Russian lesson unstressed vowels at the root of a word. Lesson summary “Unstressed vowels at the root of a word

Methodical development of a lesson on the topic "Spelling of checked unstressed vowels at the root of a word"

1. Abstract.
The question of the spelling of unstressed vowels at the root of a word is one of important issues not only in elementary but also in middle school. The topic “Spelling of checked unstressed vowels at the root of a word” runs like a red thread through the entire elementary school curriculum and is the basis for improving student literacy.
The spelling "unstressed vowels in the root" is the most common spelling of the Russian language. This topic is one of the most difficult grammar and spelling topics in the elementary school curriculum.
Methodical development is intended for teachers primary school, students pedagogical universities, considering various methods and methods of activating students when studying the topic "Spelling of unstressed vowels at the root of a word, checked by stress." The development reveals the use of various technologies: problem learning, student-centered, self-assessment technology, gaming technology work in pairs and groups.

2. Content
2.1. Introduction
This topic is one of the most difficult grammar and spelling topics in the elementary school curriculum. The spelling "unstressed vowel in the root" is the most common spelling of the Russian language. In the "Content of Education" in the Russian language, it has a significant place and many lessons are given to this topic in grades 1-4.
The proposed materials are compiled on the basis of the system of studying unstressed vowels that has developed in the school. They can be successfully used in Russian language lessons in grades 2-4, regardless of the system the teacher uses. The theme of the lesson is indicated in the development, the main learning task, planned results, formed competencies, applied teaching technologies, material for repetition. The selection of nests of single-root words was made on the basis of the study of the vocabulary of Russian textbooks for grades 2-4, taking into account the frequency of their use, and the words advanced level complexity, using student-centered learning technology.
The lesson uses poems, proverbs, which not only make it possible to choose words with the desired spelling, but also enrich the speech of children, teach them to briefly express thoughts. Lesson material matches age characteristics students, the level of their learning, the level of motivation for learning.
The lesson plan includes practical tasks under the guidance of a teacher, performing tasks in a group, in pairs. Duration and frequency of rotation various kinds learning activities contribute to the achievement of high performance of students throughout the lesson. At the beginning of the lesson, the teacher motivates students to achieve the result of the lesson, students resolve the problem situation and formulate the topic of the lesson, the task of the lesson. At the end of the lesson, an analysis of the implementation of tasks and the achievement of results is carried out.
Emotional discharge and the removal of physical stress are carried out in the classroom during a physical education session. At the end of the lesson, a reflection of the work done is carried out, there is a commentary on the homework. The task of this stage is to contribute to the formation of a conclusion, summing up the lesson, self-assessment by students of their own learning activities. The students compared the tasks set at the beginning of the lesson with the results of their work. We conducted a self-assessment using the "Unfinished Thesis" technique, improved the ability to express one's thoughts.
External motivation of students' activity can be traced through evaluation, praise, competitive moment, creative tasks.

2.2. Main part

Lesson summary on the topic "Spelling of unstressed vowels checked by stress"

Lesson type: generalization and systematization of knowledge and skills.
Pedagogical goal: contribute to the formation of intellectual, creative, communication skills students through general class, individual, group forms of organization cognitive activity.
Goals:
Educational : to form the ability to work according to the algorithm for checking an unstressed vowel at the root of a word; to form in activity the ability to learn.
Developing: to develop search and research abilities of students; develop a spirit of competition.
Educational: to cultivate perseverance in solving problems, the ability to overcome difficulties; promote collaborative relationships in the classroom.
Formed UUD in the lesson.
Personal: increase motivation for learning, the level of self-esteem; to form an awareness of the role of the student; to form the ability to show friendliness, attentiveness, mutual assistance.
Regulatory: act according to the instructions of the teacher, find and correct mistakes, form the ability of self-control and self-esteem, determine the topic of the lesson and set a goal with the help of the teacher.
Communicative: the ability to express one's thoughts with sufficient completeness and accuracy in accordance with the tasks set by the teacher; learn to work in pairs, in a group.
subject: to generalize and systematize knowledge about the spelling of unstressed vowels in the roots of words; to develop the ability to recognize words with checked and unchecked unstressed vowels in the roots and to argue the spelling of an unstressed vowel in them; participate in collective discussion problems, be tolerant of other people's opinions and express your own.
Teaching methods: partial search; problem situation method; the ability to argue the choice of point of view; group work, activity method.
Technology Keywords: problem-based learning technology, self-assessment technology, collaborative work, person-oriented technology.
Forms of organization of cognitive activity: general class; individual; group.
Planned results: distinguish between checked and unchecked unstressed vowel; independently find a way to check, use a spell check algorithm, organize work in a group.
Formed competencies:
research;
informational;
language;
activity;
communicative.
Equipment: R.N.Buneev Russian language Moscow Enlightenment2013
Cards for independent work in a group.

Organizational structure lesson
1.Organizing time. Motivation for activity.
- Guys, every lesson requires us to show in the lesson important qualities to understand the material. Determine what personality traits we need in the lesson.
The teacher speaks and shows the letters, and the children add the words:
-We are the most-A-active.
- We are the most V-attentive.
-We-N-Observant.
-We are the most D-friendly.
-We are the most S-hard-working.
We are in the third grade
Everything will work out for us.
And now let's say in unison: "We are the best"
2. Actualization of knowledge. Statement of the problem of the lesson.
- In the lesson, we will be applicants. And who is the applicant? Work with an explanatory dictionary. (A person presenting or preparing to submit his work for competition degree. "Explanatory Dictionary of Ozhegov").
- Imagine that we are small applicants. We will work in the lesson and present our work at the end of the lesson. Let's do a self-evaluation of our work.
3 . Statement of the problem of the lesson.
What spelling we will look for today, you will find out by solving the cipher, for this, match the letter of the alphabet with each number: 1 6 10 16 33. (Children work in pairs)
4. Determining the topic of the lesson.
Formulate the topic of the lesson.
Lesson topic: Spelling of unstressed vowels.
-Which the main task in front of us? (Learn to find the spelling "unstressed vowel" in words and select a test word.)
What are the two spellings of unstressed vowels?
(Verifiable and unverifiable).
-What vowels we will talk about, you will find out by inserting the letters into the proverb, collecting it.
Day, to us, each, wisdom, life, adds a piece.
Every day of life adds a lot of wisdom to us.
-Explain the meaning of the proverb. (At each lesson we learn something new, every day we become smarter)
-Who will draw the conclusion? What is the topic of the lesson? (Children report the topic of the lesson, prove why the lesson is devoted to the vowel sounds being tested.)

