by the hand, and he dropped the gun in fright. Faithful friends arrested the violator.
Let everyone know that the border of our Motherland is locked.
3. Retelling the story.

Parents often say that they do not understand painting, that they themselves can only say two words about the picture: like it or not, beautiful or not beautiful.

But it's not as difficult as you think!

Of course, before conducting such an activity with a child, parents need to prepare. You need to find a suitable picture to compose a story.

The image in the picture should be clear to the baby, evoke some emotions, or memories from personal experience or from works of art known to him.

When selecting pictures for a story, use the following rules:

· It is desirable that the picture be drawn by great artists in the style of genre painting, so that the child joins the time-tested art from an early age.

· You can also use paintings by contemporary artists, as well as illustrators who draw pictures for children.

The action depicted in the picture should be understandable to a modern child. If the events in the picture are incomprehensible to the child, even if you tell him what is happening or may happen to the characters in the picture, it is better not to use such a picture for a story.

The picture shows children.

The painting depicts animals.

The picture depicts children and animals.

And so you picked up a picture, for example, "Morning in a Pine Forest" by I. Shishkin.

The adult invites the child to look at the picture. No need to say or explain anything in the first 2-3 minutes while the baby is looking at the picture. After the child has shifted his gaze from the picture to other objects, you can begin to ask him questions. (Approximate answers are given in parentheses.)

Questions.

1. Did you like the picture? (Yes)

2. Where does the action in the picture take place? (in the forest)

3. What trees grow in this forest? (pines)

4. If only pines grow in the forest, what is the name of such a forest? (pine)

5. What season is shown in the picture? (summer)

6. Why did you understand that it's summer? (bright green grass is visible, bears sleep in a den in winter and do not walk in the forest)

7. What time of day is shown in the picture? (morning)

8. Why did you understand that it was morning? (The sun has not yet risen high in the sky, so the forest is not completely illuminated by bright sunlight. The sun falls only on the high tops of the pines.)

9. Why do you think the tall pine fell and broke into two parts? (Apparently, there was a thunderstorm with thunder and lightning. And one lightning hit the tree directly, so the pine tree fell and broke into two parts.)

10. Who is depicted in the picture? (the Bears)

11. How many bears are in the picture? (4 bears)

12. Are all four bears the same? (Not.)

13. Do you think the big bear is a mother bear or a father bear? (mother bear)

14. Who are the other three bears? (These are bear cubs)

15. What do the cubs do? (Two cubs climbed a fallen tree and want to ride it like a hill, and the third one has not climbed yet, but also wants to join them.)

16. What does mother bear do? (She scolds the cubs.)

17. Why does mother bear scold cubs? (He worries about them. He is afraid that the cubs are still very clumsy, that they will fall from a fallen tree and get injured.)

18. How did you understand that mother bear scolds cubs? (The bear looks at the cubs that climbed the fallen tree, her mouth is open and her teeth are visible. It is felt that she does not like the behavior of the cubs, she is angry. And the cubs that climbed the fallen tree look at the mother bear.)

19. Do you think the cubs obeyed their mother and climbed down from the fallen tree? (No)

20. Do you think mother bear will punish cubs for disobedience? (Yes)

21. How can a mother bear punish cubs? (slaps them on the bum)

22. Do you always obey your mother? (Child's answer from personal experience)

Olga Viktorovna Chistyakova

Making up a story from a picture

Dear teachers and parents!

The proposed manual will help you in the classes on the development of the speech of your children.

From how developed the speech of the child, directly depends on his success not only in acquiring literacy, but also in learning in general. Speech development is an indicator of both the level of intelligence and the level of culture. Unfortunately, the oral speech of younger students is often poor and monotonous, limited by a very meager vocabulary, so the creation of even a small written text causes serious difficulties for children.

As a rule, the text created by the student consists of short and similar sentences. The logical sequence is often violated in it, the boundaries of sentences are incorrectly defined, the same words are unreasonably repeated. The task of parents and teachers is to constantly develop the oral and written speech of children. To teach a child to compose a coherent story, to write essays means to teach them to correctly, consistently and beautifully express their thoughts.

