Spelling is important to the rules of the writing person. Methods and techniques for studying basic spelling rules

The formation of literate writing skills in schoolchildren is based on the assimilation of grammatical theory and spelling rules.

Spelling rules govern the spelling of not one word, but a whole group of words united by something in common. Thus, they relieve writers of the need to remember the image of each word (which would be simply impossible) and create the opportunity, guided by the rule, to write a whole group of words in accordance with the norms established by society.

Spelling rules unify the spelling of words united primarily on the basis of grammatical commonality. This facilitates written communication and emphasizes the social significance of spelling rules.

The rule is understood as indications of norms of a generalized nature, relating to a number of homogeneous linguistic facts. The main purpose of the rule is to generalize homogeneous orthograms.

By its very nature, the assimilation of spelling rules is impossible without a certain level of proficiency in grammatical, phonetic, word-formation material. Grammar theory is the foundation of the spelling rule.

Therefore, in the primary grades, such an order for studying spelling rules is adopted, according to which the rule is included in the grammatical or word-building topic as its integral part. So, the rules governing the spelling of the root, prefix and suffix are studied in the section "Word Composition" in connection with the assimilation of a particular morpheme. The rules that determine the spelling of the endings of parts of speech are respectively included in the topics "Noun", "Adjective", "Verb". This arrangement of the material provides an interconnected study, grammar and spelling.

The spelling rule directly follows the study of the elements of grammatical theory. For example, the change of adjective names by gender (Grade II) is being studied and, in connection with this, the skill of spelling the generic endings of this part of speech is being formed. Similarly, the study of adjectival changes in numbers creates the basis for organizing special work on the spelling of plural endings in the next lesson.

This approach is typical for the study of all spelling material in elementary grades.

The method of studying the spelling rule depends on its specifics. The question of the classification of spelling rules has not found a uniform solution at the present time. As N. S. Rozhdestvensky notes, “for the first time, the question of the typology of rules in the Soviet methodology was raised by E. S. Istrina, who bases their grouping on a sign of greater or lesser certainty of the instructions contained in the rule:

1) an exact indication of the spelling,

2) an indication of an auxiliary technique,

3) a hint at the need for analysis.

However, this grouping of rules has not received wide recognition in the methodology, since the indicators by which the classification is carried out are not clear (especially the third group).

Psychologist D.N. Bogoyavlensky distinguishes three groups of rules: single-variant, two-variant and recommendation rules.

Single variant rules suggest for the same phonetic or grammatical situation one specific spelling. For example, this is the spelling of vowels after hissing.

Such rules are universal in nature, and their assimilation is based on a direct association between a given grammatical category or phonetic situation and its written designation.

Bivariate spelling rules also contain an indication of the spelling of orthograms. However, unlike the first group, the rule gives several spellings (usually two). The choice of one or another spelling is determined by some additional (phonetic or morphological) features of orthograms, for example, the spelling of prefixes raz-, voz-, nizi, etc.

Third group rules differs from the first two in that it does not contain information about the sample letter. The rule boils down to recommending some technique, the application of which can lead the student to the correct solution of the spelling problem.

An example of the rules of the third group are the rules for checking unstressed vowels, deaf, voiced and unpronounceable consonants, and some others.

D. N. Bogoyavlensky emphasizes that the rules of the first group are the easiest for students to learn, the rules of the second and third groups are more complex, since their application is associated with mastering certain learning skills.

When developing a methodology for studying a particular spelling rule, the teacher focuses on the type of rule.

Working on a spelling rule is a rather complex process, the main components of which are: revealing the essence of the rule, mastering the formulation of the rule by students, applying the rule in writing practice.

Disclosing the essence of a rule means, first of all, finding out the following fact: the spelling of which part of the word, which part of speech or grammatical form is controlled by the rule; what are the leading features. These signs must be taken into account by the teacher, selecting material to familiarize students with the rule. For example, when studying in grade II the rule for using the disjunctive b, the teacher invites students to complete word-formation tasks, since tasks of this nature will make it possible to highlight the essential components of the rule:

a) Where is the separating -ъ written?

b) After what prefixes?

c) Before what root?

Students identify the root of the word ride, select and write down single-root words with prefixes you-, for-, re-, pro-. It turns out that all these prefixes end in a vowel sound. After that, it is proposed to pick up words with the same root and prefixes about-, under-, in-, with-. Before writing words, the peculiarity of these prefixes is clarified: they end in a consonant sound. Students find themselves in a problematic situation

because they don't have enough knowledge. Work begins on the rule, taking into account the above three of its components. To establish the first two parts of the rule, specific material was obtained in the course of performing the two tasks indicated above. There is not enough material to answer the question: “Before which roots is the divisive ъ written?” Therefore, another task is proposed: from words clear, ate, capacious, teach form new words with prefixes about-, s-.(Word learn given with the aim that students choose the right words and make sure that the separator sign is written only before some vowels: a, e, e.)

Work on the formulation of the rule is carried out according to the textbook. It is important that students understand the structure of the rule. Therefore, in the formulation of the rule given in the textbook, its constituent parts are singled out (in fact, students do this earlier in the process of completing assignments). The transfer of the rule to new language material is carried out primarily by the students selecting their own examples for this rule, as well as in the course of performing various exercises.

The choice of methodology for working on a rule is determined by the nature of the rule. Single-variant rules (according to the terminology of D.N. Bogoyavlensky) can also be studied in a deductive way. For example, in indefinite verbs, a soft sign is written after t zh h.

Bivariate rules (i.e., those that determine the dual spelling of a morpheme depending on conditions) should be disclosed inductively, since it is required to highlight a sign that must be taken into account when writing, and this is best done in conditions of independent work of students (for example, in dative case ending -i or -e depending on the declension).

Experience shows that mastering a rule is much more successful if students perform tasks whose nature helps to highlight the essential provisions of the rule. This happens because students do not memorize the rule mechanically, but act with the material and, in the course of analysis, isolate its supporting sides.

Mental activity is supported by the fact that students constantly have to compare or compare something: the spelling and pronunciation of a word, parts of speech, parts of a word, etc.

In the process of comparison, the essential is singled out and the non-essential is discarded.

It is also important to make the record so that the distinguished feature is clearly perceived.

To highlight the main thing, what should be reflected in the rule, questions help, which at the same time are also a plan for formulating the rule.

Along with the collective version of working on the rule, an independent way of working using a textbook is also possible.

Assimilation of new material involves its inclusion in the system of existing knowledge. This provision also applies to the spelling rule. It is necessary to establish links between the new rule and the previously known ones. This connection can be expressed in the opposition of two rules or, on the contrary, in comparison, i.e., in the establishment of similarity. For example, prepositions and prefixes are similar in graphic style, but opposite in terms of their continuous and separate spelling. Three rules are compared: on the spelling of unstressed vowels in the root, voiceless and voiced consonants, unpronounceable consonants. The common thing is that all three rules determine the spelling of the root, the verification method requires the selection of words with the same root or a change in form. The difference is that when selecting test words, different criteria are taken into account (stress, the presence of a vowel after the consonant being checked).

The question of when to match rules requires attention.