5. Brainstorm.
- Let's answer the first question: What spelling will we check? (Unstressed vowels a, o, i, e, i)
- In what position do we check unstressed vowels? (AT weak position.)
In what part of the word should the vowel be checked? (You need to check at the root of the word.)
- How to check an unstressed vowel in the root of a word? (You need to pick up single-root test words or change the form of the word.)
6. Teamwork with the algorithm.
- Let's remember the algorithm for checking an unstressed vowel. (The teacher invites 5 students at the blackboard to name the algorithm for checking unstressed vowels)
Algorithm for checking unstressed vowels
Read the word. (1ch)
Put stress. (2 account)
Select the root. (3ch)
Determine an unstressed vowel. (4 ch)
Choose a test word. (5ch)
7. Letter from memory.
- Using the algorithm, we will complete the task. Insert the missing letters.
On the pond, the current is good
Ice sparkle like st-clo
On k-nkah b-zhit Alyosha
And in the cold he is t-poor.
Children, using the algorithm, prove which vowel they will insert into words.
-Let's keep searching. What other spellings are found in the poem? Which row will call them faster?
8 Fixing. Work on the algorithm in pairs with self-testing according to the standard.
- Find mistakes and correct, explain why you chose this or that letter.
1. To be afraid of rolls - to be without rowing.
2. Sick - get rid of, and healthy - beware. 3. To visit a visitor, you must also visit yourself.
4. There is no truth in nagas.
Children write sentences in a notebook.
Self-checking algorithm for checking unstressed vowels.
Control check with the teacher. The letters to be inserted are written on the board.
1.oh-oh-and.
2.e-o-e.
3.o-o.
4.o.
Self-esteem.
Evaluate your work on the self-assessment algorithm.
1. What should have been done?
2.Did you get the result?
3.Done correctly or with errors?
4. Did you manage it yourself or with someone's help?
9. Physical education minute.
Now we will rest, but our rest will be unusual. I will read the poem and perform the movements, and you, repeating the movements, must be smart and continue after me. Attention:
On the shore grows with. sleep,
And next to her - ... (pines)
A beautiful sound is burning. building,
And next to her - ... (stars).
And on the grass lies the river. sa,
And next to her - ... (dew).
Here, k. sa hurries along the grass,)
And next to her - ... (braids).
- What words did you call - checking or checking?
10. Consolidation. Work in a group with the use of personality-oriented technology.

The teacher offers to complete the task of choice: students are invited to work according to table No. 1 and according to table No. 2. (See Appendix 1)

11. Work in a group. Inclusion in the knowledge system.
Our search work is coming to an end. Words with an unstressed vowel at the root of the word are pasted in the classroom, and you also have words on your desk. Define your search task. (Children formulate it like this:
-We have to check the words that are on the desk, find the test words that are hidden in the classroom.)
(See Appendix No. 2)
One, two, three, four, five, we begin to look for test words.
Independent work in groups.
Responsible in the team, after discussion in the group, removes the test words that the group finds in the class. The team that completes the task the fastest wins.
12. The result of the lesson. Reflection of learning activities in the classroom.
Russian favorite language our lesson.
We do not jump on the tops - lope yes lope.
Knowing science is sometimes difficult.
We study the problem in depth.
-What do you need to be in order to deeply study unstressed vowels? (Attentive, observant, friendly, diligent)
- What did you learn in the lesson? (Distinguish between checked and unchecked unstressed vowel; independently find a way to check an unstressed vowel, use a spell check algorithm, work in a group)
- How to check an unstressed vowel in the root? (In order not to make a mistake in the spelling of words with a checked unstressed vowel in the root, you need to change the word so that the unstressed vowel becomes stressed or pick up a stem word.)
Brainstorm:
You don't trust rumors
Check with a beat.
The teacher calls words with an unstressed vowel, the children quickly select the test word in chorus:
Dedicate (poems), shine (with a flashlight), rinse (linen), caress (dog), climb (in the garden), lick (wound), thin (seedlings), defuse (gun), svila (nest) - took (child) , boiled (in water), opened (windows), frequency (pulse), cleanliness (in the apartment), sat (on a bench), turned gray (grandfather).
-Evaluate your work in the lesson. Continue the sentence.
1. At the lesson I worked ...
2. With my work in the lesson, I ...
3. My mood…
4. The material of the lesson was ...
5. With every lesson I…
13. Homework.
Find in the textbook on literary reading 10 words with a checked vowel at the root of the word and write with the check words in a notebook.

2.3. Conclusion
Content methodological development lesson corresponds to the content of the program, the goals and objectives of the lesson. This lesson helps to consolidate and practice the skills of checking unstressed vowels at the root of a word.
At the lesson, the skills of students to work in pairs, groups, the ability to formulate the topic of the lesson and play off goals are practiced. Knowledge is consolidated in game form. The use of such methodological techniques, as a brainstorming technique, allows you to activate cognitive interest students and contributes to the organization of differentiated learning. The lesson used various technologies: problem-based learning technology, personal- oriented technology, self-assessment technology, group cooperation technology. In my daily work, I send students for help with a dictionary. This teaches children to pay attention to the word.
On the lessons literary reading and other lessons, I continue to work on the spelling of unstressed vowels at the root of the word, always paying attention to this spelling. On the this lesson I set homework using interdisciplinary connections.
Thus, the topic “Spelling of unstressed vowels in the root of a word, checked by stress” runs through the entire elementary school curriculum and is the basis for improving the literacy of students. Consistency and systematic work, availability intersubject communications help my students learn this, one of the most difficult topic. Also, the lesson has a great educational value: it brings up perseverance in solving problems, the ability to overcome difficulties; promotes collaborative relationships in the classroom.