Speech development work is very time-consuming, requiring a lot of time. It is easiest and most effective to start learning using visual material. In our manual you will find a colored tab with pictures, according to which classes with younger students were developed.

Those caring parents who are concerned about the problem of developing literate speech in their children will find all the necessary recommendations in this book.

The manual briefly outlines the main theoretical issues: types of texts, types of essays on the picture, the methodology for working on them.

The practical part contains preparatory exercises and essay plans, key words and phrases (the so-called speech blanks), as well as sample essays based on the proposed pictures.

The manual considers only descriptive texts and narrative texts. Do not forget that in primary school work is mainly aimed at creating mixed texts (narrative texts with elements of description or elements of reasoning). Here are the following types of essays in the picture:

1) essay-description of a separate subject;

2) an essay-description of a natural phenomenon;

3) an essay-description based on a series of plot pictures;

4) essay-narration based on a plot picture;

5) essay-narrative based on a series of plot pictures.

At first, you can limit yourself to an oral story from a picture,

and then move on to writing the text. Classes should not be held on a case-by-case basis. Only systematic training will give a positive result.

We wish you success!

Text are two or more sentences related in meaning. The text is devoted to a certain topic and has a main idea.

Topic text - what the text says.

The basic idea text - what the author wants to convince the reader.

Each text has a title - title. To title the text, it is necessary to briefly name its topic or main idea.

Usually the text consists of three parts.

1. Introduction.

2. The main part.

3. Conclusion.

Each part of the text is written from the red line.

There are three types of texts: description, narrative, reasoning.

Description- a text that describes objects, people, animals, plants or natural phenomena. The purpose of the description is to give the most complete, accurate information about the subject.

To the text-description it is possible to put questions what? which? which?

The descriptive text is full of adjectives, comparisons, figurative expressions.

Descriptive text plan.

1. Introduction (subject of description).

2. The main part (characteristic features of the subject).

3. Conclusion (assessment).

Narration- a text that tells about an event or event.

To the text-narrative, you can put the question what does it do?

Narrative text uses verbs.

Narrative text plan.

1. Introduction (starting action).

2. Main part (development of action).

3. Conclusion (denouement).

Narrative text is the most accessible type of composition for a child.

reasoning- a text that talks about the causes of phenomena or events.

To the text-reasoning, you can ask the question why?

The reasoning text uses words that indicate the connection of thoughts: firstly, secondly, thirdly, because, therefore, consequently, finally, so etc.

The plan of the text-reasoning.

1. Introduction (thesis).

2. Main part (evidence).

3. Conclusion (conclusion).

METHODOLOGY OF WORKING ON A STORY BY PICTURE

Story by picture- this is a presentation of one's thoughts, feelings according to an illustration, a drawing in a book.

This type of work not only develops the child's oral and written speech, but also forms his ability to delve into the meaning and content of the picture and control that fiction does not contradict reality, and also enriches the student's vocabulary.

When working on an essay on a picture, you can follow a certain procedure.

1. Create an emotional mood for the lesson, interest the child in this type of work.

2. Give the child the opportunity to carefully examine the picture (if this is a series of plot pictures and their sequence is broken, then ask him to restore the order of the pictures).

3. Answer the child's questions, if any, and then ask your own: on the content of the picture, identifying the theme and main idea, mood and feelings associated with the perception of the picture.

4. Discuss possible heading options together and choose the best one.

5. Make a plan for a future essay.

To make a plan essay means to title each part of it. Remember that the title should reflect the theme or main idea of ​​each section. When working on a series of plot pictures, making a plan means giving each picture a title.

6. Do lexical work: select synonyms, comparisons, figurative expressions, determine the exact meaning of words, etc.

7. Ask the child to tell the resulting text according to the plan, using key words and phrases.

In a friendly tone, point out shortcomings and factual errors, and correct them together.