Psychological research shows that it is better to compare at an earlier stage of study, to conduct a parallel study of material that is similar in any respect, since the signs that need to be differentiated are more prominent. At the same time, psychologists rely on the teachings of IP Pavlov.

School experience convinces us that the parallel study of some rules is more effective than sequential study (parallel study of nouns of all three declensions, simultaneous work on voiceless and voiced consonants at the end and in the middle of a word).

However, there can be no uniform solution to this issue. Each rule must be approached individually, taking into account its features. So, for example, in the second grade, children get acquainted with the separation. In grade II, they learn about ъ separating. Immediately work on ъ in comparison with ь dividing or first work out the rule for using ъ? Students should learn the essence of the rule about ъ a separating sign before they begin to contrast ъ and ь. But do not delay it for a long time (2nd lesson of the topic).

Awareness of the rule, as observations show, depends on the presence of specific ideas in students. The concrete, on the basis of which the rule is created, is contained in the words. Therefore, if students have forgotten the rule, then it is not necessary to require mechanical memorization, but again, on the basis of specific verbal material, highlight those features in the spelling of words that, in a generalized form, constitute the content of the rule.

spelling exercises.

Spelling skill, as noted above, is an automated component of conscious speech activity. Automation is achieved by long exercises.

The exercises are aimed at:

a) on the formation of the ability to "see" the spelling in the word (on the development of spelling vigilance),

b) to master the operations that ensure the application of the rule,

c) to establish a connection between private operations, i.e., their inclusion in a single system of actions,

d) to clarify for students the essence and formulation of the rule.

Only in the course of application of the rule, i.e., in activity, does a deeper assimilation of its content take place, since the generalization reflected in the rule is transferred to an ever wider concrete material.

“The initial generalization, as new linguistic facts are drawn into its sphere of influence, begins to lose its original schematicity and is filled with new, concrete content. The concept underlying the rule is becoming more and more deep, connected with other concepts, forming a certain system.

Traditionally, the following groups of spelling exercises are distinguished in the methodology:

1. Grammar and spelling analysis.

2. Writing off.

3. Dictations.

4. Lexico-spelling exercises.

5. Statements.

These groups of spelling exercises do not have a single basis for classification: the first and fourth groups take into account the relationship of spelling with grammar or vocabulary, the second and third groups - a factor that determines the activity of students (vision and historian - when cheating, hearing - when dictations).

In school practice, spelling exercises are simultaneously characterized from two sides: 1) by the form of execution: whether the exercise is cheating, dictation or creative work, 2) by the nature of the task being solved: a spelling exercise or a complex type.

Let's briefly look at the types of exercises.

Cheating- transmission in writing of a visually perceived (at the time of recording) word, sentence, text.

In elementary grades, the ability to copy should be formed in accordance with the rules of calligraphy and spelling, accurately and without corrections, avoiding omissions and rearrangement of letters, using punctuation marks correctly. In order to master the ability of students to write off, the teacher, starting from the letter period, systematically teaches children this. The following rules, addressed to the student, briefly reflect the main thing that guides the formation of the skill in question:

1. Before you start copying, read everything that needs to be copied in its entirety.

2. Divide the word in each sentence into syllables and dictate to yourself by syllables.

3. Compare your recording with what you copied from.

Words, individual sentences and small texts can serve as material for copying.

Depending on the goal set by the teacher, cheating may be preceded by preparation: pronunciation of words with spellings that require verification, and justification for why the word is spelled this way, counting spellings in the text for a certain rule, etc.

A control cheating is carried out in order to determine the level of formation of this skill.

In the practice of teaching the Russian language, cheating is most often combined with the performance of tasks of a grammatical, lexical or word-building nature. This allows you to work out the application of the spelling rule, since the very nature of the tasks requires the actualization of those grammatical, phonetic or word-building knowledge that constitute the theoretical basis of the spelling skill being formed. In addition, complex exercises allow, in unity with spelling, to solve the problem of speech development.

Examples of complex types of exercises:

1. Write off, find words with the same root, highlight the root in them, mark the stress.

2. Write off by inserting the missing letters. What part of the word is missing? Indicate the part of speech, case, explain the spelling.

3. Write off, insert into the text a word that is suitable in meaning, choosing from the words given in brackets.

4. Restoration of deformed sentences and text.

5. Selective copying (write off only the words of a certain part of speech, a certain conjugation; write out phrases consisting of a noun and an adjective, etc.).

Dictation- a type of spelling exercise, the essence of which for students is to record a sentence, word, text perceived by ear.

Types of dictations:

1. Warning The dictation is used in order to work out the methods of applying the rule and is aimed, in particular, at mastering the algorithm of actions by students. Before writing the text or during the recording process (with the so-called commented writing), students explain how they will write the word and why.

2. Explanatory dictation involves spelling proof after writing down the sentence or text as a whole. This type of dictation is a kind of collective verification of what is written, develops students' attention to spelling. In the process of writing the text, students emphasize the spelling that needs to be checked, after recording, they control the correctness of the work.

3. Selective dictation does not require writing the entire text dictated by the teacher, but only the part corresponding to the task. For example, they write down words only for a certain rule. Dictation develops spelling vigilance of students, develops coordination of actions when working in a team.

4. Free dictation allows students some freedom in choosing words when writing the dictated text, changing the structure of the sentence. The text is dictated first as a whole, then in parts in 3-4 sentences; Each part is written down after reading it again.

5. self dictation, or writing from memory: the student memorizes the text, perceived visually or by ear, and then writes it on his own, dictating to himself.

6. Checking, or control, the dictation aims to find out the level of students' proficiency in the rule that has just been studied and previously worked out.

The text is dictated in its entirety, then in sentences and parts in 2-3 words (if the sentence consists of 5-6 words).

All types of dictation are used by the teacher in the system, taking into account the stage of work on the formation of the skill and the purpose of the lesson.

Statement as a type of spelling exercise, it is also characterized by a clearly defined focus on the development of students' speech (meaning both the enrichment of the dictionary and the development of coherent speech skills). The presentation is carried out at the final stage of studying the spelling topic, when students have mastered the rule and learned how to apply it. The correct application of the rule when writing presentations indicates its assimilation, as the conditions become more complex compared to the dictation.

As you know, there are three ways to master spelling:

1. Correlation of sounding units of speech and graphic units of writing, sounds and letters, or language analysis and synthesis. D. N. Bogoyavlensky calls it the formation of interverbal associations. The prerequisites for mastering this type of spelling are correct articulation, kinesthetic control, a sufficiently developed level of language analysis and synthesis (analysis of sentence structure, making sentences from words, the ability to divide words into syllables, quantitative, ordinal and positional sound analysis, etc.).

2. Memorization of the graphic composition of the word, its "image". This way of assimilation of the material presupposes the formation of mnestic processes, in particular, long-term visual memory. For example, the memorization of words of traditional spelling is based on the conscious connection of a large number of receptors and certain thought processes (analysis, synthesis, generalization, classification).