3. References
1. G. A. Bakulina " intellectual development junior schoolchildren in the lessons of the Russian language, 2nd grade. Publishing house "Vlados" 2004.
2. 2. R.N. Buneev "Russian language" Grade 3 Moscow "Enlightenment"
3. E.V. Buneeva. ON THE. Isaeva Guidelines for teacher Moscow Ballas 2011
Appendix 1
Card-test number 1.
Connect the check word with the checked word with an arrow, and in the line to the right of the checked word, select desired letter and cross out the rest.
Testing
the words Checked Answers

1 2 3 4
letters to m..rskoy a and e o
sea ​​n ... see o e and i
stop s..dovy o and a e
garden st ... it a o and i
lying m ... chi e and i o
sword l ... reap and I e o

Card-test number 2.
Select and write test words, on the right in the line for the word, select and leave the desired letter, cross out the rest.

Testing
Words Checked Answers
1 2 3 4
d..leky o and e a
s..neva e and i o
tr..shield and a e o
cr..chit e o and i
b..lnoy a o e and
with ... doi and e i o

Application number 2.
Checked Testing
try on (dress)
reconcile (quarreling) peaceful world
to sing (song) chorus
drink down (medicine) drank drink
write down (exercise) writes letters
hurry (to school); haste hastily
sit (on the grass) sitting assiduous
turn gray (from grief); gray

Lesson topic:

"An unstressed vowel at the root of a word, checked by stress"

Purpose: familiarization with the rule for checking unstressed vowels at the root of a word, compiling an algorithm for checking unstressed vowels.

Tasks:

Develop the ability to determine stress in a word, highlight the root, compare vowels in unstressed and stressed syllables.

Develop the ability to hear and see "dangerous" places (spelling) in words.

Build positive motivation for learning.

Show interest in learning new material.

Show initiative and independence in learning.

Evaluate the result of educational work.

Cognitive Skills:

Know how to find the information you need.

Use at an accessible level logical methods of thinking (analysis, comparison, classification, generalization) on the language material.

Regulatory Skills:

Apply the rules for checking unstressed vowels at the root of a word.

Correlate learning activities with the learned rule.

Perform the learning task in accordance with the algorithm.

Perform self-test and cross-check when performing learning task in accordance with the evaluation criteria.

Communication skills:

Formulate a statement that is understandable to classmates and justify your opinion.

Interact with a partner in a learning dialogue.

Coordinate positions and find a common solution.

Adequately use speech means to present the result.

Know and be able to apply the rules for checking unstressed vowels.

Be able to write spelling words with this spelling correctly.

Be able to name several options for checking an unstressed vowel.

Equipment: projector, monitor, screen, presentation, cards for individual work, cards with an algorithm for working on spelling, signal cards.

During the classes

Organizing time

The bell rang, the Russian lesson began. We are calm, kind, friendly, affectionate. Take a deep breath and exhale. Exhale resentment, anger, anxiety. Forget about them. Breathe in the freshness of the autumn morning, warmth sun rays. I wish you Have a good mood, caring and responsive attitude towards each other.

Goal setting.

Listen to the parable.

Modern explanatory dictionary of the Russian language by T.F. Efremova - "PARABLE"

parable [parable] 1) a) An allegorical narrative with a moralizing conclusion. b) Allegorical expression. 2) outdated. Same as fable.

“There was a wise man who knew everything. One person wanted to prove that the sage does not know everything. Clutching the butterfly in his hands, he asked: “Tell me, sage, which butterfly is in my hands: dead or alive?” And he himself thinks: “If the living one says, I will kill her, if the dead one says, I will let her out.” The sage, thinking, replied: "Everything is in your hands."

Dear ones. Today you have to get new knowledge. All in your hands.

Knowledge update

– Now let's get our eyes ready! Now let's do a wonderful gymnastics for them. After gymnastics, the letters that you see, you need to try to remember and name them.

- What letters did you see? (i, e, i, o, a)

What brings these letters togetherthese letters stand for vowels )
- Give them a description. (can be percussion and unstressed ...

What is special about these letters? (not spelled the way they sound)

Lesson topic:

- What is the topic of our lesson? (children's answers)

Unstressed vowels five

The ones to check

You remember, friends,

Letters A, O, E, I, Z

Lesson Objectives

Try to set a goal for today's lesson. What should we learn?

(correctly write unstressed vowels)

And why do you need to write unstressed vowels correctly? (to be literate and write correctly, to understand each other correctly)

What do you think, can the wrong spelling of a word lead to misunderstanding?

And this is what we are going to check now. One day, when he came home after school, Vitya saw a note in his mailbox. "Come out for a walk with Mitch"

Vitya was very confused and could not decide what he should take with him to the street. Or maybe you can help him? What should Victor take with him?

(guys' explanations) In fact, the guys were going to play knights, and Vitya had to take the sword. Here's how one misspelled letter can upset a person.

I hope that we will master the correct spelling of words so as not to fall into such a situation.

What needs to be developed?(children's answers)

How do you understand the meaning of the word"sharp" ? (Working with a dictionary).

The meaning of the word Zorkiy according to the dictionary of synonyms:
sharp-eyed
big-eyed

The meaning of the word Zorkiy according to Ushakov's dictionary: ZORKY
vigilant, vigilant; zorok, zorok, With sharp eyesight seeing far and small vigilant || trans.

Does a student need to be vigilant? Prove your point.

(Suggested responses of children)

(In order to write correctly, you need to know the rules and be able to put them into practice, be able to work with a dictionary and a memo-algorithm, as well as read a lot, develop vigilance, intelligence and attention, and train your memory.)

There is such a s / h "spelling vigilance" - what does it mean?

Conclusion : Spelling vigilance - this is the ability to notice spellings, and then correctly use them in writing.

