Spelling literacy is an integral part of the general language culture, a guarantee of the accuracy of the expression of thought and mutual understanding. Its foundations are laid in the elementary grades. Here, at the earliest stages of education, there is a specificity, which is determined, firstly, by the age of the children, and secondly, by their almost complete lack of theoretical knowledge of the language.

One of the conditions for the formation of spelling skills is the formation of spelling maturity.

Spelling vigilance is the ability to detect spelling in words intended for recording spelling, as well as to determine their types. Absence spelling vigilance or its weak formation is one of the main reasons for the mistakes made by schoolchildren. Therefore, achieving a high quality of spelling vigilance has been and remains one of the most difficult tasks of primary education.

One of the reasons for insufficiently high spelling literacy junior schoolchildren is the lack of formation of their spelling vigilance, i.e. inability to "see" spelling. Therefore, scientists, psychologists, methodologists, teachers are looking for the causes of this phenomenon in order to take effective measures to improve the situation.

The problem of the formation of spelling skills and spelling vigilance in the history of methodological science

The Russian language is considered one of the most difficult school subjects. On the one hand, knowledge mother tongue given to a child from childhood, he masters it as naturally as he breathes and grows. On the other hand, it is a complex discipline that requires a lot of work. Teaching the Russian language should be based on three pillars: linguistics, psychology, methodology. "The main attention of the teacher should be focused on the formation of spelling and punctuation literacy of students and their speech development, as well as on the solid assimilation of the knowledge that is the basis for the application of spelling rules and mastery of speech norms. "The level of literacy of secondary school students is one of the most acute problems of public education.

"Spelling literacy is an integral part of the general language culture, a guarantee of the accuracy of the expression of thought and mutual understanding. The culture of speech is the "clothes of thought" by which they usually immediately (and, as a rule, accurately) determine the level of a person's education" (Ivanova 1966).

Literate writing involves the development of spelling. Spelling is a generally accepted system of rules for writing words. In its origin, the word orthography goes back to the Greek words "orfos" - "straight", "correct" and "grapho" - "I write", i.e. Literally means "correctly". The meaning of the word spelling and spelling do not match: the second word has a broader meaning, including punctuation (Ivanova 1966).

Russian orthography consists of five main sections:

1. Transfer by letters of the phonemic composition of words.

2. Continuous, separate and hyphenated spellings of words and their parts.

3. The use of uppercase and lowercase letters.

4. Transferring part of a word from one line to another.

5. Graphic abbreviations.

The methodological literature describes two ways of mastering spelling skills. These are grammatical and agrammatical approaches. These directions were formed in the century before last and were the subjects of heated debates of their supporters. The essence of scientific disputes boils down to clarifying the mechanisms of literate writing. "Grammatists" believe that thinking takes part in the formation of literate writing, teaching methods should be associated with the study of grammatical rules. "Anti-grammatists", on the contrary, tear literacy away from the laws of language and thinking and emphasize its purely mechanical nature, the teaching methodology in this case should be different.

The development of the agrammatical approach is associated with the names of the German educators A. Diesterweg and E. Bormann. Since the appearance of their works, an attempt has been made to theoretically substantiate the need to include the work of various analyzers in the process of mastering literate writing. A. Diesterweg outlined the path of auditory analysis of the word, during which students should acquire concepts of sounds as the main elements of a sounding word. In the course of writing under dictation, students need to analyze the sound composition of the word. It was this theoretical representation of the scientist that led him to the idea that the dominant method of teaching is writing from dictation. E. Bormann, on the contrary, believed that the main thing is visual perception. With visual perception of correct spellings, he believed, a stock of visual images accumulates. This means that the main type of exercise should be copying from samples. Representatives of the German experimental school of the beginning of the century explore the role of visual and auditory, kinesthetic analyzers, the role of hand movements. The experiments carried out by them are distinguished by the originality of the invented methods, the essence of which is as follows. For research purposes, German scientists use artificial language material devoid of semantic content: they want, as it were, in its purest form, to determine the role of analyzers in the formation of a skill. In addition, in order to study one of the analyzers, they try to disable the work of the others. Each experimental attempt causes a flurry of criticism. The methodology is being finalized, experiments are being carried out again, and again criticism.

V. Lai, who also belonged to the first wave of anti-grammatists, was the first to note the individual differences of the subjects, which he associated with the individual characteristics of the analyzers. This allowed him to divide the subjects into auditory and visual types.

So, the antigrammatists of the first wave believed that the psychological mechanisms for the formation of literate writing are visual and auditory analyzers, kinesthesia, hand movements, which ensure the recording and storage of spelling-correct word images. And if so, then the nature of the spelling skill does not depend on the knowledge of the rules and, therefore, on thinking. They saw the role of grammatical rules in the development of speech and thinking of students, and not in mastering spelling-literate written speech. Anti-grammar scholars also proposed exercises that serve their theoretical ideas: various kinds of copying from correct samples, pronunciation, special dictations.

The turning point in the work of the successors of the agrammatical theory comes when the modern research of physiologists, psychophysiologists and psychologists confirms the idea of ​​the need to use analyzers to develop a full-fledged speech mechanism, including spelling. There were several points of view on the leading role of various analyzers. The leading role of the visual analyzer was emphasized by B.G. Ananiev. The scientist substantiated the dominance of the visual system "by its own information material and the superiority of optical signals" (Bulokhov 1993). The importance of the work of the kinesthetic analyzer was shown by the studies of N. I. Zhinkin, L. N. Kadochkin, N. I. Kitaev, L. K. Nazarov. And, finally, A. N. Sokolov proved that for the formation of a speech mechanism leading to inner speech, it is necessary to include all analyzers in the work.Inner speech is the main mechanism of thinking and understanding.However, at this stage, the process of understanding continued to be "outside the brackets" of researchers.

A long period of disputes ended only in Soviet times with the unconditional recognition of the position according to which the best conditions for the formation of a spelling skill are created if at the beginning it develops as a fully conscious action. Special merit in substantiating this position belongs to the psychologists L.I. Bozhovich, D.N. Bogoyavlensky, S.F. Zhuikov, as well as well-known methodologists A.M. Peshkovsky, A.N. Gvozdev, N.S. Rozhdestvensky.

Conscious writing is understood as writing based on spelling rules, which summarize the phonetic, lexical and other features of the word. It was proved that the success of teaching spelling depends on how timely, deeply and correctly the student realizes the features of the word as a language structure.

D.N. Bogoyavlensky wrote that the content of knowledge necessary for the correct choice of spelling depends on the nature of this spelling. "The nature of the formation of a spelling skill depends, first of all, on the characteristics of the Russian spelling system itself" (Bogoyavlensky 1966). There are different groups of spellings that require different ways of assimilation. For some of them, awareness phonetic features words, others require knowledge of grammatical, lexical and other linguistic knowledge, and the form in which these tasks are fixed is the spelling rule. The interpretation of the spelling rule as phonetic or grammatical generalizations played a decisive role in overcoming the mechanical, anti-grammatical views that separated writing from language.

In 1960, the book by N.S. Rozhdestvensky "Properties of Russian spelling as the basis of its teaching methodology", in which the author proves the need "to establish a connection between individual spellings, giving such general norms under which individual rules would fit as parts to a whole." Under the properties of our spelling N.S. Rozhdestvensky means his principles: morphological, phonemic, traditional, differentiating, phonetic.

A fundamentally new stage in the development of the theory of the formation of spelling skills is associated with an understanding of the principle of Russian writing, developed by linguists of the phonological school. The phonemic approach was developed back in the 60s by Professor M.V. Panov and then partially began to be used in high school. Much has been done in this direction for elementary school by D.B. Elkonin, V.V. Repkin, P.S. Zhedek and others.