3. Solving spelling problems, or applying rules. "Like any complex mental action, it is based on a specific algorithm consisting of a number of "steps." The number of these "steps" depends on the learning period and the type of rule being studied (for example, the selection of related words when checking vowels and consonant phonemes of a root in a weak position suggests several stages of solution).Before solving the spelling problem, the stage of observation of linguistic patterns follows.It is based on the development of the processes of thinking and mnesis, on the ability to single out phonemic and morphological units of a word, to produce an analytical-synthetic analysis of relationships between words and to establish grammatical connections.

Thus, mastering the skill of spelling correct writing is formed on the basis of a sufficiently high level of mental development and speech readiness of schoolchildren. This process requires the formation of phonetic, phonemic, lexical generalizations, the conscious ability to analyze and synthesize language units in terms of semantics, linguistic design and the ability to correlate them with a graphic sample.

Spelling establishes the rules for using 1) letters to convey sounds not with their own letters; 2) capital letters;

1. hyphen and space (space in a word and between words, not filled with letters); 4) dashes to indicate the transfer of part of the word from one line to another. "

A spelling rule is an instruction that specifies the conditions for choosing the correct spellings (spellings) in words. Selection conditions are phonetic, word-formation, morphological, syntactic and semantic features of words that determine what should be written in a particular case.
Conditions for choosing the correct spellings

Selection conditions	Examples
phonetic: accent, unstressed hissing and c soft consonants voicing and deafening of consonants derivational: part of a word cognate word morphological: Part of speech signs of parts of speech: declension and case; conjugation and face syntactic: word connection semantic: meaning of the word the meaning of a part of a word	water, (water), twig, whisper acorn, scurvy skates [and *], horse [and *], leaves mowing [a9], spoon [w] glue, ravine oak - Sy6oK, water - vbdny preposition, noun adv. at the top (at home) and at the top at the edge (I fold, p.p.), sees (II ref., 3rd sheet) in which? in the autumn forest rinse (clothes), caress (child) excellent (very good), arrived (approximation)

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215 ******
The spelling rule combines 2-3 or more selection conditions. To remember and understand the spelling rule is to remember the conditions and understand their connection with the correct spelling. For example, in the rule on the spelling of the letters o and s in the noun suffix -ok(-ek), their choice depends on the stress (phonetic condition), on the position of the vowel after the sibilant (phonetic condition), and on being in the suffix (derivational condition). There are three in total. The rule is formulated as follows: "After nouns hissing under stress in suffixes, the letter o is written, without stress - the letter e." The conditions for choosing the correct spelling can be specified in any order, and then another version of this rule is obtained, for example: “In the suffixes of nouns under stress after hissing, the letter o is written, without stress - the letter є”.

More on the topic SPELLING RULE:

1. SPELLING. PRINCIPLES OF RUSSIAN SPELLING. SPELLING. TYPES OF SPELLING. SPELLING RULE. PUNCTUATION. PRINCIPLES OF PUNCTUATION. ITEM

The formation of the skill of literate writing in schoolchildren is based on the assimilation of grammatical theory and spelling rules. Spelling rules govern the spelling of not one word, but a whole group of words united by something in common. Thus, they relieve writers of the need to memorize the image of each word and create the opportunity, guided by the rule, to write a whole group of words in accordance with established language norms.
Spelling rules unify the spelling of words united primarily on the basis of grammatical commonality. This facilitates written communication and emphasizes the social significance of spelling rules.
“The rule is understood as indications of norms of a generalized nature, relating to a number of homogeneous linguistic facts. The main purpose of the rule is to generalize homogeneous orthograms,” wrote D.N. Epiphany.
By its very nature, the assimilation of spelling rules is impossible without a certain level of proficiency in grammatical, phonetic, word-formation material. Grammar theory is the foundation of the spelling rule. Therefore, in the primary grades, such an order for studying spelling rules is adopted, according to which the rule is included in the grammatical or word-building topic as its integral part. So, the rules governing the spelling of the root, prefix and suffix are studied in the section "Word Composition" in connection with the assimilation of a particular morpheme. The rules that determine the spelling of the endings of parts of speech are respectively included in the topics "Noun", "Adjective", "Verb".
The spelling rule directly follows the study of the elements of grammatical theory. For example, the change of adjective names by gender (Grade 3) is studied, and in connection with this, the skill of spelling generic endings of this part of speech is formed. Similarly, the study of adjectival changes in numbers creates the basis for organizing special work on the spelling of plural endings in the next lesson.
The method of studying the spelling rule depends on its specifics. The question of the classification of spelling rules does not currently have a uniform solution. As noted by N.S. Rozhdestvensky, “for the first time, the question of the typology of rules in the methodology was raised by E.S. Istrina, who bases their grouping on a sign of greater or lesser certainty of the instructions contained in the rule:
1. an exact indication of the spelling;
2. an indication of an auxiliary technique;
3. a hint at the need for analysis.
However, this grouping of rules has not received wide recognition in the methodology, since the indicators by which the classification is carried out are not clear (especially the third group).
Psychologist D.N. Bogoyavlensky singled out three groups of rules: one-variant, two-variant and recommendation rules.
Single-variant rules suggest one and the same phonetic or grammatical situation for one specific spelling. For example, this is the spelling of vowels after hissing. Such rules are universal in nature, and their assimilation is based on a direct association between a given grammatical category or phonetic situation and its written designation.
Two-variant spelling rules also contain an indication of the spelling of orthograms. However, unlike the first group, the rule gives several spellings (usually two). The choice of one or another spelling is determined by some additional (phonetic or morphological) features of orthograms, for example, the spelling of prefixes once-, top-, bottom-, etc.
The third group of rules differs from the first two in that it does not contain information about the sample letter. The rule is reduced to the recommendation of some technique, the application of which can lead the student to the correct solution of the spelling problem.
An example of the rules of the third group are the rules for checking unstressed vowels, deaf, voiced and unpronounceable consonants, and some others.
At the moment, in primary classes, the following types of rules are used in spelling work:
1. Rule-instruction or prohibition.
It does not require reasoning and complex action. An example of such a rule is the spelling of vowels after hissing: “zhi”, “shi”, “cha”, “scha”, “chu”, “shu”. This rule is based on the developed speech hearing of students, that is, on the practical knowledge of phonetics, but does not require the use of the rules of phonetics or grammar. This rule does not have its own algorithm, more precisely, its algorithm consists of only one action - a “step”.
Here are examples of prohibition rules:
“In the combinations “chk”, “chn”, the soft sign is not written: “kidney”, “juicy”; “One letter cannot be left on the line or transferred to another”; “The letter “y” does not separate from the vowel when transferred; "lei-ka", "my-sya"; “When transferring words with double consonants, one letter remains on the line, and the other is transferred: “kas-sa”, “long”.
2. Guidance rule to select a spelling from two suggested spellings. Reasoning is needed to make a choice. You also need to rely either on the meaning of words, or on the analysis of the word, on grammatical or phonetic analysis. A rule of this type has its own algorithm - at least two actions - "steps".
Examples of such rules:
"Names, patronymics and surnames are capitalized." Algorithm: 1st step: Read the sentence. Who, what does it say? 2nd step: Say the name, patronymic or surname. What is the first letter in the name? patronymic? Surnames?
"The Rule for Putting a Period, Question or Exclamation Marks at the End of a Sentence". Algorithm: 1st step: Read the sentence (or text). Who, what does it say? 2nd step: How to pronounce the sentence: is something calmly communicated or pronounced with a special feeling or with a question? 3rd step: Which sign should be put at the end of the sentence?
3. Rule-result of observing language. Usually it has a grammatical-spelling character, combines both grammatical and spelling observations.
Let's take an example of such a rule.
“The common part of related words is called the root. The common part of related words (the root) is spelled the same. This rule reflects the very first acquaintance with the writing of unstressed vowels and voiced / deaf consonants at the root of the word.
4. Grammar rules (definitions). Such spelling rules do not contain, but create a grammatical basis for spelling. Usually they are followed by a spelling rule.
Thus, the rules for declension of nouns (Grade 4) create the basis for the spelling of unstressed case endings, mainly nouns, “-e” and “-i”. Verb conjugation rules (grade 4), rules for distinguishing endings of 1 and 2 conjugations of verbs in the present and future tenses create the basis for applying the spelling rules of unstressed personal endings: “-eat - eat”, “-et - it”, “- eat - im ”, “-et - ite”, “-ut - yut”, “-at - yat".
Grammar rules have their own algorithms, sometimes very complex - from 3-5 steps; in relation to the spelling task, these algorithms play the role of recognition.
For example, the prefix recognition algorithm for the purpose of its correct spelling (Grade 3) consists of 4 steps. 1st step: Find the root in the word; 2nd step: Determine if there is a prefix in the word, name it; 3rd step: Determine which word is formed with a prefix. From what word is it formed?; 4th step: Speak the prefix clearly - spell it out. Remember: it is always written the same way (4th step - spelling).
5. Rule-prescription to perform actions. The rule itself does not indicate the spelling or its variants, but only suggests the method of verification. Examples are rules for checking unstressed vowels and voiced/voiced consonants at the root of a word, spelling of unstressed endings of nouns, adjectives, personal endings of a verb, etc.
Algorithms of the 5th group are the most complex. For example, to check an unstressed vowel in the root, students will have to take 5 steps:
1st step: Check in which part of the word the vowel under test is located;
2nd step: Check again if it means an unstressed sound (find a stressed syllable in the word;
3rd step: Pick up a few related words for the word or change the form of this word, pick up until the vowel being checked is stressed;
4th step: Compare the word under test and the test word, determine the correct spelling;
5th step: Write a word, check what is written (out loud or say to yourself).
Naturally, the rule with more complicated algorithms is more difficult to assimilate, with simple ones it is easier.
Disclosure of the essence of the rule means, first of all, the following fact: the writing of which part of the word, part of speech or grammatical form is controlled by the rule; what are the leading features. These signs must be taken into account by the teacher, selecting material to familiarize students with the rule.
The choice of methodology for working on a rule is determined by the nature of the rule itself. The rules are single-variant (for example: “In the verbs of the 2nd person, the singular is clean after the letter and written b”) can also be studied in a deductive way.
The rules are bivariate, that is, those that determine the dual spelling of the morpheme depending on the conditions (for example, in the dative case of nouns, the ending -i or -e, depending on the declension), it is advisable to reveal inductively, since it is required to highlight the feature that must be taken into account when writing, and this is best done in conditions of independent work of students.
The mental activity of students is supported by the fact that they constantly have to compare or compare the spelling and pronunciation of a word, part of speech, part of a word, etc. In the process of comparison, the essential is singled out and the non-essential is discarded. It is also important to make the record so that the distinguished feature is clearly perceived.
Assimilation of new material involves its inclusion in the system of existing knowledge. This provision also applies to the spelling rule. However, the study of each rule must be approached differently, taking into account its features. Awareness of the rule, as the observations of methodologists and teachers show, depends on the presence of specific ideas in students. Therefore, if students have forgotten the rule, then it is not necessary to require mechanical memorization, but again, on the basis of specific verbal material, highlight those features in the spelling of words that, in a generalized form, constitute the content of the rule.