Today we will develop your spelling vigilance, working according to our algorithm.

Algorithm for writing unstressed vowels at the root of a word.

1 .one. Read the word, put the stress.

2. Select the root and unstressed vowel.

3. To check the vowel, change the form of the word or

pick up a single-root so that the checked

the vowel was stressed.

4. Write in the word the same vowel as

in the checking room.

5. Designate the spelling.

Work in a notebook.

A moment of cleansing.

Continue the pattern and write on the line with a sample of letters:

B B

. Work in pairs:

– Collect a proverb from words (the words are in envelopes) Children read the resulting proverb:

Not clothes make a person, but good deeds.

(Other options are possible)

Children explain the meaning of the proverb. The teacher gives the task to write off the proverb, find, underline known spellings, and make a check.

- Take the signal fan.

Determine and prove the vowel in a weak position in the words:

Autumn, fly away, cold, foliage, edges, distant, heavy.

What vowels in a weak position should always be checked?

What part of the word were these vowels? (Fundamentally)

How should one proceed in order to prove which letters should be written in words in which there are two unstressed vowels?

Try, working in pairs, to build an algorithm of your actions in the desired sequence.

Mushrooms, road, tree, flowers, clouds, river, birdhouse, glade

Work according to the textbook. from 99. Exercise 153.

Let's do a self-test. Let's change notebooks. (Work in pairs).

Who hasn't made a single mistake?

Who has 1-2 mistakes? Who has difficulty in choosing test words?

Reflection.

_ Let the children sum up our work.

- What have we been doing today?(children's answers)

How to check an unstressed vowel in the root?

Who would you praise?

You all tried, well done! Thank you guys!
I want to wish you that not only your eyes are vigilant. There is a fairy tale The little Prince» Antoine de Saint-Exupery. It contains the words: “Only the heart is vigilant. You can’t see the most important thing with your eyes.”
I wish you that your heart, your mind, your eyes be vigilant, and then you will not be afraid of any " dangerous places not only in the classroom, but in life!
Choose one letter from those offered to you, color it and show us how you worked in the lesson today.(Children's comments)

green- if everything was clear in the lesson, and you easily completed all the tasks.
yellow– if more work is needed on this topic.
red- if you need the help of a teacher and classmates.

Homework. Exercise 152, p.99

An open lesson in Russian in the 2nd "D" class

Lesson topic: « Unstressed vowels in the root of the word.

The purpose of the lesson: repeat and fix the spelling of an unstressed vowel at the root of the word;

Lesson objectives:

Subject:

Generalize and systematize knowledge about the spelling of unstressed vowels in the roots of words;

Develop the ability to recognize words with checked and unchecked unstressed vowels in the roots and argue for writing an unstressed vowel in them;

Improve the spelling algorithm for words with unstressed vowels at the root;

Contribute to the formation of communication skills: listen to the opinions of others and correctly evaluate them in the process of doing work.

Metasubject:

Develop observation, attention, logical thinking;

Develop the ability to recognize checked and unchecked vowels in unstressed syllables, explain its spelling, check yourself;

Develop the ability to analyze, make inputs;

Develop spelling vigilance, speech, memory, mindfulness, creative thinking;

Develop self-esteem skills;

Develop the ability to work in a group.

Planned results:

There are checked and unchecked unstressed vowels;

Explain the choice of spelling.

Lesson type: consolidation of the material covered.

Lesson form: traditional, with game elements.

Equipment:

Russian textbook, grade 2 (author R.N. Buneeva, O.V. Pronina)

Musical accompaniment

Algorithm for checking an unstressed vowel

Aunt Owl drawing. Postal parcel, envelopes with tasks

"Spelling Dictionary", "Explanatory Dictionary for Primary School Students"

During the classes.

Organizing time.

Teacher: Guys, today we have guests at the Russian language lesson. Let's say hello to them by sending our kind smiles guests and each other.

The bell has rung now

You entered the class to the lesson.

It's cold outside now

We will work fine.

Most the last word - OK. What does this word mean? Where can we find an explanation for it? Of course, in explanatory dictionary Ozhegov. This is one of the most important sources of information.

(OK, -th, -th; -den, -dna, -bottom (colloquial). 1. Good in all respects. Expresses agreement, okay, yes.)

Updating of basic knowledge. Determining the topic of the lesson.

Teacher:

1. - Open your notebooks, write down the number.

2. - I'll tell you riddles now,

And you try to find answers to them!

Yellow fruit. He is very sweet.
You don't even need chocolate.
I can dry it
I'll get dried apricots.
Answer me a question.
What is this? - ... ( APRICOT)

It grows very thick
Imperceptibly it blooms
And when the summer passes
We eat his candy
Not in a piece of paper, but in a shell -
Take care of your teeth, kids! ( HAZEL)

You can always find her in the forest -
Let's go for a walk and see you.

It is prickly, like a hedgehog,
In winter in a summer dress. ( SPRUCE)

Bent over the water, lowered the branches.
Like a girl washed her hair.

So lyrical and beautiful!
Guessed? This is - ...( WILLOW)

There is a miracle tree,
On the tree - balls:
In summer, green
In autumn - ruddy. ( APPLE TREE)

What are these letters? (vowels)

How can you call them in one word? ("dangerous")

When will these letters be "dangerous" in writing? ( when they are at the root of the word and unstressed)

What is the topic of our lesson? UNSTRESSED VOICES IN THE ROOT OF THE WORD (the topic of the lesson on the slide)

A minute of calligraphy.

Business time, fun hour.
Listen to my story.
I will put a notebook with an inclination,
I hold my hand correctly.
I'll sit straight, I won't bend
I'll get to work!

Exercise: Determine the order in which the letters are written and write them down.

Aa Oo Her Ii Yaya

III . Statement of the educational task.

(I call the student to the board)

- Write it down, please. windows - window

- Put the stress, what is the first sound you hear in the word "window"? ( a) What - in the word "window"? ( about)

What can you say about these vowel sounds? (In Russian, different vowel sounds can be pronounced at the root of single-root words under stress and without stress, but in writing they marked with the same letter )

- What word is " window»? ( verification)

- Please tell me what is test word»? ( a test word is a word with a stressed vowel at the root of the word)

unstressed vowel sound

Causes a lot of pain.