Kharkov psychologists V.V. Repkin and P.S. Zhedek in the 60-70s developed and created textbooks (starting with the primer), in which the idea of ​​teaching spelling on a theoretical basis was consistently implemented. The results obtained during the experiment convincingly testified to the effectiveness of the proposed training system. In the first grade towards the end school year 100% spelling vigilance of students was achieved, and subsequently, by the 6th grade, spelling literacy was provided, significantly higher than in public schools. P.S. Zhedek and V.V. Repkin wrote that "if the spelling of a word is considered as a reflection of its phonemic, and not morphological structure, then it is possible to realize the foundations of the spelling action even before studying grammar ... Under these conditions, spelling writing from the very beginning can be formed as a fully conscious and generalized action in all its links" (Jedek 1993).

Orientation to the phonemic principle radically restructures the content of teaching spelling. In this case, responsible tasks are assigned to the elementary school: firstly, to ensure the formation of genuine spelling vigilance (to equip students with knowledge of the signs by which most spellings can be found, regardless of whether they know the corresponding rules); secondly, to bring students to an awareness of the general nature of spelling rules and a single procedure for the rule of finding a strong position of a sound (phoneme) in a given part of a word. It is at the initial stage that these basic spelling skills should be formed at such a level that they can later be developed, and not rebuilt.

But phonemic spelling was not supported by the official program, it became the main one in developmental education programs. IN Lately it is increasingly penetrating into the traditional school.

For example, a textbook for primary classes in the Russian language "To the secrets of our language" (authors - M.S. Soloveichik, N.S. Kuzmenko) is based on the approach proposed by psychologists P.S. Zhedek and V.V. Repkin. The authors try, first of all, to teach the child to detect "dangerous" places when writing, that is, spellings, and quite consciously ... get away from mistakes, leaving unknown letters "window" in place: when the skill called spelling vigilance is to some extent formed , the student is psychologically ready to study the rule, and he wants to study it, since it turns out to be necessary for him. So the student from the "trained object" becomes the "subject of learning activity". Thus, spelling training becomes developing, and the idea that it is shameful, inconvenient to write with errors in the native language, and the simultaneous formation of the ability to avoid them, carried through the entire course, makes this training also educative. In the opinion of the authors, they continue the line of traditional education, but at the same time they bring to it what has been accumulated by science and practice in the last decades.

Psychological and Pedagogical Basis for the Formation of Spelling Skill and Spelling Vigilance in Primary School Students

Active possession by a person of all forms of oral and written speech is associated with the mechanisms of thinking and understanding, therefore the problem of spelling literacy of schoolchildren is comprehensive (Khristenko 1988). GG Granik in his study, based on the systematization of scientific data, puts forward a hypothesis about the psychological mechanisms of spelling literacy.

From the point of view of the "grammatical" direction, the ability to correctly spell out the text is based on psychological mechanism transfer based on generalization. The development of a skill depends on the awareness and correctness of the generalization, the timeliness of its formation. The construction of a psychological theory of generalization is connected with two different linguistic theories. One of them is based on the idea of ​​the morphological principle of Russian writing, the other is based on the phonemic principle (Babaitseva 2000).

Spelling generalizations are based on separate rules governing the writing of individual homogeneous orthograms (for example, the endings of I and II conjugations). Because of this, the sum of the formed disparate generalizations in the student's head often resembles a library without a catalog. The more such generalizations are accumulated in the course of learning, the more difficult it is for the student to actualize in the process of writing from the multitude of these generalizations what is needed in each particular case. This idea of ​​the mechanism of psychological generalization is based on the primacy of the morphological principle.

A new stage in the construction of a psychological theory of spelling generalization - hence, in the development of a theory of the formation of spelling skills and abilities - is associated with an understanding of the principle of Russian writing, developed by linguists of the phonological school. So, P.S. Zhedek and V.V. Repkin wrote that "if the spelling of a word is considered as a means of displaying its phonemic, and not morphological structure, then it is possible to realize the basis of the spelling action even before studying grammar ... Under these conditions, spelling writing from the very beginning can be formed as a fully conscious and generalized action in all its links" (Rozhdestvensky 1965: 150). The teaching methodology was designed in such a way that "the students would have a common way for all morphemes of a word to check phonemes in morphemes - bringing the sound to a strong position that reveals the main type of phoneme" (Jedek 1993: 162). The transfer mechanism based on generalization can operate if the writer has developed spelling vigilance. For the first time, I.S. Zabuga: "The inability to see spelling entails the inability to apply the rules in writing." The ability to isolate a spelling task when writing should include the ability to apply the rule, since one of the main causes of errors is the inability of students to apply the rules to writing practice.

In the study of G.G. Granik found that there is no direct way from communicating the rules to literate writing, and the ability to solve grammatical problems depends on whether schoolchildren are formed on the basis of one or another rule of mental reception (Pristupa 1987). That is, the formation of literate writing occurs through knowledge of the rules with the development of mental techniques based on them, followed by training by performing the appropriate types of exercises. The system of exercises is built on the principle of following from easy to difficult. There are three main types of exercises, namely: an exercise with a ready-made printed text, various kinds of dictations, and creative work. Types of exercises are listed in order of increasing difficulty. Operations of mental reception, formed in the conditions of work with the finished text, can be transferred in the conditions of work with the dictated self-created text. The degree of difficulty should be increased, and these operations will "grow in", "adapt" to the new conditions. It is this theoretical understanding of the formation of skills and abilities that underlies the timely teaching methodology (Pristupa 1987). But in this case, the differences in the conditions under which the solution of spelling problems takes place are not taken into account. The difference lies in the type of written work itself.

Theoretical positions of the relationship between goals and conditions, and their influence on the operational composition of the action are considered in the works of S.L. Rubinstein, A.N. Leontiev. In the work of A.N. Leontiev says: "Let's assume that the goal remains the same, the conditions under which it is given change: then only the operational composition of the action changes, or (and this is an extreme case) the action may turn out to be completely impossible, and the task remains unresolved" (Leontiev 1975: 304).

Further development of the general theoretical provisions of S.L. Rubinstein and A.N. Leontiev received in the theoretical and experimental studies of M.S. Schechter devoted to the problem of transition from successive recognition to simultaneous recognition. (Successive recognition is a process of identification deployed in time, largely reminiscent of the process of familiarization with an object. Simultaneous recognition is instantaneous simultaneous recognition of a familiar object). In the works of M.S. Schechter, it is shown that simultaneous recognition is associated with qualitative changes in the process in which individual identification elements are combined into a larger unit. In other words, changing the conditions of identification leads to the use of new identification features. In the study of G.G. Granik, aimed at studying the process of forming punctuation skills and abilities, found that changing the conditions for solving punctuation problems leads to a change in the operational composition of a mental technique (Pristupa 1987).

That is, competent writing in real conditions requires a simultaneous solution of spelling problems, i.e. development of a spelling skill, and the current approach to the problem of the formation of a spelling skill is actually justified only in the formation of a spelling skill, i.e. ability to accurately solve spelling problems.

Considering the problem of conscious writing, psychologists and methodologists noticed that writing based on rules, saving the writer from having to remember the spelling of each individual word, at the same time does not provide an understanding of the spelling system as a whole, does not reveal the relationship between the rules, does not create prerequisites for self-control in standard spelling situations. To overcome these shortcomings, it is necessary to rely in training on a generalization of a higher level than those contained in specific spelling rules. The highest level of generalization in orthography is the concept of the leading principle of spelling.

Linguists explain the fact that “schoolchildren are forced to learn a huge number of spelling rules without understanding the basic regularity of writing, its leading principle, without giving them a guiding thread with which they could navigate this labyrinth of rules. Such a guiding thread is knowledge of the basic principle of our spelling "(Jedek Repkin 1974: 20).