At the initial stages of mastering writing, the written speech of the child is determined by his oral speech, i.e. he spells the words the same way he pronounces them. Therefore, he makes many mistakes. As you master grammar and spelling rules, the number of errors decreases sharply. This is due to the fact that children learn to find one or another spelling and carry out appropriate work with it.

The orthogram serves as the main spelling unit adopted in the modern methodology.

Firstly, a spelling is a spelling that needs to be checked, that letter, that combination of letters, that morpheme, that position between words, that junction of morphemes, that place where a word is separated when transferred to another line, which need verification and justification;

Secondly, in the spelling there are always at least two possible spellings, one of which (correct!) is chosen by the writer.

For a writer, a spelling always carries a task that must be solved, observing: a) the requirements of spelling, i.e. choosing the correct spelling from two or more allowed by graphics; b) requirements for accurate transmission of meaning, content of thought.

It is necessary to distinguish between theoretical and practical orthograms. A spelling that can lead to an error is considered theoretical, but in reality it never leads to it. For example, theoretically, children can write the verb "run" with the letter "d" - "begud", but in reality such a mistake is unlikely. However, the boundary between theoretical and practical spellings is arbitrary: many spellings that are recognized as theoretical in middle and high grades are practical in primary grades. So, in the primary grades (especially in the first grade) they write "Maya", "friends", "at home", etc., which reflects the spontaneous desire of children to write phonetically. Therefore, theoretical spellings also need to be able to see, especially the teacher.

When mastering the skills of writing, initially all the attention of the child is given to the technique of writing and observing the rules of landing. When children are given a spelling task, the calligraphic side deteriorates as attention is focused on following the rules of spelling.

A spelling rule is a prescription that establishes the procedure for performing a spelling action, solving a problem. The rule statement usually contains the following elements:

• a) indications of the spelling that is being checked;
• b) definition of the grammatical, phonetic, derivational nature of the phenomenon;
• c) an indication of the method of verification and obtaining the result.

The wording of spelling rules, depending on the method of listing the selection conditions, are of two types: ascertaining and regulating. The ascertaining spelling rules list the conditions for choosing a spelling or the conditions for a ban on any spelling. One of the simplest rules is “In combinations ZhI, SHI, the letter I is written”, this is an indication rule that does not require grammatical analysis. The action according to this rule has three stages: detection of a combination in a word; phonetic analysis; word writing and self-check. Most spelling rules are stating.

Regulatory spelling rules indicate how students should act in the process of choosing a spelling from a number of possible spellings. For example: the rule for checking unstressed vowels at the root of a word is based on phonetics (detection of an unstressed vowel sound), on word formation and grammar - on the composition of a word, on the selection of words with the same root, or on changing the grammatical form of a word. The action according to this rule contains 7-8 steps:

• a) find the vowel to be checked (unstressed);
• b) make sure that the unstressed vowel is in the root;
• c) choose a test word or form of the same word;
• e) to determine whether the tested vowel in the test word is stressed; d) if necessary, choose the second, third test word;
• e) compare the test words with the one being checked;
• g) write in accordance with the decision;
• h) perform a self-test.