What vowel to write

You have to repeat right now!

Conclusion:

Why do we need to know this? ( To learn how to write well)

Systematization and generalization.

When I came to school today, in front of the door to the classroom, I saw a package addressed to 2 "D".

Let me open it up and see what's inside? ( I open the parcel)

There are different envelopes, and a letter from a smart owl. ( post a picture of an owl)

Exercise 1.(red envelope)

Guys, create 3 groups, next to the second desk ( handing out cards)

Exercise:- Read the words. Insert the missing letters.

IN…ROBEY R..KA

D..HORN M..RYA

HOR..D D..MA

IN…VILLAGE N..RA

K..RANDASH SN..GA

(Checking in turn, depending on which team completed the task faster)

Determine if these words have the spelling "Unstressed vowel at the root of the word"?

How did you determine that these words have this spelling? (We hear other sounds)

Well done! Everyone, please, take your seats children sit at their desks).

Physical education minute

So, let's continue our work.

Guys, look carefully at these words.

What is the difference between words 1 and 2 columns?

(in column 1, an unstressed vowel cannot be checked; in column 2, an unstressed vowel can be checked).

How can you check an unstressed vowel?

What is the algorithm? (I read a word, put stress, highlight the root, change the word or select cognate words and find a test, write a word or insert a letter, designate the spelling)

(I'm posting the algorithm)

Task 2.(open blue envelope)

Write the words of the second column in your notebook, also in a column and select the test words for the words of the second column ( work in a notebook).

River - rivers

Seas - sea

Home - home

Nora - burrows

Snow - snow

Conclusion:

So, how can you check for an unstressed vowel in the root of a word? ( an unstressed vowel can be checked by choosing a test word).

3. Exercise: Write the words in your notebook, inserting the missing letters from memory.

PENCIL

V . Fixing the material. (I open the yellow envelope)

And now we will have a very interesting steam room. research.

(give out cards)

Exercise: Look carefully at the sentences and the given words to them.

Choose a test word and insert the missing letter in the word being checked and explain (work on cards)

Kitten sle… hall sour cream.

Climbing licked

licks tears

Misha next ... hall from a tree.

Examination:

What word was chosen?

Why is this word valid? What matters?

What words will not be test and why?

What unstressed vowel did you choose?

What algorithm did you use?

Conclusion:

What words can be test for writing an unstressed vowel in the root of the word? ( Words with a stressed vowel at the root).

Fizkultminutka.

I will name the words, if the word is a test - you squat, if the word is a test, then you jump.

(Snowball, snowy, water, water, blade of grass, grass, earth, river, rivers, home, house, spit, braids, trace, traces)

Summary of the lesson. Reflection.

What spelling was repeated in the lesson? ( The letter of an unstressed vowel at the root of a word).

Complete the sentences:

1. The vowel on which the stress falls in the word is called - (shock)

2. A vowel that is not stressed in a word is called - (unstressed)

3. In the test word, the vowel in the root ... .. (always stressed)

4. In the word being checked, the vowel in the root .... (always unstressed)

How to check an unstressed vowel in the root of a word? ( change the word so that the unstressed vowel becomes stressed).

What to do if the unstressed vowel in the root of the word cannot be checked?

Russian language lesson in 3rd grade.

(Textbook: T. G. Ramzaeva)

Subject: Unstressed vowels at the root of a word.

Lesson type: combined
Lesson Objectives:
Subject:
 mastering the features of test and verifiable words, mastering the methods of verification;
 formation of the ability to select test words, recognize words that need to be checked;
 development of spelling vigilance.
Metasubject:
 extension creative activity students;
 formation of an objective self-assessment.
Personal:
 formation of personal universal learning activities;
 development of attention, thinking, interest in language.

Resources:
informational: textbook by T. G. Ramzaeva "Russian language" for grade 3;
demo:cards for independent work on options, cards (for differentiated work), support (an algorithm for checking an unstressed vowel in the root), quatrains cut into lines (for working in pairs), an image of a kolobok (for each student), blanks for crafts "Gingerbread Man"
interactive content:author's presentation. The lesson was prepared using Power Point.

Forms of organization:frontal, differentiated, creative, independent according to options, in pairs.

Lesson plan:

I. Organizational moment. (2 minutes)

• Psychological attitude to work.

II. Calligraphy. (3 min)

III. Repetition of the material covered in the lessons. (13 min)

• vocabulary work

IV. Work on new topic lesson. (10 minutes)

• Statement of the problem of the lesson
• Statement of the topic and purpose of the lesson

PHYSMINUTKA (for the eyes, for warming up the body)

V. Fixing a new topic. (14 min)

• Textbook work
• Screen operation
• Creative work (work in pairs)

VI. Summary of the lesson. (1 min)

VII. House. ass (1 min)

VII. Reflection. (1 min)

During the classes:
slide 1
I. Organizational moment. (2 minutes)
slide 2
The cheerful bell rang
We are ready to start the lesson.
Let's listen, discuss
And help each other.

Psychological attitude to work:
- Today we have many guests, as hospitable hosts, we will first show them attention.
Students say in unison:
We are glad to welcome you to our class,
Perhaps there are classes and better and more beautiful.
But let it be light in our class.
Let it be comfortable and very easy.

And now the one whose name begins with vowels will sit down. Then those whose name begins with a consonant will sit down. solid sound, then with a consonant soft sound.

We opened all notebooks,
Don't forget to sit down straight.

We sign the number in notebooks, class work slide 3 ... November.
Classwork.