Psychological studies have shown that the most favorable conditions for the construction of curricula are formed with such an organization of education, when already at the initial stage in educational material fundamental concepts are singled out, around which all theoretical material is concentrated and which underlie the formation of practical skills. With regard to spelling, this is possible with a phonemic interpretation of the leading regularity of Russian spelling.

The development of linguistics, in particular the emergence of the highest section of phonetics - phonology, is associated with a new stage in the theory of spelling - phonemic. The phonemic principle says: “The same letters of the alphabet designate a phoneme in all its modifications, no matter how they sound in one or another phonemic position. As a result, it turns out that each morpheme, as long as it contains the same phonemes, is written always the same" (Zhedek Repkin 1974: 31). A phoneme is a functional unit. Sounds representing the same phoneme can be acoustically different. Conversely, the same sound can be a realization ("representative") of different phonemes.

The spelling system is currently being updated. The nomination of phonemic, and not morphological, as the leading principle of Russian spelling, as was customary, should significantly change the entire system of teaching spelling.

Linguistic foundations of spelling in elementary school

"Modern writing consists of three parts built one on top of the other: the alphabet, graphics and orthography" (Ivanova 1966: 35); in the primary grades, it is necessary to teach children to write in all elements, in their interconnection. And the spelling technique should not be fenced off from alphabetic work, from teaching graphics, from the formation of graphic skills in schoolchildren. The choice of spelling from among the options allowed by graphics is already an area of ​​spelling, rules that ensure uniformity in the spelling of related words, uniformity in the designation of grammatical forms, uniformity in the designation of proper names, in contrast to common nouns, etc. All spellings that are established by rules - instructions and prohibitions in the spelling system, have a justification, most often by the morphemic composition of the word, with its grammatical affiliation and form.

Spelling is 1) a historically established system of uniform spellings that is accepted and used by society; 2) rules that ensure the uniformity of spellings in cases where different spellings are possible; 3) compliance with accepted spellings, private and subject to certain rules; 4) a part of the science of language (in its written form), which studies spelling and establishes their uniformity (Vlasenkov 1973).

The study of spelling and the formation of spelling skills at school is based on work on spelling. Schoolchildren must understand and assimilate the essence of different types of orthograms, learn to find their identifying features and, in accordance with this, apply one or another spelling rule. In the elementary grades, it is necessary to teach children to write in all its elements, in their interconnection. And the spelling technique should not be fenced off from alphabetic work, from teaching graphics, from the formation of graphic skills in schoolchildren.

The spelling rules govern the choice of spellings in the following five areas of writing, according to which the five divisions of spelling are distinguished:

1) when designating sounds with letters in words: spelling rules for unstressed vowels in word roots, prefixes and other morphemes; voiced and voiceless consonants in weak positions, in word roots and other morphemes; double consonants at the junction of morphemes and the like;

2) when choosing a continuous or separate spelling of words, as well as the so-called semi-continuous (hyphenated) spelling;

3) when using uppercase and lowercase letters at the beginning of a sentence and in proper names;

4) when transferring words, their parts from one line to another;

5) with an abbreviation, that is, a non-graphic abbreviation of words (Vlasenkov 1973).

The nature of Russian orthography is usually determined from linguistic positions - from the point of view of phonology, morphemics, and so on. Different spelling phenomena, types of spellings are brought under morphological, phonetic, traditional and other principles, which helps in choosing methods and techniques for teaching not spelling in general, but each specific type of spelling. Understanding the nature of spelling, its properties is revealed through its principles, that is, the main provisions and theories.

Modern Russian spelling is based on certain principles. In the theory of Russian spelling, morphological, phonetic, traditional principles, as well as differentiating spellings are indicated.

The morphological principle of spelling assumes a uniform, identical spelling of morphemes - root, prefix, suffix, ending, regardless of phonetic changes in a sounding word, occurring during the formation of related words or word forms, that is, regardless of positional alternations, other traditional inconsistencies in writing and pronunciation. These inconsistencies include: all cases of unstressed vowels in different morphemes - root, prefix, suffix, ending, stunning of voiced consonants and voicing of voiceless before paired voiceless and voiced consonants, stunning at the absolute end of a word; orthoepic, traditional pronunciation of many words and combinations.

Checking spellings written on a morphological basis includes: firstly: understanding the meaning of the word or phrase being checked, without which it is impossible to select a test word, determine the case form, proper name, etc.; secondly: analysis of the morphological composition of the word , the ability to determine the place of the spelling, which is important for the selection and application of the rule; thirdly, phonetic analysis, definitions of syllabic composition, stressed and unstressed syllables, selection of vowels and consonants, clarification of weak and strong positions of phonemes, positional alternations and their causes; fourthly, the grammatical analysis of the word (phrase) - definitions of the part of speech, the form of the word, for example: a noun of the first declension, is in dp, unit. hours, etc. (Zhedek Repkin 1974: 42).

The leading position of the morphological principle of Russian spelling also determines the methodology for teaching spelling: the latter is based on a conscious analytical approach to the language, on understanding the meaning of words and their combination, text, grammatical categories and forms, and the phonemic composition of the word.

The morphological principle corresponds to the following spelling topics studied in primary grades: the spelling of unstressed vowels, voiced and deaf consonants, except for unchecked words that are written according to a different principle; spelling of unstressed vowels, voiced and deaf consonants, in prefixes and suffixes, at the junctions of morphemes (except for some cases, for example, prefixes on "-z", which are written according to a different principle (this case is not studied in primary grades); spelling of unstressed vowels in the endings of word forms: in the case endings of the 1st, 2nd and 3rd declensions of nouns, in the case endings of adjectives, in the personal endings of verbs of the 1st and 2nd conjugations of the present and future tense; word transfer from line to line, since when transferring, not only syllabic, but also morphemic division of words is observed; to a certain extent, the morphological principle also operates in continuous - separate spellings of words, in particular, in distinguishing between prefixes and prepositions, as well as in the use of "Ъ" after prefixes, since the application of the relevant rules requires a morphemic analysis of words and the determination of their morphological features.

Even such orthographic topics as the designation of the softness of consonants in writing, the use of a capital letter in names, double consonants, also rely on the morphological knowledge and skills of children.

So, the morphological principle is the basic principle of Russian orthography. As mentioned above, its essence lies in the fact that all significant parts of the word (roots, prefixes, suffixes, inflections), repeated in different words and forms, are always written the same way, regardless of how they are pronounced in one position or another.

Thus, based on the morphological principle:

1) writing checked unstressed vowels and voiced final consonants in the roots of words: garden [sat], gardens;

2) spelling of prefixes, excluding prefixes on z -: play [pigrat], missed [missed];

3) spelling of unstressed endings of nouns: in the city [in - pride], over the table [nt - table];

4) spelling of the suffix - ok: wide [shirok], low [low];

5) spelling of words with unpronounceable consonants: sad [sad], local [m esnyj];

6) spelling of assimilated consonants: carry [nisti], weed [trafk];

7) writing And after prefixes on a solid consonant and the first root, starting with - And - in a compound abbreviated word: pedagogical institute, misinformation.

The unity of the spelling appearance of morphemes is achieved by the fact that the letter indicates not the pronunciation in one case or another, but the phonemic composition of the morpheme, formed by strong phonemes. Therefore, the basic principle of Russian spelling can also be called phonetic, meaning by this the principle of transferring the phonemic composition of a morpheme in writing (Kuzmina 1981).

Deviations from the basic principle of Russian spelling are phonetic and traditional-historical principles.

Consider further the phonetic principle. It is assumed that originally originated in different peoples sound-letter writing has always been phonetic: each sound of speech was recorded the way it sounds, the way the writer hears it. And in modern Russian writing there are many such spellings where there are no discrepancies between sound and writing: "moon", "chair", "we", "cancer" and many others. In most words, along with checked and unchecked spellings, other sounds are designated by letters, in essence, according to the phonetic principle. So, in the word "car" the sound [a] is unstressed, it is considered unverifiable, the letter - a - is written according to tradition, but the rest of the letters of this word are written in accordance with the sound. In essence, all these spellings should not be called phonetic, but phonetic-graphic.