Some of the most difficult spelling rules in the elementary grades are given in sections, in several stages. It is not always necessary to give the rules to younger students in a ready-made form: many rules can be derived by the students themselves on the basis of observations, practical actions and a specially organized conversation.

Recognizing the importance of studying spelling rules, which relieve the writer of the need to remember the spelling of each word, methodologists and teachers could not help but notice some significant shortcomings in the spelling preparation of students who know the rule. It has been repeatedly noted that many students do not see the connection between individual rules, do not possess self-control skills, especially in non-standard situations. Thus, the principle of the unity of the content and procedural aspects of education is proclaimed. It will be successful if the student's studies (his learning activities) are aimed at mastering not only knowledge. In relation to spelling, this means, L.I. Razumovskaya that only knowledge of spelling rules is not enough for the successful formation of spelling skills: the content of the rule, its theoretical essence are acquired in the course of educational activities, as a result of performing exercises that form the ability to act according to the rule. The effectiveness of exercises (activities) thus depends on the quality of the theory and on the consistency of educational activities with this theory.

Also, paramount attention in the formation of the right skill was given to exercises and K.D. Ushinsky. He pointed out that "the main, central occupation, around which all the others are more or less grouped, is a practical exercise in language, oral and written" .

So, when the spelling rule of the checked unstressed vowels of the root is focused on the selection of “selective words” (Unstressed vowels in the root are written in the same way as they are written under stress in words with the same root), then the very essence of the phenomenon escapes the students, namely: unstressed vowels are indicated by the same letter as the stressed ones in roots with a common meaning, i.e. in single words. The main thing that is in the rule is its focus on semantics: the roots of the same meaning (single-root words) are always written in the same way both with checked and unverified ones. In order to avoid mistakes like “vest” (because “vein”), which set a false mode of action “based on the rule”, the content of the activity should be the scientific method of selecting single-root words that explain one word through another, closely related: a baby is a very small person , child. Explaining the meaning of the root through a closely related word, the student masters the mode of action that is adequate to the rule.

Getting used to defining writing in this way, students master both the rule, which is filled for them with true content, and the technique, the mode of action.

The stated approach is consistent with the established position in psychology about the unity of consciousness and activity, about the active approach to learning. It seems, however, indisputable that the nature of assignments should be directed in such a way that actions "on assignment" are practiced on the basis of a rule, on a theoretical basis. Skills are formed on the basis of knowing how to perform an action. Most successfully, quickly and accurately, students master skills based on knowledge and application of an algorithm or algorithmic prescription.

Both pedagogical science and school practice have made significant progress in recent years in determining the rational ways of forming schoolchildren's learning skills. The data of studies conducted by psychologists and methodologists confirm that only a system of exercises provides students with the skills of literate writing.

When conducting exercises in a certain system, it is necessary to take into account the specific conditions of work with a particular group of students, namely:

• 1. The degree of preparedness of students, the state of their knowledge and skills in the field of spelling.
• 2. The level of speech culture.
• 3. Conditions of the language environment surrounding children.

Successful spelling is facilitated by:

• a) careful selection of didactic material;
• b) a variety of exercises based on rules and various types of memory;
• c) gradual complication of spelling knowledge;
• d) strengthening the role of students' independence in the performance of spelling tasks.

The use of a variety of techniques and exercises is a prerequisite for successful work on spelling. But in the choice of techniques there should not be gravity. When determining which particular technique or what kind of exercise should be applied in each specific case, it is necessary to take into account the various features of each of them. The expediency of using this or that technique, exercise from the methodological point of view is determined by such conditions as:

• a) the degree to which it corresponds to the material being passed at the moment;
• b) readiness of students to assimilate this educational material;
• c) accessibility of admission in terms of those skills of independent work that students already possess;
• d) consistency in the application of techniques selected for a specific purpose.

An idea of ​​the sequence of exercises and their correspondence to the goals and objectives of training at various stages of mastering skills can be given by a table.

The sequence of exercises in the process of mastering skills by students.

Let's give a brief description of each type of exercise. Preparatory exercises are intended to prepare students for the perception of new knowledge and how to apply it in practice. Such exercises are mainly reproductive in nature. The independence of students in their implementation is minimal.

Introductory exercises are used in order to create a problem situation for students as a way to motivate learning, prepare conditions for independent search for new ways to perform actions or form an appropriate rule (algorithm), lead students to understand the basic theoretical material, prepare them to comprehend the rule, law, which is the basis for the acquisition of skills.

Trial exercises are the very first tasks for applying the newly acquired knowledge. They are used when the new material is not yet fully mastered and students can make mistakes in its application.

Training exercises are aimed at mastering skills by students in standard conditions. They differ from problematic ones in a greater degree of independence and initiative of students in their implementation, as well as in a large variety of tasks, the complexity and difficulty of which is growing.

The didactic purpose of creative exercises is to develop in students the ability to solve problems correctly and quickly based on the creative application of the acquired knowledge and acquired skills.

Control tasks are mainly educational in nature. These are complex tasks that combine reproductive and creative elements. Control tasks should be of medium difficulty and consist of typical situations without much complication of the content.

We note further that an important condition for the formation of spelling skills is the variance of the didactic material, selected taking into account the typical difficulties of students in applying spelling rules. And, finally, the education of students, which is carried out in the course of the formation of spelling skills, is also a necessary condition for successful work with students in spelling.

When studying spelling, work is systematically carried out on the meaning of words and phraseological units, which contributes to the formation of spelling skills and the enrichment of students' vocabulary, for example: ink - carcasses, lack - lack, etc.

Working on a phrase when studying spelling has its own specifics: students determine the main word by a dependent word, for example, when studying the spelling rules for unstressed vowels E and I in case endings of nouns and others.

Working on sentences is especially relevant when studying the spellings of endings, as well as particles and conjunctions. Students create their own examples (sometimes using samples), replace or insert individual words in a sentence, etc.

The choice of methods and techniques for teaching spelling is determined by the nature of the spelling, which can be in any significant part of the word: in the prefix, root, suffix, ending. Different types of orthograms occur within the same morpheme and, accordingly, different rules are applied.

In teaching spelling, methods are used:

• - teacher's word;
• - conversation;
• - observation and analysis of orthograms;
• - independent work of students.

The word of the teacher as a method of teaching spelling is used to communicate, for example, the purpose of the upcoming work, when formulating assignments for independent work, and in generalizations. The teacher also uses this method for etymological references about words, the spelling of which is checked by a dictionary, when summing up the results of students' independent work, and so on. By the method of conversation, the material is studied, the assimilation of which is prepared by the knowledge already available to schoolchildren. These are mainly spellings that require the establishment of the grammatical form of a word, for example, the spelling of case endings for nouns and adjectives, the spelling of suffixes of various parts of speech, and others.

The method of observation and analysis involves comparing the phenomena under study, isolating similar ones, and generalizing. Therefore, its use is advisable when studying spellings that are checked by comparison with key words, or spellings that are checked by spelling and grammatical rules. So, for example, the method of observation is used to study the spelling of vowels, checked by stress.