II. Calligraphy. (3 min)
First task
We have calligraphy.
- Guess the riddle about the fairy-tale hero.
"I did not tremble before the wolf,
Run away from the bear
And the fox on the tooth
Well, I got caught ... (Kolobok) "

That's right, it's Kolobok. And we will write at the minute of calligraphy the letter with which this name begins, which means the letter K - capital and k lowercase, as well as compounds with these letters.
slide 4, 5, 6 (learners write 1 line)
On the connection board: ka (lower and upper) ke (middle) ku (upper) yak (upper) kl (lower) Kolobok (-Why did you write with capital letter?) (Learners explain the types of compounds)

Today we will make a journey through the Magical Forest of the "Russian Language" together with Kolobok. Recall what we have already studied and learn something new and interesting.
- LET'S HIT THE ROAD!
slide 7

III. Repetition of the material covered in the lessons.(13 min)

Independent work on options. slide 8, 9

The gingerbread man met several objects on its way. They were animated and inanimate objects? Here are their names:
1c. Forester, nightingale, flowers, oak.
2c. Sunshine, hedgehog, fox, aspen.

- Name inanimate objects.
Exercise: help Kolobok to parse these words by composition. (2 students at the blackboard)

Well done guys, you did a great job!
- Kolobok rolled on. slide 10 And now, having guessed the riddle, you will find out what he met on the way. (mystery choice)

Under the pine along the path
Who is standing among the grass?
There is a leg, but no boot,
There is a hat - there is no head.
(Mushroom)

That's right, it's a mushroom.
- And what is the rule for writing this word?
- Let's remember how to check a double consonant?
Rule: ...
slide 11
Differentiated work (on cards) slide 12
1 group

Rasska. - ______________, hawk. - ____________, take it. - _______________, key. - ____________, gr. - _______________, moro. - ______________ , dream. - __________, shka. - ______________.

2 group
Match the words with the correct word and fill in the missing letter.
Me. cue - _____________, update. ka - ____________, sharp. ki - ____________, cre. cue - ______________, books. ka - _____________, ro. cue - _____________, ska. ka - __________________, re. cue - _________________.

3 group
Underline the consonants that need to be checked before writing. Write test words.)
Hit the night hard frost. He forged ice puddles on the forest paths. A sharp wind blew through the forest. It became chilly for oaks and birches. The cold drove the animals into the minks.
__________________________________________________________________________________________________________________________________________________________________________________________________________________

vocabulary work
- Guys, I know that you like to jump, run, play.
- What do you like delicious?
- And now you will find out what Kolobok loves, but for this you must solve riddles.

(Peas, cabbage, carrots, cucumber, vegetables.) (I call 1 student to the board who write down the words)

Dried up in the hot sun
And breaks out of the pods ... ( Peas) slide 13

The lady sat down in the garden,
Dressed in noisy silks.
We are preparing tubs for her
And half a bag of coarse salt. (to apusta) slide 14
Red nose stuck to the ground
And the green tail is outside.
We don't need a green tail
All you need is a red tail. (m orc) slide 15
I am long and green, I am delicious salty,
Delicious and raw. Who am I? ( cucumber) slide 16
- How to call all these riddles in one word? ( vegetables ) record sl. words vegetables slide 17
Guys, we don't have simple words, and some special ones that have common name. Who understood what words we wrote? (dictionary) slide 18
-Let's get into these dictionary words put an accent mark and underline the letter that needs to be remembered, in turn I call the learner to the board)
- And our Kolobok did not get bored, and also performed this task together with you. Let's check if he spelled it right. slide 19
- It turns out that Kolobok likes to eat vegetables. And not only vegetables, but also fruits.
- Look at the slide. slide 20
Vegetables and fruits are healthy foods.
- Read the sentence. What did you read, what is the name? (proverb)
- Why do you think vegetables and fruits are considered healthy foods. (conclusions of the student)
Write down the saying, put an accent mark over the words.

IV. Working on a new lesson topic. (10 minutes)
Repetition of material about single-root words.
- From each line write out the single-root words. Select the root, put an accent mark. slide 21
Forester, copse, stairs.
Morse, sea, sailor.
water, driver, underwater.
- Why are these words that you wrote the same root?
- Let's remember what words are called single-root?
- What rule do you know about the spelling of roots in single-root words?
(In words with the same root, the root is spelled the same)

Statement of the problem of the lesson
(Prepare children to learn new material by posing a problem situation.)
- On the way, Kolobok met a butterfly, who gave him a note from a hedgehog. And the note was this:Come with a sword, let's play» slide 22, 23
- Then Kolobok took the sword and went to the hedgehog. I saw the hedgehog Kolobok with a sword in his hands and got upset.
- What do you guys think, why was the hedgehog upset? Or maybe the hedgehog wanted to see some other object at Kolobok, what do you think? (ball)
- What do you think, who was to blame for this story: Kolobok or a hedgehog? (Hedgehog.)
What mistake did the hedgehog make? (it was necessary to write with the ball) Why did the hedgehog write " with a sword "
What rule did the hedgehog not know?
- What do you think, what should be done to write the word correctly? (students draw their own conclusions)

Statement of the topic and purpose of the lesson(children independently make a conclusion about the topic and objectives of the lesson) slide 24

Today in the lesson we will practice the procedure for checking a vowel at the root of the word.

PHYSMINUTKA
1. For eyes slide 25, 26
2. To warm up the body. slide 27
Jump, jump, jump, jump.
Gingerbread man rolled
Round and ruddy, right on the clearing.
Having rolled over a stump, he lay down to rest in the shade.

Look at the screen slide 28

P. chnik
_________- sl. forever
________ - d. lekiy
________- t. toast
________- May Ave.

Try to match the words with a test word and insert the correct letter.
- What letters did you put in? ( e, i, o, and, a )
Conclusion: Unstressed vowels a, o, e, i, and fundamentally needs to be checked.
- How to check an unstressed vowel?
- What do I need to do? (Children's conclusions)
(an algorithm for checking an unstressed vowel at the root of a word appears on the board:

And let's read that rule in the textbook. slide 29
Rule: s. 100 and s. 101

V. Fixing a new topic.(14 min)
Textbook work
with. 101 ex. 233 (commenting from the spot)

Screen operation
slide 30, 31, 32, 33, 34, 35, 36, 37, 38(butterflies)
Conclusion: - How to check an unstressed vowel? slide 39

Proposal work. Cacografia (error correction).
- Read the sentence on the screen.
slide 40
Forests with woodsmen chew in the bunks.