Phonetic-graphic spellings do not cause writing difficulties, so they are simply not noticed; but in primary school their role is very great. Phonetic-graphic spellings do not contradict the morphological principle of Russian spelling, since they do not lead to unequal spelling of morphemes. But their danger lies in the fact that they still create in students the illusion of well-being, the illusion that the letter corresponds to the sound, which in reality is far from always the case.

Cases like "table", "hand", "lamp" (phonetic spellings) reflect the phonemic composition of these words and do not oppose the morphological principle of orthography. So, the phonetic principle of Russian spelling is that sounds are written in words as they are heard, that is, spelling conveys the sound of the word.

Based on the phonetic principle:

1) writing prefixes on s -: without -, who -, them -, from -, times -, through -, through -. So, before the root, which begins with a deaf consonant, the letter c is written, and in other cases, z is preserved: classless, harmless, notify, drink, fall;

2) spelling of stressed vowels: house, forest, garden;

3) the spelling of vowels in the prefixes raz-, ras-, ros-, ros-: O is heard under stress and O is written; in an unstressed position, A is heard and A is written: search - search, painting - receipt;

4) writing Y instead of the initial AND in the root after prefixes on a solid consonant: play, but play, search, but find, history, but background;

5) writing under stress O and in an unstressed position E in the endings of nouns, adjectives and adverbs after hissing: soul, but porridge, big, but red, hot, fresh, but melodious, more lively;

6) writing under stress - OY, in an unstressed position -YY in the endings of adjectives, participles and ordinal numbers: large, but new, eighth, but fifth;

7) spelling Y after C: lisitsyn, sinitsyn, sistersyn;

8) spelling b after soft L: salt, coal, strong.

In the system of spelling rules, there are also those that are based on the phonetic principle and are in sharp contradiction with the leading, morphological principle. The contradiction lies in the fact that morphemes (in this case - prefixes on - h) are not written in the same way, but depending on the pronunciation, reflecting positional alternation. Prefixes from-, is-, times-, race-, vz-, sun-, through-, through- and others do not obey the morphological principle. According to the rule, these prefixes are written with the letter Z before vowels or voiced consonants, and in other cases with the letter C: "unnamed, but" restless. "It is easy to see that the spelling Z -; C - in this example corresponds to the pronunciation, that is , is subject to the phonetic principle (Kuzmina 1981).

The rules based on the phonetic principle and contradicting the morphological one cause difficulties for students; about the spelling system, they contradict general principle checking vowels and consonants in weak positions.

Since the rules based on the phonetic principle contradict the understanding of the Russian spelling system that is being formed in children and, in general, are difficult to learn, they are not studied in the elementary school course. But the words containing such orthograms, younger students meet in written speech and write them, assimilating practical basis by memorization.

It can be emphasized that cases similar to the spelling of prefixes on - z - are not numerous: other principles of spelling, in general, do not contradict, but, on the contrary, support the morphological principle of Russian spelling. This is the third principle - traditional (historical). According to this principle, many words are written according to tradition, without checking the rules.

Words that cannot be checked by the rules are very numerous: in a text typical of the written speech of younger students, their number reaches 20% (many of these words later, in high school, will become verifiable for students). For the most part, these are words borrowed from other languages.

Many of them entered the Russian language relatively recently: "bath", "balyk", "tulup" - Turkic. and etc.

Many of the spellings considered traditional can in fact be checked against the source language: "cardboard" from Latin; "suit" - from French, etc.

Sometimes a spelling that is considered traditional can be verified on the basis of knowledge of the history of the etymology of words and historical changes in the phonetics of the Russian language: "rooster" - from the old Russian "peti", "peas" - contains full agreement - oro -, in which there is no - a- .

Based on the traditional-historical principle:

1) writing G in the genus. p., unit adjectives, participles, non-personal pronouns, masculine and neuter ordinal numbers: young (pronounced - in), fifth (pronounced - in). The spelling G has been preserved from those distant eras when these forms were pronounced with [g];

2) according to tradition, the letter I is written after the hissing Zh and Sh. These consonants were soft in the Old Russian language, so after them it was natural to write I, E, E, Yu, I, as you hear, but by the 13th century these consonants hardened. And it continues according to tradition, although consonants are pronounced firmly and Y is heard, and not I: live, sew;

3) according to tradition, b is written in the endings of the verbs of the present and future tenses in 2 lit., singular: you read, you play.

4) according to tradition, it is written, but the spelling is not explained in any way with unverifiable unstressed vowels: potter, blockhead, ship, dog, station;

5) suffixes - enk, - tel, - points, - echk, - enn, - ovat, - evat.

So, traditional-historical spellings are spellings that do not depend on either morphemes or pronunciations, but the writing is preserved according to tradition.

Within the framework of the traditional principle, which on the whole does not contradict the general rules of Russian writing and the leading principle of Russian spelling - morphological, there are several cases that contradict the general system.

The traditional spelling of the combinations ZhI, SHI, with the letter "i", CHA, SCHA, with the letter "a", CHU, SCHU, with the letter "u" contradicts the general rule of Russian spelling, according to which after solid consonants one should not write "i", and "s", after soft ones - not "y", "a", but "yu", "i".

In the primary grades, the spelling of these combinations is memorized without any explanation, and, of course, cannot but damage the formation of the concept of the spelling system in the minds of students.

The morphological principle contradicts the traditional spelling of individual words: "kalach" (according to the morphological principle, one should write "kolach").

If morphological spellings are checked and assimilated on the basis of phonetic, word-formation and grammatical analysis of words and their combinations, then traditional spellings are mainly for memorization, in the order of the so-called vocabulary and spelling work. Memorization in the primary grades plays an important role, it cannot be neglected, on the contrary, it is necessary to develop a deep system of motivations, game methods that make it easier for children to memorize words with difficult spellings.

With the development of phonology, with the introduction of the concept of a phoneme into scientific use, a new phonemic principle was proposed, which some linguists define as the main principle of Russian spelling, but as mentioned above, the leading role in checking spelling belongs to the morphological approach: you need to know the root, suffix , prefix or ending is spelling. And without a morphological approach, the phonemic method of verification is blind, and is applicable only in the simplest, most obvious cases such as "water" - "waters" or "meadow" - "meadows". The morphological principle explains all these cases; in other words, the morphological principle is wider than the phonemic one, it covers a much larger number of orthograms than the phonetic one. Majority authors teaching aids for universities, morphological and phonemic principles are considered in close connection, but, however, unequal, since the phonemic principle is part of the morphological one.

Methodology for the development of spelling vigilance of younger students

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 scientists - psychologists and scientists - 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 of the environment of children.

Successful spelling learning 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 of compliance with its passable in this moment material;

b) readiness of students to assimilate this educational material;

c) availability of admission in terms of those skills independent work that students already know;

d) consistency in the application of techniques selected for a specific purpose (Algazina 1981).

Sequence of exercises

in the process of mastering skills

Place of spelling vigilance in the structure of spelling action

There are two stages in the spelling action:

Statement of a spelling problem (spelling highlighting);

Solving a spelling problem.

At the same time, we are talking about a spelling action aimed at achieving a conscious goal, and not about a spelling skill, which is an automated component of a speech action. To solve a spelling problem, a student must go through six steps (Babaitseva 2000):

1) find the spelling;

2) determine its type;

3) outline a way to solve it;

4) determine the sequence of the solution;

5) follow this sequence;

6) write a word.

The child needs to be taught:

a) set spelling tasks;

b) establish its type and refer to a specific rule;

c) apply the rule;

d) exercise spelling self-control.