8. Give your child time to write their own essay. (At this time, an adult can also try his hand at writing an essay).

If a child has questions about writing any words or punctuation marks during work, do not ask to remember the rule, say the correct answer, do not distract him from the creative process.

It is important that the child does not feel fear of corrections, so show how to carefully cross out a misspelled word or letter.

Have your child check their work first. Put a spelling dictionary in front of him and teach him how to use it. Then check your essay yourself. Never use a red pen! Take a green pen and mark in the margins with the signs "+" or "!" what the child did (a well-chosen comparison, a correctly composed sentence, etc.). First, praise him for the good moments in his work, and then correctly tell him where there are mistakes, find them together and correct them.

Read your essay or a sample essay from this book to your child. Give him the opportunity to check your work, find advantages and disadvantages in it (you can use your own work evaluation system, for example, draw a funny or upset face).

10. At the end of the lesson, thank each other for the pleasant moments of communication, share your feelings and impressions, and agree on the next lesson.

And a few more tips.

Never throw away children's writing! Collect them in a separate folder, organize a home exhibition of the best works of the child, ask your grandmother, classmate and other close people to read the essay.

When choosing a drawing for a lesson, keep in mind that a narrative essay based on a series of story pictures is the simplest form of writing.

Essay-narration based on a plot picture is more difficult than the previous one. Here the child must be able to use his knowledge, his life experience to create a plot in his imagination.

Description writing is the most difficult form of writing.

ESSAY-DESCRIPTION OF A INDIVIDUAL SUBJECT

I. Preparatory work.

1. Answer the questions.

What vegetable is shown in the picture?

What shape is this vegetable?

What is the size, color, flavor of the tomato?

Does this vegetable have a smell?

What are your favorite dishes with tomatoes?

A series of plot pictures intended for independent compilation of stories by children.

Balloon.

An adult asks the child to arrange the plot pictures in a logical sequence, answer the questions with a full answer and compose a story on their own.

1. Answer the questions:
Who and where lost the balloon?
Who found the ball on the field?
What was the mouse and what was his name?
What did the mouse do on the field?
What did the mouse do with the ball?
How did the ball game end?

2. Compose a story.

Sample story "Balloon".

The girls were tearing cornflowers in the field and lost the balloon. Little mouse Mitka ran across the field. He was looking for sweet grains of oats, but instead he found a balloon in the grass. Mitka began to inflate the balloon. He blew and blew, and the ball got bigger and bigger until it turned into a huge red ball. A breeze blew, picked up Mitka with the balloon and carried him over the field.

Caterpillar house.

1. Answer the questions:
Who are we going to write about?
Tell me, what was the caterpillar and what was its name?
What did the caterpillar do in the summer?
Where did the caterpillar once crawl? What did you see there?
What did the caterpillar do to the apple?
Why did the caterpillar decide to stay in the apple?
What did the caterpillar make in her new home?
2. Compose a story.

Sample story "House for the caterpillar."

The story is not read to the child, but can be used as an aid in case of difficulties in compiling a children's, author's story.

Lived - lived a young, green caterpillar. Her name was Nastya. She lived well in the summer: she climbed trees, ate leaves, basked in the sun. But the caterpillar did not have a house and she dreamed of finding it. Once a caterpillar crawled up an apple tree. I saw a big red apple and started to nibble it. The apple was so tasty that the caterpillar did not notice how it gnawed right through it. The caterpillar Nastya decided to stay in the apple. She felt warm and comfortable there. Soon the caterpillar made a window and a door in its dwelling. Got a wonderful house

New Year's preparations.

An adult asks the child to arrange the plot pictures in a logical sequence, answer the questions with a complete answer and compose a story on their own.

1. Answer the questions:
What holiday was coming up?
Who do you think bought the tree and put it in the room?
Tell me what the tree was like.
Who came to decorate the Christmas tree? Think of names for the children.
How did the children decorate the Christmas tree?
Why was the ladder brought into the room?
What did the girl eat on top of her head?
Where did the children put the toy Santa Claus?
2. Compose a story.