Read the offer. Which rule is wrong?
Write the sentence in your notebook. Correct the mistakes in the sentence. (mutual check)

creative work(work in pairs)

Each has quatrains on their desks, cut into lines.
The students have to put together the quatrains.
Task: in some words, an unstressed vowel is highlighted. Try to find test words.

Kolobochka has a birthday.
There will be dancing and entertainment.
On the porch, at the door
He welcomes all guests.

Is the path far
Kolobok is running
Through the forests, through the meadows,
You can see it here and there.

On the edge, on the forest
A painted house is visible.
He is not a wild animal
This is Kolobok's house.

I'm scraped in a box,
By the bottom of the barrel I'm metyon,
I have a rosy side.
I'm a funny bun!

VI. Summary of the lesson. (1 min)
- What did you learn at the lesson today? (children's answers)

The student reads the following poem by heart:
"Unstressed tricky vowel,
we hear it perfectly.
What is the letter in the letter?
Science will help us here:
The vowel became stressed
To dispel all doubts!

VII. House. ass . (1 min)
with. 101 ex. 234, right. from 101
slide 41

VII. Reflection. (1 min)
slide 42
- And now you have to revive Kolobok. Depict the mood that you had today in the lesson.
(such a Gingerbread man is on the desk for everyone)

Look guys, my Kolobok is boring ( slide ). Why do you think?
- It's true, he doesn't want to part with you, and, therefore, we will meet with him at the technology lesson. (I distribute to students sheets with the image of Kolobok (blanks for crafts).

1. Kuroyedova Galina Vasilievna

3. 8-953-313-65-18

4. Municipal government educational institution"Average comprehensive school No. 2"

5. primary school teacher

6. Competition "Modern educational technologies in the work of primary school teachers"

7. Lesson in primary school(Russian language)

“Social decency requires writing competently… if we don’t instill literacy in children, we won’t create socially useful workers and won’t fulfill what life and society expect from us,” – so in the 20th century academician L.V. Shcherba defined the role of spelling in the formation of personality. The scientist saw the root cause of illiteracy in the underestimation of the importance of spelling. In order to write correctly, it is not enough to know the rules, you must also acquire the skills of competent writing. Effective ways to achieve this are systematic training, the practice of performing various exercises, conscious work on mistakes, constant reference to reference books, dictionaries, reading and everyday work.

All teachers of the Russian language are well aware that the most common and persistent mistakes are the spelling of unstressed vowels at the root of a word. They haunt a person throughout his life. In my 22nd year at school, I encounter these errors every day. This happens both in the classroom (board, notebooks, diaries of students), and after the lessons (notes of parents, media, announcements, billboards, etc.).

I teach both in the 5th grade and in the senior ones and I have the opportunity to trace that the mistakes of students different ages, unfortunately, are the same, although some have only moved to the middle link, while others are finishing school.

In recent years, language teachers have been faced with problems associated with dysgraphia and dyslexia and, unfortunately, are powerless to fix anything without the help of specialists (speech therapists, psychologists). Having studied over the years numerous works devoted to the psychological mechanisms of the formation of literate writing, I came to the conclusion that every teacher develops his own technology of “learning” throughout his pedagogical activity. Therefore, in the 10th and 11th grades, I practice topics in a certain system, organized from “blocks” - workshops on spelling and punctuation. I would like to present such a block to your attention.

The lesson can be held in an ordinary classroom, having a blackboard, colored crayons and didactic handouts. But a lesson using modern information technologies(computer, projector, special educational programs, SMART boards, etc.). Unfortunately, as practice shows, few literature teachers have the opportunity to work with a computer, since this “machine” simply does not exist in the classrooms of the Russian language and literature, and the computer science class is always loaded with its lessons. Working at preparatory courses at a university and college in Novosibirsk for more than one year, I realized that even here modern information technologies are still very far away, so a board and chalk are proven, reliable assistants to a teacher in any situation.

So, unstressed vowels in the root of the word. Only long-term systematic training develops stable spelling skills for unstressed vowels.

T2. Unstressed vowels at the root

Lesson steps:

I. Announcement of the purpose of the lesson: to develop literate writing skills.

II. Work with basic schemes.

Theoretical block:

Teacher's word:

Russian has 10 vowels. 5 letters of them - A, O, I, E, I cause difficulties when writing in an unstressed position.

T4 Ways to check an unstressed vowel

I. Selection of the form of the same word

• change the number of nouns:
  crowd "- TO" lpy
  sails" - pa "rus

• replace adjectives full form short:
  happy "yy - happy" stem
  nAgo "th - nA" g

• for verbs:

1) change the time:

vari "l (P.v.) - vA" rit (N.v.)
tie "l (P.v) - tie" zhet (B.v)

2) change the number:

I write "- write" we
I'll say "- say" let's say

3) change the gender (for verbs P.v)

faded" - faded
took away "- taken away" l

Keep in mind that it is impossible to use verbs with the suffixes -YVA, -IVA as test words, since they alternate | - O||A

II. Selection related words

otyazhele "th - I" tin
apology "with confession"
for "groin - pA" hnet

Practical block: (practical skills development)

I. Checking an unstressed vowel by selecting related words

1. Choose a test word - a noun

seep out - juice
excited - wave
ask "l - request
enchant "th - enchantment
to distinguish - face
appearance - reality
rooted -
swear -
furious -
weight down -
unscrewed -
adaptation -

2. Choose a test word - a full adjective

pleasure -
dismissive -
darken -
infantry -
mysterious -
poverty -
approaching -
soften -
filled up -
astonishment -

3. Choose a test word - a short adjective

Savage -
shy -
refresh -
slowly -
old woman -
quicker -
on an empty stomach -
encourage -
got brave -
get dark -

4. Choose a test word - a verb

proof -
praise -
management -
leak -
dry up -
ice rink -
continuation -
fade away -
attract -
disappear -

5. Choose a test word - an adverb

solid -
humiliation -
explain -
straighten up -
revive -
pleasure -
strengthen -
shy -
flash -

When performing these exercises, other spellings are also repeated (at-, pre-, b, b, etc.).