The first steps in orthographic work are associated with teaching first graders two types of reading, with observing the relationship of sounds and letters, not only in the direction from letter to sound, but certainly in the reverse order, i.e. from sound to letter, and, finally, with training in spelling while copying and checking what was written. In the future, the formation of conscious skills to find orthograms should be started. Before students in 2nd grade learn how to spell unstressed vowels, they should be familiar with the most common features spellings of vowels and, learning from these features, find spellings (Beldina 2004).

The first grade and the beginning of the second grade is a period of active development of spelling vigilance. This can be done in different ways. Perhaps a simple indication of places dangerous for writing by listing the corresponding signs of orthograms. Perhaps, analytical work has been carried out that will allow schoolchildren to become aware of the phonetic conditions that put the writer in front of the need to solve a spelling problem. So, the main means of educating spelling vigilance is the correct and timely formation of the concept of spelling.

Children get an initial idea of ​​the general rule of Russian spelling during the period of learning to read and write, when they observe that unstressed vowels are designated as they are under stress. Such a practical preliminary idea of ​​​​the leading spelling pattern until younger students get acquainted with related words (in grade 2). The current program is built like this: first, students check the unstressed vowel in the whole word, and then in the root. After the students learn that the word consists of significant parts, the conclusion is clarified: vowels in a weak position are indicated by the same letters as in a strong position in the same part of the word.

The structure of spelling vigilance. Identification signs of spelling

When studying the features of the assimilation of spelling, it is necessary, first of all, to differentiate spelling. There are different definitions of the concept of "spelling".

"A spelling is such a spelling in a word that corresponds to a certain spelling rule" (Rozhdestvensky 1959: 65).

"A spelling is called this or that spelling in a word or between words, which can be depicted by different graphic signs (two or three), but of which only one is accepted as correct" (Vlasenkov 1973: 89).

Schoolchildren should be taught to identify spellings under various circumstances. However, the teacher often skips a whole stage in teaching schoolchildren, exactly the one at which they would specifically learn to be aware of the presence of a spelling in a word. The theoretical basis of this training is the identification features of orthograms (Lvov 1984):

1. Mismatch between letter and sound.

2. Sounds that give the most mismatches (dangerous sounds). It is necessary to teach children as early as possible to notice in words such "dangerous" sounds (letters), such positions in words, such pairs of sounds:

Vowels - a, o, i, e;

Pairs of voiced and voiceless consonants;

Combinations: zhi-shi, cha-cha, chu-shu;

Combinations: stn-sn, zdn-zn, in which unpronounceable consonants may occur;

Consonants p, k, f, t, s, w at the end of a word, which may turn out to be weak positions of phonemes b, d, c, e, h, g;

Increased attention should be paid to the letters i, e, e, u;

Soft consonants (especially "l" soft) are also among the "dangerous" ones;

3. Morphemes: root, prefix, suffix, ending; connecting vowels in compound words; return particle sya (s). A combination of morphemes - two prefixes, 2-3 suffixes.

Having realized different morphemes in the word, the student purposefully searches for the spelling, since he already knows in advance what kind of difficulties (orthograms) can be encountered in the prefix, root, ending, which ones at the junction of morphemes.

So, students in grades 3-4 already know from practice that you don’t need to check anything at all in the prefix - you just need to make sure that “under-” is a prefix, and not the beginning of the root (brought it up), since the prefixes “pad -” and "sweat -" is not in Russian.

Having recognized the root in the word, the student already knows that unstressed vowels are very likely in the root, voiced / deaf consonants are possible and that they need to be checked by selecting related words or by changing the form of the word.

Having recognized the combination of morphemes (prefix and root), the student expects spelling difficulties such as double consonants (spilled, pulled); the need to check voiced and voiceless consonants at the junction of morphemes (rested).

Knowledge of the types of orthograms and the elementary experience of their definition helps the student in finding the spelling, give the search certainty.

The ability to see spellings is a necessary condition for mastering spelling norms, for the successful application of the rules. This means that students need to develop this ability. "The developed ability to detect those places in words where the written sign is not determined by pronunciation is called spelling vigilance" (Odegova 1989: 20). Since most spellings are spellings of weak positions, then from the point of view of the phonemic concept of Russian spelling, spelling vigilance can be defined as the ability to phonologically (positionally) evaluate each sound of a word, i.e. to distinguish which sound is in a strong position, and which is in a weak position, and, therefore, which one unambiguously indicates a letter, and which one can be indicated by different letters with the same sound. The ability to detect a sound that is in a weak position, first of all, is spelling vigilance.

Spelling vigilance also implies the ability to detect mistakes made by the writer (your own mistakes or those of others).

The lack of spelling vigilance or its weak formation is one of the main reasons for the mistakes made. This reason negates even a good knowledge of the rules and the ability to apply them: the student does not see spelling in the process of writing. Scientists and teachers believe that the main cause of schoolchildren's blindness is the lack of effective ways to develop spelling vigilance (Bulokhov 1993). In the 1st grade, the main attention was focused on familiarizing children with the first identifying sign of orthograms - the discrepancy between sound and letter, pronunciation and spelling.

In grades 2-4, with the transition from the phonetic to the morphological level of assimilation of the spelling rules of unstressed vowels in the roots of words, prefixes, endings and suffixes of various parts of speech, an opportunity opens up to introduce students to other identifying features of the spelling:

Morphemes in words (root, prefix, suffix, ending);

Belonging to a certain part of speech.

Based on the results of working with each new rule on the topic "Unstressed vowels" with children, a table is compiled to help complete spelling detection exercises.

Name of spelling topics, orthograms	Identification signs of spelling
1. Unstressed vowels in the root of the word (checked and unchecked)	a) unstressed (lack of stress on the root vowel), b) place in the word - at the root
2. Unstressed vowels in prefixes	a) incompetence b) the place of the spelling is in the prefix
3. Unstressed vowels in case endings of nouns	b) the presence of unstressed e / and, c) part of speech is a noun.
4. Unstressed endings of adjectives	a) the place of the spelling is in the ending, b) the presence of an unstressed vowel, c) part of speech - adjective.
5. Unstressed personal endings of verbs in the present and future tense	a) the place of the spelling is in the ending, b) part of speech - verb, c) no accent on the ending, d) time - present or future
6. Unstressed suffixes of verbs in the past tense (before L)	a) the place of the spelling is in the suffix, b) part of speech - verb, c) there are no accents on the suffix i, e, i, a, d) time is past.

Practice shows that students can fully master the method of setting spelling tasks only when they quickly navigate the morphemic structure of the word and distinguish between parts of speech. And if the recognition of parts of speech reaches automatism relatively quickly, then the process of isolating parts of a word is more difficult.

In this regard, we widely include tasks of a developing nature and at the same time encouraging to search for spelling in words. Here are some of them (Baranov 1993):

1) exercises with a selective answer:

a) Write down only those pairs of words that are related.

Find spellings in the roots of words:

big - huge, native - cousin, warming - greenhouse,

the source is a spring, the brave is fearless, the braggart is tailed,

mountainous - slope, scientist - ignoramus, salt - salt.

b) Find the third extra word, cross it out:

ceiling, sweaty, perspire;

pain, big, hospital;

water, lead, water;

frost, glow, frost.

c) Choose the answer with the correct selection of the root. Orally explain your choice. Explain (verbally) the errors in the other answers.

write down animal

Sample answer: the correct answer is answer No. 3, errors were made in 1 and 2 answers.

2) Classification exercises:

a) Help the words to gather their relatives. Select spellings:

red, rare, rubella, blushed, thinned, sparse.

b) Write down only pairs of words with a common root. Find the spelling at the root. Connect the words from the left column with the same-root word from the right column with arrows. Select spellings at the root:

boy iced up

ice baby

road flight

plantain flyer

c) what is the root in the word "ice"? To answer this question, try to build a "bush" from these words: ice, ice, ice, ice, glacier, glacial, ice, ice floe, ice floe.