Sample story "New Year's preparations."

The story is not read to the child, but can be used as an aid in case of difficulties in compiling a children's, author's story.

New Year's Eve was approaching. Dad bought a tall, fluffy, green Christmas tree and put it in the hall. Pavel and Lena decided to decorate the Christmas tree. Pavel took out a box with Christmas decorations. Children hung flags and colorful toys on the Christmas tree. Lena could not reach the top of the spruce and asked Pavel to bring a ladder. When Pavel installed a ladder near the spruce, Lena attached a golden star to the top of the spruce. While Lena was admiring the decorated Christmas tree, Pavel ran to the pantry and brought a box with a toy Santa Claus. The children put Santa Claus under the Christmas tree and ran away from the hall satisfied. Today, parents will take their children to the store to choose new costumes for the New Year's carnival.

Bad walk.

An adult asks the child to arrange the plot pictures in a logical sequence, answer the questions with a complete answer and compose a story on their own.

1. Answer the questions:
Name who you see in the picture. Come up with a name for the boy and a nickname for the dog.
Where the boy walked with his dog
What did the dog see and where did it run?
Who flew out of a bright flower?
What was the little bee doing in the flower?
Why did the bee bite the dog?
What happened to the dog after the bee sting?
Tell me how the boy helped his dog?
2. Compose a story.

Sample story "Unsuccessful walk".

The story is not read to the child, but can be used as an aid in case of difficulties in compiling a children's, author's story.

Stas and the dog Soyka were walking along the alley of the park. Jay saw a bright flower and ran to smell it. The dog touched the flower with its nose and it swayed. A small bee flew out of the flower. She collected sweet nectar. The bee got angry and bit the dog on the nose. The dog's nose was swollen, tears flowed from his eyes. Jay lowered her tail. Stas was worried. He took a band-aid out of his bag and stuck it over the dog's nose. The pain subsided. The dog licked Stas on the cheek and wagged its tail. Friends hurried home.

Like a mouse painting a fence.

An adult asks the child to arrange the plot pictures in a logical sequence, answer the questions with a complete answer and compose a story on their own.

1. Answer the questions:
Come up with a nickname for the mouse that you will talk about in the story.
What did the little mouse decide to do on the day off?
What did the mouse buy in the store?
Tell me what color was the paint in the buckets
What paint did the mouse paint the fence with?
With what color paints did the mouse draw flowers and leaves on the fence?
Think of a sequel to this story.
2. Compose a story.

A sample of the story "How the mouse painted the fence."

The story is not read to the child, but can be used as an aid in case of difficulties in compiling a children's, author's story.

On the day off, the little mouse Proshka decided to paint the fence near his house. In the morning Proshka went to the store and bought three buckets of paint from the store. I opened it and saw: in one bucket - red paint, in the other - orange, and in the third bucket - green paint. Mouse Prosha took a brush and began to paint the fence with orange paint. When the fence was painted, the mouse dipped a brush in red paint and painted flowers. Prosha painted leaves with green paint. When the work was done, friends came to visit the mouse to look at the new fence.

Duckling and chicken.

An adult asks the child to arrange the plot pictures in a logical sequence, answer the questions with a complete answer and compose a story on their own.

1. Answer the questions:
Come up with nicknames for the duckling and the chicken.
What time of year is shown in the pictures?
Where do you think the duckling and the chicken went?
Tell how friends crossed the river:
Why didn't the chicken go into the water?
How did the duckling help the chick swim to the other side?
How did this story end?
2. Compose a story.

Sample story "Duckling and chicken."

The story is not read to the child, but can be used as an aid in case of difficulties in compiling a children's, author's story.