• Parsing a word by composition - a way to see morphemic composition the words.

Parse words by composition, select a test word, stress, emphasize an unstressed vowel.

For example:

neglect - negligent (g | | f).

Distribution, explanation, evaluate, flood, management, gifted, step aside, disposal.

A special place in the work on unstressed vowels is occupied by words whose roots are similar in sound, but different in meaning.

• Oral work in the lesson:

Compare these words, select test ones in such a way that the unstressed vowel becomes stressed.

Run around the house - run	To offend a child is an insult
sing in the choir - sing	drink milk - drink
Turn gray from old age - gray	Sit in the park - sitting
Get down the stairs - get down	Lick sour cream - lick
See from a distance - see	Wither without moisture - wither
Split log - splitting	Heat the tongs - glow
To subside gradually - quietly	Comfort gently - joy
Creaking door - creaking	Seal - paperclip
Develop normally - development	Flutter in the wind - blow
Watch over the house - watchman	The old resident of the city - the old resident
Bless for a feat - a good word	To glorify the hero - glory
Cleanliness in the house - clean	Oscillation frequency - often
To please the authorities - obsequious	Guess the number - riddle
Winter was sown - winter	They hit the ground - the ground
Relocate people - villages	Overpower fatigue - strength
Crack loud - crackle	Severe shock - shaking
Splinter a torch - a sliver	Pinch chicken - nibbling
Casting to common denominator- led	Ghost (ghost) - view
Gargle - gargle	Caress the puppy - caress
boil eggs - boil	Open doors - shutter
Live in the city - live	Chew the crust - chewed
Trying on a suit - measurement	Reconcile friends - peace
Unload the gun - charge	Rarely cut carrots
Annoying behavior - teasing	Tremble from cold - shiver
Air vapor - steam	Autumn time - at that time
Beg for mercy (begging) - prays	To diminish the dignity (reduce) - small
To be touched by behavior - sweet
Dedicate a poem - holy	Shine a candle - light
Punish the enemy - punishment	Conquer nature (subdue) - submissive
Reproach for laziness (reproach) - reproach
Naked slope (naked) - naked	Kicked - legs
Far away from home	Send news - give
Ambition is honor	Cleanliness - pure
Lightweight Carriage - Easy	Condemned by Judgment - Appearance

Table work:

Task 1. Write down sentences under dictation, pick up test words.

It rained more often (often), and it became dreary at the dacha. Sanka opened (shutter) the gate and ran (run) around the house. Pashka girded himself (belt) and began to try on (measuring) his father's cap. The woman was rinsing the linen (rinsing). The old man lived here (to live) for forty years. The old woman slowly chewed (chewed) bread and washed down (drink) it with milk. The kettle heated up (glow), unsoldered (soldering) and began to leak (leak). The spotlight blinded (blind) me. The storm did not subside (quietly): the trees creaked (creaking) and cracked (crackling), thunderclaps shook (shaking) the ground.

Task 2. (When performing such tasks, students train to quickly and correctly identify parts of speech, acquiring literate writing skills.)

Write out from the words below nouns with unstressed O, adverbs with unstressed I, adjectives with unstressed A, verbs with unstressed E and I. Put the stresses and find the test words.

Absorption, borderline, bind, intertwine, graceful, cooky, shrewd, oblige, surreptitiously, naughty, singly, unfasten, changed, supine, happy, mischief, hostile, attitude, swear, appeared, revealing, boastful, dispose, rebirth, mysterious, loudly, secretly, stretched out, notice, continued.

Task 3. Check the unstressed vowel by choosing as many words with the same root as possible.

Look around - look back, look, look back, looking, look, looks;
Exhaustion - to become exhausted, maybe possible;
I in: to distinguish, inexplicable, to recognize;
II in: regret, impression, enslave;
III in: stretch, connect, excuse.

Task 4. (The task becomes more difficult by the end of the lesson (pair).)

You need to check several unstressed vowels, checking each of them:

Hungry - hungry - hungry.
I row - pile up, settled down, get ahead, criticize, bubbling.
II row - thresh, periodic, protect, accompany, rejoice.
III row - babble, tickle, fuss, get heavy, it was getting dark.
IV row - rumble, leaned on, trade, tremble, landscaping.

The next stage is working with words with unclear etymology.

Here you should find out not only the spelling of the word, but also its origin.

cradle, charming - cradle
thank - blessing, gift
trough, bark - crust
rejoice, face, distinguish, personification - face
insect - notch
tense - harness, buckle
fall - canopy
portray - an image
nephew - tribe
dominate, dominate, lord - power
flutter - flutter, powder, powder, gunpowder
glove - finger
flat - bang
twilight, dusk - fade
compassion, suffer, suffering time, suffering - suffering
genuine - the same length
quietly, quietly, quietly

Words with unchecked unstressed vowels. Working with them is necessary because students usually not only spell these words incorrectly, but sometimes do not understand their lexical meaning (the interpretation of words is obligatory!).

Let me give you some exercises. (You must use a dictionary to complete these tasks.)

1. For each of these nouns, it is necessary to choose a synonym (in order to understand L.Z.), form a verb and make a phrase (verb + noun).

For example:

applause (applause) - to applaud the singer;
argument, accompaniment, competition, propaganda, fantasy, regulation, coordination.

2. Determine the meaning of these words from the dictionary and make sentences with them.

almanac - a collection of works by various authors

The almanac was soon released.

Avant-garde, ensemble, anonymous, run, hegemony, praise, intelligent, competence, spartakiad, universal, enthusiasm.

• Tasks not completed by students that require work with a dictionary are assigned at home.

The development of skills and abilities on the topic “Unstressed vowels at the root of the word” should be continued throughout school year, since only a constant appeal to this problem through a variety of practical exercises will help students improve their literacy.