From what word did the rest of the cognate words "grow"? Highlight the endings and roots in these words. Which words have spellings at the root?

d) Divide the words into two columns (graphic diagrams are given), indicating in which of them unstressed vowels in the root, prefix: beauty, charged, answer, tightness, tie.

When highlighting the root, we pay attention to the obligatory nature of two conditions when establishing the relationship of words:

The same part (letter form);

similarity in meaning.

The synthesis of identification features of orthograms is the following reasoning algorithm for a student in grades 3-4:

1. Find the spelling.

2. Determine its type:

Vowel or consonant?

Striking or unstressed?

3. What part of the word is it?

4. What part of speech does it belong to?

5. Make a conclusion. Example: Bullfinches are sitting on a branch.

1. I don’t know what to write: - E or I

2. This is a vowel, unstressed (the word is pronounced aloud).

3. I look at what part of the word the unstressed vowel is: branch, branch, branch. The ending changes.

4. This is a noun.

5. So the spelling is an unstressed ending (-e or -i) in a noun.

Formation of spelling vigilance in teaching spelling based on the morphological principle

"The morphological principle is based on the same spelling (regardless of their pronunciation) of the morphemes of the meaningful parts of the word" (Bulokhov 1993: 38).

The uniform spelling of significant parts of a word is determined by its phonetic composition: letters denote phonemes in a word, not their sound variants. The phoneme, on the other hand, absorbs all the phonetically determined alternations of sounds in the composition of a particular morpheme. Each phoneme in a word is denoted by the same letter, regardless of the position in which it is located.

The spelling of the root “waters” is preserved, for example, as one in all words with this root: water-a, water-ny, water-yanka, water-o-voz. At the same time, the pronunciation of this root in different words is different: [vad] a, [water] ny, [vd] ovoz, [vad] yanka.

In the same way, the unity of writing the same prefix (with a few exceptions), the same suffix, the same inflection is observed. The prefix "under-" is written in all cases the same way:

sub-powerful, sub-aspen, although it is pronounced differently: [under] veneration,

[under] domineering, [pd] aspen.

The constant, systematic work of students to check spelling on the basis of the morphological principle contributes to the assimilation of the composition of the word, word formation (practically, before or without theory), enrichment of the dictionary - after all, it is necessary to select related, test words all the time. With this principle, the main thing is to establish the fact of the coincidence / non-coincidence of the letter and sound composition of the word. And for this there is only one way: comparing the already known spelling with its sound, i.e. path from letter to sound. But if the answer to the problem (how the word is spelled) is known before its solution, the student does not have an objective need to refer to the spelling rules, he can only "adjust" the solution of the problem to its answer, which is what some students do: they name any word as a test , as long as it contains a letter already known to them. In this case, spellings in places where the sound and spelling coincide, most of the writers are generally excluded from the number of letters that need to be checked. Meanwhile, orthograms (and mistakes!) are possible both in cases of coincidence of sound and spelling (planted - "planted"), and in places where they diverge (pavement - "mastavaya") (Lvov 1996).

In addition, if the analysis is carried out in the direction from letter to sound, phonetic analysis loses its connection with teaching spelling, despite the insistent recommendations of methodologists to rely on phonetics in teaching spelling.

Formation of spelling vigilance in teaching spelling based on the phonemic principle

In the modern methodology of teaching literacy, it is generally recognized that practical familiarization with the sound side of a word is a necessary prerequisite for mastering reading, and subsequently writing in languages ​​whose writing is built on the sound-letter principle.

Studies by a number of psychologists, teachers, linguists (D.B. Elkonin, A.R. Luria, D.N. Bogoyavlensky, F.A. Sokhin, A.G. Tambovtseva, G.A. Tumakova, etc.) confirm that elementary awareness of the phonetic features of the sounding word also affects the general speech development of the child - the assimilation of the grammatical structure, vocabulary, articulation and diction. And it would be better for a child with speech disorders to come to school not only with phonetically clear speech, grammatically correct, lexically expanded, but also able to read (Lvov 1996).

The reading skill is formed in a child only after mastering the fusion of speech sounds into syllables and words. According to the famous psychologist D.B. Elkonin, "reading is the reconstruction of the sound form of a word according to its graphic (letter model)" (Elkonin 1989: 39). K.D. Ushinsky noted that "only one who understands the sound-syllabic structure of a word can consciously read and write" (Kuzmina 1981).

That is, we want the child to learn written speech (reading and writing) quickly, easily, and also to avoid many mistakes, we should teach him sound analysis and synthesis.

In turn, sound analysis and synthesis should be based on a stable phonemic perception of each sound of the native language. Phonemic perception or phonemic hearing, which, according to many modern researchers, is the same thing, is commonly called the ability to perceive and distinguish speech sounds (phonemes).

This ability is formed in children gradually, in the process of natural development. The child begins to react to any sounds from 2-4 weeks from the moment of birth, at 7-11 months he responds to the word, but only to its intonational side, and not to the objective meaning. This is the so-called period of pre-phonemic development of speech (Bogoyavlensky 1966).

Sound analysis, in contrast to phonemic perception (with normal speech development), requires systematic special training. Speech subjected to sound analysis turns from a means of communication into an object of knowledge.

A.N. Gvozdev notes that "although the child notices the difference in individual sounds, he does not independently decompose words into sounds" (Rozhdestvensky 1998). And indeed, independently highlighting the last sound in a word, several vowel sounds at the same time, setting the position of a given sound or the number of syllables is hardly available to a baby without the help of adults. And it is very important that this assistance be qualified, justified, and timely.

D.B. Elkonin defines phonemic perception as "hearing individual sounds in a word and the ability to analyze the sound form of words during their internal pronunciation" / He also points out: "Sound analysis means:

1) determining the order of syllables and sounds in a word,

2) establishing the distinctive role of sound,

3) highlighting the qualitative basic characteristics of sound" (Elkonin 1989).

Phonemic perception is the first step in the progressive movement towards literacy, sound analysis is the second. And finally, phonemic perception - the ability to distinguish the features and order of sounds in order to reproduce them orally, sound analysis - the ability to distinguish the same in order to reproduce sounds in writing.

In the progressive development of phonemic perception, the child begins with the auditory differentiation of distant sounds (for example, vowels - consonants), then proceeds to distinguish the finest nuances of sounds (voiced - deaf or soft - hard consonants). The similarity of the articulation of the latter prompts the child to "sharpen" auditory perception and "be guided by hearing and only by hearing." So, the child starts with acoustic differentiation of sounds, then articulation is turned on, and, finally, the process of consonant differentiation ends with acoustic separation (D.B. Elkonin, N.Kh. Shvachkin, S.N. Rzhevkin) (Elkonin 1989).

Simultaneously with the development of phonemic perception, there is an intensive development of the vocabulary and mastery of pronunciation. Let us clarify that clear phonemic ideas about sound are possible only with its correct pronunciation. According to S. Bernstein, "of course, we hear correctly only those sounds that we know how to pronounce correctly" (Bulokhov 1993).

Only with a clear, correct pronunciation, it is possible to provide an unambiguous connection between the sound and the corresponding letter. Memorizing letters when their names are reproduced incorrectly contributes to the consolidation of existing speech defects in the child, and also inhibits the assimilation of written speech.

With insufficient development of sound analysis in primary school children, the following errors are most typical:

Difficulties in merging sounds into syllables and words;

Mutual substitutions of phonetically or articulatory-close consonants (whistling - hissing, hard - soft, voiced - deaf);

Letter-by-letter reading (P, Y, B, A);

Distortion of the syllabic structure of words;

Too slow pace of reading;

Reading comprehension disorder.