On a summer day, the duckling Kuzya and the chicken Tsypa went to visit the turkey. The turkey lived with a turkey dad and a turkey mom on the other side of the river. Duckling Kuzya and chicken Tsypa came to the river. Kuzya plopped down into the water and swam. The chick did not go into the water. Chickens can't swim. Then the duckling Kuzya grabbed a green leaf of a water lily and put Chick on it. The chicken floated on a leaf, and the duckling pushed him from behind. Soon friends crossed to the other side and met with a turkey.

Successful fishing.

An adult asks the child to arrange the plot pictures in a logical sequence, answer the questions with a complete answer and compose a story on their own.

1. Answer the questions:
Who went fishing one summer? Come up with nicknames for the cat and dog.
What did your friends take with them?
Where did the friends settle down to fish?
What do you think the cat started screaming when he saw that the float went under the water?
Where did the cat throw the caught fish?
Why did the cat decide to steal the fish that the dog caught?
Tell me how the dog managed to catch the second fish.
Do you think the cat and the dog still go fishing together?
2. Compose a story.

Sample story "Successful fishing."

The story is not read to the child, but can be used as an aid in case of difficulties in compiling a children's, author's story.

One summer, Timothy the Cat and Polkan the dog went fishing. The cat took a bucket, and the dog took a fishing rod. They sat down on the bank of the river and began to fish. The float went under the water. Timofey began to shout loudly: "Fish, fish, pull, pull." Polkan pulled out the fish, and the cat threw it into the bucket. The dog threw the bait into the water a second time, but this time he caught an old boot. Seeing the boot, Timothy decided not to share the fish with Polkan. The cat quickly picked up the bucket and ran home for dinner. And Polkan poured water out of his boot, and there was another fish. Since then, the dog and the cat have not gone fishing together.

Resourceful mouse.

An adult asks the child to arrange the plot pictures in a logical sequence, answer the questions with a complete answer and compose a story on their own.

1. Answer the questions:
Come up with a name for the girl, nicknames for a cat, a mouse.
Tell me who lived in the girl's house.
What did the girl pour into the cat's bowl?
What did the cat do?
Where did the mouse run out and what did he see in the cat's bowl?
What did the little mouse do to drink milk?
What surprised the cat when she woke up?
Think of a continuation of this story.
2. Compose a story.

Sample story "Resourceful little mouse."

The story is not read to the child, but can be used as an aid in case of difficulties in compiling a children's, author's story.

Natasha poured milk into a bowl for the cat Cherry. The cat drank a little milk, put her ears on the pillow and fell asleep. At this time, the little mouse Tishka ran out from behind the closet. He looked around and saw milk in the cat's bowl. The mouse wanted milk. He climbed onto a chair and pulled a long macaroni out of the box. The little mouse Tishka quietly crept up to the bowl, put the macaroni in milk and drank it. Cherry the cat heard a noise, jumped up and saw an empty bowl. The cat was surprised, and the mouse ran back behind the closet.

How a crow grew peas.

An adult asks the child to arrange the plot pictures in a logical sequence, answer the questions with a complete answer and compose a story on their own.

1. Answer the questions:
What time of year do you think the cockerel walked across the field?
What did the cockerel bring home?
Who noticed the rooster?
What did the crow do to eat the peas?
Why didn't the crow eat all the peas?
How did the bird sow pea seeds in the ground?
What appeared from the earth after the rain?
When did pea pods appear on plants?
Why was the crow happy?
2. Compose a story.

A sample of the story "How a crow grew peas."

The story is not read to the child, but can be used as an aid in case of difficulties in compiling a children's, author's story.

In early spring, a cockerel walked across the field and carried a heavy sack of peas over his shoulders.

The cockerel noticed the raven. She jabbed her beak at the sack and tore off the patch. Peas fell out of the bag. The crow began to feast on sweet peas, and when she had eaten, she decided to grow her crop. With its paws, the bird trampled several peas into the ground. Rain is coming. Very soon, young shoots of peas appeared from the ground. In the middle of summer, tight pods with large peas inside appeared on the branches. The crow looked at her plants and rejoiced at the rich harvest of peas that she managed to grow.