When studying the material by the method of observation of the language, the method of comparison is widely used. For example, in the word wave, the vowel sound of the root is unstressed, can be conveyed by both the letter A and the letter O (in / a / lna)! In its spelling, only O is permissible. To establish the correct spelling of this word, it is necessary to select related, supporting words with a “doubtful” vowel under stress and compare them with the given word (waves, waves), where the vowel is under stress and at the root of the word it is written O.

The self-study method can be used when studying any group of spellings, if students already have the skill of working with a textbook. This method is also effective when working on dictionary-checked spellings.

There are a number of spelling techniques. Let's consider them.

Copying is a technique consisting in the complete copying by a student from a book or from a board of individual words, sentences, or entire coherent passages. Copying is one of the most effective types of exercises that help develop spelling and error-free writing skills. This exercise comes down to students writing down the texts they review. Knowing the classification of cheating options is useful for the teacher, as it allows you to keep in mind the whole variety of such exercises, will help you more correctly choose the right type of cheating in each individual case, link it with other spelling exercises, such as dictations, and will provide an opportunity to achieve diversity in spelling lessons.

Cheating is quite widely used at the first stage and is used to teach children to write off the proposed text without errors. Training for this type of exercise is carried out using the algorithm:

• 1. Read the sentence to understand and remember it.
• 2. Repeat the sentence without looking at the text to see if you remember it.
• 3. Highlight the spelling in the written off text.
• 4. Read the sentence as it is written (as you will dictate to yourself while writing).
• 5. Repeat, without looking at the text, the sentence as you will write it.

Write, dictating to yourself as you spoke the last two times.

Check what is written: a) read what you wrote, marking the syllables with arches; b) underline the spelling in the written; c) check each spelling with the original text.

If learning to cheat is organized according to the proposed algorithm, not only the intuitive-sensory basis of competent writing develops, but also its awareness.

Cheating is increasingly used, complicated by various tasks (grammatical, spelling, logical, lexical, stylistic). These exercises are effective and are included in the system of spelling exercises as an integral part of it. Conscious copying as one example of learning to write well can be used to work on many spelling rules. Complicated copying is carried out in different ways, it can be cheating with an additional task (indicate a test word, sign grammatical forms, divide the word into syllables, and others); with a change in the text (add a word, insert individual letters, words).

One type of deliberate cheating is question cheating. This exercise is as follows: according to a text familiar to students, questions are given, the answers to which students must find in the text of the work and write out the corresponding parts of the text in a notebook. At the same time, it is recommended that schoolchildren, while copying, utter in an undertone what they write in order to establish and fix in memory the visual, motor-motor and auditory associations associated with the word being written. And if such “internal speaking” is a very essential support in speech development exercises, then it is no less important, although in a slightly different form, for consolidating the skills of spelling and correct writing.

The next type of spelling exercise is spelling analysis. Spelling analysis refers to exercises consisting in the analysis and explanation of the spelling of words in order to better understand and more firmly remember them by schoolchildren. Spelling analysis is one of the effective means of consolidating students' knowledge in the field of spelling. It is most often used in combination with grammatical, proper morphological analysis, since most spelling rules are related to grammar.

Spelling analysis should be carried out on a text that is sufficiently rich in spelling, according to such a plan, for example:

• 1. Students look for spelling data in the text: these spellings can not only be highlighted and named, but also underlined if the work is done in a notebook, or marked with dots, or written out in a notebook if the work is being done on a printed text.
• 2. Pupils designate spellings, formulate rules, compare this spelling with others, similar ones, already discussed in the lesson.

When spelling parsing, the following stages of solving spelling problems should be observed:

• - finding spelling and determining its type
• - problem solving in general form (rule)
• - verification method
• - recording

In writing: Preparation (3) - the number in brackets indicates the number of spellings in the word.

Orally: I start the analysis with a prefix.

Prefix - sub- with vowel -o- and consonant -d-

I prove: prepared, prepared.

At the root, an unstressed vowel -o-, I remember it. There are no unpronounceable and doubtful.

Suffix -and- because indefinite form -prepare- suffix -and-

Support schemes are of great help in solving spelling problems. Schemes are also used for root and ending spelling.

The graphic designation of orthograms and their number in a word contribute to the successful assimilation of knowledge. This allows you to conduct spelling analysis as an independent work and control the formation of students' spelling skills.

To strengthen spelling skills, to acquire new knowledge of spelling, it is very important to use exercises that can be divided into several types. For example, exercises to improve actions to highlight the root in a word and establish the relationship of words; such exercises can be of several types depending on the additional action.

To understand the methods of verification, you can use exercises related to spelling observations. The method of setting the spelling goal of these exercises is aimed at developing spelling vigilance in children.

To consolidate the spelling skill, you can also use words that contain several spellings at once, which are being worked on at the same time.

Another way to learn spelling is to memorize the graphic composition of a word, its “image”. This method of learning includes such methodological techniques as various cheating techniques, visual dictations, the use of the Spelling Dictionary, pronunciation of a word, hanging posters, self-checking techniques, and others.

Memorization is facilitated by such types of student work as referring to a spelling dictionary, checking words in a dictionary, recording difficult unverifiable words from memory with subsequent checking in a dictionary.

The memorization of spelling is also facilitated by such exercises as spelling five minutes, held at the beginning of the lesson and consisting of oral pronunciation of difficult words in the recording of some of them, various variants of grammatical analysis, and others.

You can often hear that in order to develop a spelling skill, you need to write a lot, you really need to write a lot, but you should not rely on involuntary spelling memorization alone.

Creative exercises in teaching spelling are the most difficult type of writing that requires attention, the ability to disperse it both to compose sentences, and to write down one's sentences (each word is dictated by syllables), and to the logic of presentation.

The easiest creative work is the compilation of proposals for key words. Children love to write creative dictations. Children often ask how to write a particular word. This is an indicator of a thoughtful, conscious attitude to work. Mandatory verification of work. You can invite children to use such a memo when carrying out creative work:

• 1. Write a story.
• 2. Highlight the first sentence. Remember the three rules of the proposal.
• 3. Write down, dictating to yourself in syllables. Where necessary, select test words.
• 4. Check the syllables of each word.
• 5. Check if you have written down all the necessary thoughts.

The next type of exercise is the solution of a spelling problem. The difficulty of the spelling task lies in the fact that the student, in essence, must set this task for himself. The student must:

• 1. Find the spelling in the word.
• 2. Determine its type; checked or not, if checked, then determine which spelling topic it belongs to.
• 3. Determine the way to solve the problem, depending on the type of spelling.
• 4. Determine the "steps", steps of solving the problem and their sequence.
• 5. Solve the problem.
• 6. Write a word in accordance with the solution of your spelling problem.

Examples of spelling tasks: insert the missing letters in the words below and prove the spelling is correct, make possible phrases from these words, and then sentences.

Develops ... develops (flag, industry); sleep (to school, building).

Children write:

Flutters (breathes) moisture. The Kazakh flag flutters on the building. Industry develops (development). The industry in our country is developing every year.

Solving spelling problems is one of the effective ways of teaching spelling, which is introduced into spelling and brings real results. .