Typical writing deficiencies in these children include:

Substitutions of letters, indicating the incompleteness of the process of differentiation of the corresponding sounds, similar in acoustic or articulatory features;

Vowel omissions;

Omissions of consonants in their confluence;

Merging words in a letter;

Separate spelling of parts of one word;

Omissions, build-ups or permutations of syllables;

Spelling mistakes.

The development of linguistics, in particular the emergence of the highest section of phonetics - phonology, is associated with a new stage in the theory of spelling - phonemic. The phonemic principle says: “The same letters of the alphabet designate a phoneme in all its modifications, no matter how it sounds in one or another phonetic position. As a result, it turns out that each morpheme, as long as it contains the same phonemes, is always written the same" (Fomicheva 1983). A phoneme is a functional unit. Sounds representing the same phoneme can be acoustically different. Conversely, the same sound can be a realization ("representative") of different phonemes.

So, for example, the sounds [o / a / b] at the root of the words "water", "dropsy", "watery" are positional "representatives" of the phoneme<о>, and the sounds [a / a / b] at the root of the words "eye", "eye", "eye" "represent" the phoneme<а>, since the phoneme is called and denoted by a letter according to its basic sound, i.e. by a strong position (in our example, by the sound under stress).

Three generalized rules follow from the phonemic principle, on which Russian spelling is based. The first rule - unstressed vowels are indicated by the same letter as under stress in the same part of the word: "path" - because "paths". The second rule - "doubtful" consonants are indicated by the same letters as before vowels (sensory and in): "eye" - because "eyes"; "spikelets" - because "spikelet". The third rule - the softness of a consonant before a soft consonant is indicated if it is also preserved before a hard consonant or at the end of a word: "bow" - because "bow"; "stand up" - because "stand up".

All three rules are essentially identical: "they teach to check the variant of a phoneme by its main realization, the one given in a strong position."

With this approach, you can first teach to highlight spellings, and then learn to choose the right rule and write according to it.

Morphological and phonemic principles of spelling do not contradict each other, but deepen each other. In modern programs for elementary grades, no information on phonology is provided. when studying according to the current program, the ability to find spelling is formed as students accumulate the appropriate knowledge of grammar. While students are working on unstressed vowels in the root, they do not pay attention to unstressed vowels in the endings. As a result, children learn to write something at random, relying on intuition, and, in the end, do without rules at all.

When learning on a phonemic basis, before the entire system of lexical and grammatical knowledge of a word is mastered, it is possible to teach how to find the overwhelming number of orthograms.

So, for example, knowing the signs of weak positions for vowels and consonants: all unstressed vowels (except "u"), consonants, paired in voicing - deafness at the end of a word and before consonants (not "p", "l", "m" , "n"), - a first-grader, who for the first time happens to write down the word "clasp" by ear, in four cases will stop in uncertainty and either skip unknown letters (z-te-k), or ask the elder how to write, or look in book to see how the word is spelled. The need to know what letter to write in the place of the word where the same sound can be denoted by different letters (can "represent" different phonemes) is what is commonly called spelling vigilance.

In the textbook "To the Secrets of Our Language" by M. S. Soloveichik, when teaching spelling, phonemic theory is fundamental. At the same time, its consistent implementation is carried out without the use of appropriate terminology (phonemes, positional alternation, strong and weak positions, etc.), which is explained by the desire not to load younger students with information without which practical tasks can be solved. Instead of the concept of spelling of weak positions, the expression main spellings (the main "dangers of writing") has been introduced into use. They are recognized as such after the children, in the course of collectively performed calculations, confirm the conclusion of scientists that there are significantly more spellings of unstressed vowels and paired deafness - voiced consonants (together) than other spellings.

A system of exercises aimed at the formation of spelling vigilance

It is worth noting that the teaching of spelling, as you know, is based primarily on the study of spelling rules. At the same time, it should be borne in mind that "the rule organizes the teaching of writing, but it in itself does not yet lead to correct writing: writing must be fixed through lengthy exercises so that it becomes a skill" (Barkhin Istrina 1935: 84).

D.N. Bogoyavlensky defines the role of exercises "as the development of the ability to apply grammar and spelling rules in the practice of independent writing" (Bogoyavlensky 1966).

For this purpose, so-called special spelling exercises are used. Special spelling exercises, during which the skill is developed to apply the rules in practice, include exercises such as cheating, usually complicated by grammar and spelling tasks, and dictations of various types. All special spelling exercises are accompanied by oral or written language analysis (Tekuchev 1980).

Copying exercises are complicated copying of text without omission of letters and complicated copying of text in which letters are omitted. As for dictations, if we keep in mind the nature of the student's activity, in school practice the most widespread are such teaching dictations, during which (Pristupa 1957):

1) students write down the text in full, without changes (warning, explanatory dictation),

2) students write the text selectively (selective dictation),

3) students, writing down the text, subject it to changes (creative and free dictations).

In order to consolidate one or another spelling rule, exercises such as complicated cheating and dictations of various types, accompanied by spelling analysis, are performed in parallel: at home - exercises like complicated cheating, in the classroom - dictations of a different nature. Dictations are more effective than cheating. This is evidenced by the experimental data of L.P. Fedorenko: in the classroom, in which most of the exercises were performed under dictation, literacy was almost three times better than in the one where independent work from the textbook prevailed. But for obvious reasons, dictations are possible only in class conditions. Conducting exercises such as complicated copying and dictations in parallel, the teacher must ensure that spelling exercises are performed in a certain sequence, in a certain system (Zhedek Timchenko 1989).

When we talk about a system of spelling exercises, we mean not only the expedient sequence of these exercises, but also the nature of the didactic material selected for them.

The core of the system of spelling exercises is the degree of independence of students in the course of their implementation. This should take into account the relationship between classroom and homework. Cheating-type exercises, usually done at home, are a continuation of the spelling work started in the classroom, in other words, home exercises are an integral part of a system of spelling exercises that contribute to the development of one or another spelling skill.

As for class work, the following sequence of dictations is usually outlined: first, students write warning dictations, then explanatory, selective, creative, free ones. It should be noted that creative and free dictations contribute to the fact that students go through "the stage of" combining "two tasks: expressing their thoughts in writing and observing at the same time spelling norms"(Perovskikh 1987). This is their value. But in general, the sequence of dictations is determined, as already mentioned, by the degree of independence of students.

When conducting a warning dictation, before recording a separate sentence or a whole text, an oral explanation is given of certain spellings that are in the words that are included in this sentence or text. In order for students to be more attentive to oral spelling, the teacher suggests, during the dictation, immediately before writing words, to explain in writing the corresponding spellings (or all those spellings that were analyzed, or some of them) (Baranov 1991).

When conducting an explanatory dictation, an explanation of spelling, i.e. reasoning about why it is necessary to write this way and not otherwise, is carried out after writing the text. In order for all students to produce an appropriate grammar and spelling analysis of words with the desired spelling (or with the desired spelling), teachers offer to explain in writing (by conditional abbreviations and underlining) the spelling of the analyzed words (without preliminary reasoning). This is the next step in student independence.

Warning and explanatory dictations complement each other. They contribute to the fact that the teacher has the opportunity to teach children the ability to associate a rule with a word, a word with a rule. The difference between these dictations is in the degree of independence of students.

Selective dictation speeds up the pace of work, helps to focus on the desired spelling (or spelling). When selectively recording words or phrases, students explain the corresponding spelling either in writing or orally. Often this explanation comes down to classifying words into a rule, for example: in one column, students write down nouns of the 3rd declension with a basis in hissing (rags, wilderness, etc.), in the other - nouns of the 2nd declension (groves, treasures).