Also, in the work on the formation of a spelling skill, you can use work on unchecked spellings. Primary school students must memorize a large number of words with unchecked vowels. Teaching a child to write these words without errors is one of the most difficult tasks facing the teacher.

Vocabulary work at school is given little attention, often it is random, episodic, which is why students' speech is formed and corrected more slowly than we would like.

“Vocabulary work is not an episode in the work of a teacher, but a systematic, well-organized, pedagogically expediently constructed work related to all sections of the Russian language, it is conducted from grades I to X,” wrote the famous methodologist A.V. Tekuchev.

There is no need to prove how great the role of the spelling dictionary is in improving literacy and culture of speech. The spelling dictionary, which belongs to the "dictionaries of correct speech", is intended for the widest range of readers, one way or another in contact with the issues of writing words.

Pupils like to “unravel” the spelling of one or another difficult word together. So, in the 2nd grade, working with the words telephone, telegraph, television, telescope, students learn that the first part of the words tele came into Russian from the Greek language and means far. Children easily and consciously memorize the graphic image of these words. In Latin, there is a prefix con-.

Using this information, we introduce students to the spelling of such difficult words as candy; co-team, commander; collection, collective; de- demonstration, deputy, delegate, scenery.

The children read the story of K. Paustovsky about a meeting with a forester who loved to look for an explanation for words and to whom this occupation brought great joy.

“You will find an explanation for the word and rejoice,” he said to the writer. “Let's try and guess why individual plants, birds, animals are called that way,” the teacher says to the children. Shows color pictures depicting carnations, raspberries, wild roses, titmouse, bears. Looking at the drawings, students draw conclusions, their first “discoveries”: “The carnation was so named because it looks like a nail in shape, the dog rose has thorns, raspberries seem to consist of small berries, the tit is blue (blue color prevails in the color of its plumage). ), the bear loves honey and therefore knows (knows) where to look for it.

The guys read the poems of E. Serova from the cycle “Tell me a word”:

Everyone is familiar with us:

Bright as a flame

We are namesakes

With small nails

Admire the wild

Scarlet ... (carnations).

But the origin of the word is not always so clear, so understandable. Very often we can learn about the origin of a word only from special books, dictionaries.

Here's how to work with the word mountain ash, which students often misspell.

First, the children guess the riddle:

Under the tier - tier

Hanging zipun with a red garus.

The students read the word written on the card, first to themselves, then out loud twice, and finally say it in unison.

After that, they write it down in notebooks or in dictionaries. The teacher shows a colored drawing and says: “The word mountain ash comes from the Slavic word ryab, which meant pockmarked, motley; because the combination of bright green small carved leaves of mountain ash and orange-red berries of this tree causes such a feeling that it ripples in the eyes. Using collapsible tables, words with the root of rowan- are compiled and written. Collapsible tables are used in the lesson as follows: the parts of the word necessary for work are written on pieces of white thick paper, folded in half and neatly glued at the bottom. Moreover, each morpheme is written in ink of the same color (for example, prefixes - green, roots - red, suffixes - brown, endings - black). In the course of explaining and forming a word, he selects the necessary morphemes from all the “building material” and applies it to a flannelgraph, or possibly to a magnetic board. The word is built before the eyes of the students. Students remember it better.

What shall we name the little rowan? What do we need to form the word mountain ash? What is the name of the mountain ash grove, thickets of mountain ash? What is needed to form the word fieldfare? How many n should be written in the word fieldfare? Why? What do we call a rowan bush? (Rowan). What will be required to build this word? How many n should be written in this adjective? Why? What do we call the jam made from rowan berries? (Rowan). What do we take for this word?

During the conversation, the following entry appears on the board and in the students' notebooks:

rowan ryab - motley, pockmarked

fieldfare

rowan

mountain ash

In the next lesson, children use these words in sentences:

Under the rowan bush, a pink flower blooms. Rowan is called the autumn beauty. Mom made rowan jam for the winter. Behind the village grows a whole fieldfare. In addition, in your work on words with unchecked spelling, you can use the replacement of the expanded definition with one word from the dictionary. During the consolidation of a new word, a survey, independent work, students receive tasks such as “Answer in writing in one word: room for classes at school; a person who rides on a train; a road with rows of trees on both sides, a platform from which a train is boarded. Or another task: “1. Answer the questions, write down the answers: Who sells tickets at the box office? What unit of mass is a thousand grams? What is the name of a group of people united by a common work, common interests? What is the name of the drawing in the book? When copying, insert the words you need in meaning instead of dots:

“Telegraph message-…; A kilogram is a thousand ...; Review of the readiness of troops - ...; Drawing in the book - ...; A garden plant growing in a head of cabbage - ...; An institution in which books are collected, stored and issued - .... "

For students, practice shows that etymological analysis is an important means of improving literacy. This is understandable: with a conscious, interesting assimilation of anything, the degree of memorization increases significantly. It is also important that any conscious work brings a person greater moral satisfaction than mechanical work. Etymological references to words can be found in L. Uspensky's school etymological dictionary “Why not otherwise?” (M., 1967), in "Entertaining Grammar" by A.T. Arsiria and G.M. Dmitrieva (M., 1963. - 4.1).

Sometimes children's poets come to the aid of students with their little playful poems. Here children learn to write the word lemon correctly.

On the board is a poem by G. Sapgir "Li-mon".

What is it?

What is a mon?

Sounds don't make sense.

But hardly whisper?

Lemon... -

It will immediately become sour.

The first two lines are easy to remember, and during the change you can only hear: “What the hell? What kind of mon? This means that there will be no errors in this word.

The described types of tasks and methods of work have their own goals: to make vocabulary work the basis for the development of students' speech and improve their literacy, to connect it with various types of work on the development of speech and the study of grammar, to make it more interesting and attractive.

Here are examples of exercises and didactic games that a teacher can use in their work under the rule of spelling unstressed vowels: “Score a goal”, “Magic apples”, “Complete it yourself”, etc.

Riddles, proverbs, sayings can be used as didactic material.

Unstressed tricky vowel:

we hear it perfectly.

What is the letter in the letter?

Science will help us here:

put the vowel under stress

to dispel all doubts!

If the vowel letter is in doubt,

You put her under stress immediately.

When studying the spelling rule of a checked unstressed vowel in the root (Grade 2), the teacher can offer a variety of tasks, complicating them: write off riddles from the board; insert a missing letter, pick up a related word, underline the checked unstressed vowel in the text, write out words with the checked unstressed vowel, mark their spelling, i.e. emphasize the vowel with one line, put an accent mark, write a test word next to it, put an accent mark in it, emphasize the stressed vowel with two lines, and highlight the root in both words. Such tasks work out the ability to see the spelling, solve the spelling problem.

The topic "Checked unstressed vowels in the root" runs like a red thread through the entire primary school curriculum and is the basis for improving student literacy. .

Teaching the spelling of paired voiced and deaf consonants presents certain difficulties in elementary school. While working a lot on this problem, teachers, however, do not always achieve good results. In practice, teachers tend to either saturate the lesson with excessively difficult tasks, or, conversely, try to artificially simplify the material. This is explained by the fact that succession is poorly taken into account and there is no prospect in the study of paired voiced and voiceless consonants.

• 1. In elementary school, usually more emphasis is placed on the acoustic side of the sound (teachers offer children to close their ears with their palms and “hear” the sonority-deafness of paired consonants). Articulation exercises must be included already in the period of literacy. Children observe the place where noise is generated: sounds “can live” on the lips ([b] - [p], [b "] - [n"]), between the lips and teeth ([c] - [f], [c " ] - [f "]), on the tip of the tongue ([d] - [t], [d "] - [t"], [s] - [s], [s "] - [s"], [g ] - [w]), at the root of the language ([g] - [k], [g "] - [k"]). In the second grade (school I-IV), it remains only to conclude that consonants form pairs, since they are close neighbors at the place of education.
• 2. Having understood the similarity, the children must also understand the difference between these consonants. Noisy voiced and deaf consonants are distinguished depending on the degree of participation of the vocal cords, the strength of the muscular tension of the speech organs. The voice does not participate in the formation of noisy deaf people. Convergence, tension, vibration of the vocal cords are observed during the formation of noisy voiced consonants. Children can easily understand this difference when doing the following exercise:
  • - Put your hand on your throat. Say [g]. Do you feel shaking? This is a voice. What does [f] consist of? (From voice and noise).

• - Now say [w] in a whisper. If we speak in a whisper, the voice does not participate. Check, put your hand on your throat.
• - Subtract the vote from our sum.

What do you hear when we whisper [f]? What remains of [zh] when the voice is "subtracted"? (noise remains). Recording continues: (voice + noise) - voice = noise.

What kind of sound consists only of noise?

Silent consonant.

Media.

What is the difference between voiced and voiceless consonants?

• 3. Memorization of pairs of consonants is facilitated not only by the “tape of letters” known from the first grade, but also by a game-journey to the street of paired consonants.
• - Paired consonants live in every house on the street. When the consonant wakes up in the morning, he opens the window. Find out which consonant is still sleeping and wake him up.
• 4. In the process of performing the following exercise, children will learn that replacing a consonant with a paired one entails a change in the meaning of the word. When performing it, it is advisable to use subject pictures and sound schemes. Schoolchildren, using subject pictures, understand that the word, on the one hand, means something, on the other hand, it has sound and letter forms.
• a) She cuts the grass with a deaf one (spit), with a sonorous one she eats the leaves (a goat).
• b) With a deaf consonant we read it (volume), with a voiced consonant we live in it (house).

The second group of exercises is aimed at developing the ability to find a consonant in a word that needs to be checked.

In modern Russian, three weak positions for paired consonants are defined: at the end of a word (oak, sheaf), before a deaf consonant (hat, fur coat), before voiced consonants (request, carving).

Only having mastered the ability to determine the position and quality of sound in a word, the student will understand:

Firstly, why do paired consonants at the end of a word and before consonants need to be checked (because in these positions, paired voiced and voiceless consonants do not differ, therefore, the choice of letters is also possible);

Secondly, why is it necessary to check by the position before the vowel (because the paired consonants differ in this position, either voiced or deaf is clearly heard)

It is very useful to offer cheating and dictations with the task to skip letters whose spelling needs to be checked.

The third group of exercises is aimed at developing the ability to justify the choice of a test word. The test word must satisfy the following conditions: it must be close in meaning, after the consonant there must be a vowel.

• 1. One of the ways to check: many - one (knives - knife). This verification method can be varied:
  • a) write the words in the following order: check - check:

plant, eyes, watchman, sheepskin coat, sheepskin coats, factories, eye, watchman

b) choose test words from the following row, prove the correctness of your answer:

mushroom - mushrooms, fungus, fungus

grandfather - grandfather, children

sleeve - mitten, sleeve, sleeves

watchman - watchman, guard

hour - hour, partial

Such tasks are aimed at establishing by students the semantic similarity of the tested and test words; the vocabulary of schoolchildren is expanding, which creates the basis for subsequent teaching of spelling.

The exercises of the fourth group are quite difficult already in their structure. The child must designate a consonant sound, based on a comparison of the tested and test words. All those skills that are formed in the process of performing the exercises of the first three types act here in the aggregate, forming the first proper spelling task. Typically, such tasks make up the main content of Russian language lessons: various kinds of cheating, dictations, commented writing.

Observations of work in elementary school show that children are interested in the proposed tasks, with which they successfully cope.

Various types of exercises are attached to the work on the topics: zhi, shi, cha, scha, chu, schu. Spelling of words with double consonants. Separating solid sign. Separating soft sign.

Also, often in lessons, when repeating spelling, you can use punched cards and cards with a selective answer.

In recent years, elements of programmed learning have begun to be used in schools. They are also used in elementary grades. One of the elements of programmed learning when repeating the spelling of unstressed vowels in the root is a selective response.

Students are offered several words (for example, with missing letters in the root). You should indicate which letters must be inserted so that the word is spelled correctly; highlight the root check the highlighted unstressed vowel in the root, etc. The tasks are offered 3-4 answers, of which only one is correct. You must select this answer.

For example, in the table below, words with missing letters are written and answers are given.

Required:

• - insert the missing letters first mentally (in the mind);
• - explain why in this word it is necessary to insert one and not another letter;
• - choose the correct answer and justify your choice (hence its name - “selective answer”).

Answers are best read from top to bottom: this makes it easier to spot errors. Mentally inserting the letters proposed in the table, students conclude that the first answer is incorrect, since the word prickly in the table contains the letter a, and should be written about (pricks); mistakes were also made in the third and fourth answers: the third “suggests” the spelling of the word to linger through and, but it is necessary to e (delay), in the fourth - the word cheek table “suggests” to write with and, but it is necessary with the letter e (cheeks). The rest of the words in these answers, the table "recommends" to write as required by the rule. From the analysis of the table, we can conclude that the second answer is correct. It should be “chosen” and written out: linger, prickly, cheek.

Children treat these tasks with great interest, perform them willingly and successfully. .

The spelling skill is formed and developed gradually, in the process of performing a variety of exercises that provide visual, auditory, articulatory, motor perception and memorization of spelling material.

Visual perception is carried out in the course of visual, explanatory dictations, writing from memory, selective copying, graphical selection of orthograms, analysis of tasks and text of exercises, and correction of writing.

Auditory perception occurs during selective, warning dictations, using signal cards.

For motor speech perception and memorization, orthographic pronunciation is of particular importance.

Manual-motor perception takes place during the written performance of all exercises.

It is generally recognized that the greatest effect for the formation of a spelling skill is given by the combined perception and memorization, which are possible in the process of commented writing, sound-letter and spelling analysis.

The proposed exercises provide a combination of frontal, group and individual ways of organizing learning.

In addition, the exercises should be selected according to the structure of the spelling skill. The motivation of the spelling action is facilitated by the analysis of the task and the text of the exercise, mutual control in the process of its implementation, the use of signal cards. The development of methods for detecting spellings is carried out in the course of visual, warning, selective dictations, with graphical selection of spellings, in the course of sound-letter analysis and analysis of words by composition. Self-control is formed on the basis of self- and mutual verification of the dictation “Checking Myself” written in the course of a commented letter.