The development of spelling vigilance in younger students

The formation of spelling vigilance in younger students pursues the following tasks:

To improve the ability of students to produce a sound-letter analysis of words, to distinguish between stressed and unstressed vowels in a word;

Develop the ability to produce morphemic analysis of words;

To develop the ability to distinguish between parts of speech and determine their morphological features and ways of inflection;

Develop the ability to establish connections between words in a phrase and sentence;

Teach students the ability to find mistakes in words.

1. Development of phonemic hearing.

Improvement of sound-letter analysis, which involves the involvement of words of a more complex sound-syllabic composition; development of the ability to determine the number of letters and sounds in words like: "joyful", "friends", as well as independently select words in which there are more letters than sounds and words in which there are more sounds than letters, justify your choice; improving the ability to make transcriptions of words, as well as to find and correct errors in transcriptions; developing the ability to establish correspondence and inconsistency of letters with sounds. Determine if there are "dangerous places" in the spoken word; if so, how many, vowels or consonants. (For example, the words are suggested: mountain, pencil, house, forest, oak, fairy tale, life. Children use signal cards - "traffic lights" to signal the presence or absence of a spelling). Phonetic-spelling analysis (compilation of a sound model and designation of "dangerous places" in it).

2. Development of the ability to carry out a morphemic analysis of words (so that students can determine in which part of the word the spelling is located). Improving the ability to select words for given schemes; development of the ability to find words with the same morphemic composition in the text; improving the ability to select a number of words with the same morpheme (prefix, suffix); developing the ability to select single-root words with various prefixes and suffixes.

3. Formation and improvement of morphological skills.

In the fourth grade, the program provides for teaching students to spell the case endings of nouns and adjectives, as well as the personal endings of verbs. Therefore, students need to develop the ability to distinguish between words by parts of speech, using a set of grammatical features: question, meaning, features of change. Conduct a morphological analysis of the noun, adjective, verb.

The program provides the ability to determine the declension of nouns. Perform the actions necessary to solve spelling problems in the case endings of the words of this part of speech (select words with stressed endings of the same declension, determine the case, and for this, find in the sentence the word from which the question should be raised); recognition of nouns with an abstract meaning (such as greens, youth) on questions; plural declensions of nouns; changing nouns by cases in the singular; ability to distinguish cases.

An extension of the concept of adjectives. Changing adjectives in cases, gender, numbers depending on nouns.

Development of the ability to identify verbs on questions; change verbs by tenses; recognition of verbs I and II of conjugation by indefinite form; changing verbs in the past tense by gender and number; determine the face of verbs; change of verbs by persons in the present and future tenses.

4. Improving syntactic skills. Ability to determine the grammatical basis of sentences; to highlight from the sentence words related to each other on questions, to develop the ability to distinguish correctly composed phrases from incorrectly composed; formation of the ability to find the main word in the phrase; the ability to raise a question from the main word to the dependent (for teaching the spelling of case endings of nouns and adjectives).

5. Development of the ability to find orthograms in words and determine their types. Underlining spelling; writing out or selecting words with this spelling; writing words with gaps in spelling; writing out orthograms from words, sentences, phrases. Classification of words depending on the type of spelling; use of the dictation system; commentary letter; correction of errors in the text; the use of memos - algorithms; using the technique of writing with "windows" to "avoid" spelling errors (when meeting with a task that makes it difficult to solve, or the solution is unknown).

6. Development of self-control skills.

First of all, students should be aware of the scope of spelling rules, i.e. understand what, when and why in these cases it is necessary to write in accordance with this rule. Therefore, tasks for the development of phonemic hearing were regularly included in minutes of calligraphy, vocabulary work and other stages of the lesson.

For example:

1. Name all the sounds and letters of the word. What letters need to be checked or memorized? Why?

2. Name the item shown in the picture. List the consonant sounds of the word, mark them with letters. What other sounds can be indicated by these letters? Give examples.

3. Name the letters written on the board (w, w, u, h, c). Compare them, how are they similar?

4. What letters did you repeat? What sounds do they represent? Give examples of words with these sounds.

5. Write all the vowel sounds. Name the remaining sounds in one word.

The ability to single out spelling difficulties in a sounding word and set a spelling task was formed as follows.

The method of syllable-by-syllable pronunciation demonstrated the possibility of a different letter designation of a word without violating the semantic structure (te-le-fon, ti-le-fon, te-li-fon). Then the question of the possibility of a different letter designation of the same phoneme is clarified. Next, the students are tasked with pronouncing the word by syllables, identifying all the "doubtful" letters in it. The work is carried out by various methods: frontally, with individual students at the blackboard, collectively. In subsequent lessons, the writing of each word on the board and in the notebook is necessarily repeated by syllable pronunciation and the definition of all possible spelling options. This work is gradually reduced and simplified: the students stop pronouncing the words, immediately naming the "doubtful" letters. The ability to single out a spelling task is formed much faster. Students should imagine that the same word without violating its meaning can be phonetically designed in different ways. This is possible only with syllabic pronunciation.

In addition, students compared words by pronunciation (for example, salt - salt, seals - seals, drove up, drove up, flight - watered, seed - family; bream-beam-comrade - daughter - dry land, brick-mouse).

To develop the ability to highlight spelling difficulties in a word and set spelling tasks in the lessons, the following exercises were used:

1. Writing off with the preliminary execution of a number of auxiliary operations. The technique of cheating is one of the best means of developing spelling vigilance. Analyzing the process of writing, L.S. Vygotsky wrote: “We very often say about ourselves, and then we write; here we have a mental draft” (Vygotsky 1999: 307). When performing each operation, we sequentially place cards on the board with a symbolic designation of the action. Later, only helper cards guide the process.

Cheating algorithm

1) We read a word or a sentence in order to understand it and remember it.

2) We mark "dangerous places".

3) Read aloud again as written.

4) We repeat as it was written (without looking at the record).

5) We close the record and write, dictating to ourselves in a whisper, as it was written; we mark "dangerous places".

6) We open and check: we read by syllables - are all sounds indicated (we help ourselves with a pencil); we check the "dangerous places" - are all marked, are the letters correct.

This method of copying is long and laborious, but it can be noted that when reading at the initial stage collectively, later on individually, attention is activated, a better understanding of a word or sentence is achieved; the spellings found for the child are a conditional signal of "danger", they attract attention; children get used to pronouncing words spelling - clearly; when recording, they do not try to peep ("copy"); perform a check when reading what is written, once again when highlighting syllables and dangerous places, as well as when checking spelling with the model. With the systematic use of this technology, the number of errors noticeably decreases, "misprints" practically disappear, memory develops, and words often used in writing are successfully remembered.

2. Selective cheating and selective dictation. Write down only those words in which there are spellings - unstressed vowels (spellings - paired consonants).

3. Dictation "Checking myself." The teacher dictates the text, and the students write it down, skipping the "doubtful" letters.

4. Classification of words depending on the type of spelling. The distribution of words in columns: an unstressed vowel in the first syllable and an unstressed vowel in the second syllable; with spelling - vowel and words with spelling - consonant; words with a double consonant and words with an unpronounceable consonant, etc.

5. Selection of words with spelling. The teacher names the type of spelling (unstressed vowel, double consonant, unpronounceable consonant, dividing soft sign (hard sign), etc.). Students select words with this spelling, then the algorithm for parsing words by composition is checked and the ability to carry out morphemic analysis of words is fixed.

The action of analyzing words by composition includes the following operations:

a) changing the word and highlighting the ending and stem in it;

b) selection of related words;

c) highlighting their common part (word root);

d) selection of the prefix;

e) highlighting the suffix.

When repeating each of the operations, the working signs that needed to be established are clearly defined, and the order in which these signs are found is indicated ("the ending is the part of the word that changes", "to find the ending you need to change the word, find the part that changes, it will be the ending" ). These signs and the procedure are recorded in the memo:

1) change the word;

2) find the part of the word that has changed.

Then the class is asked to find the endings in a series of words, but before answering the question, they must perform aloud all the actions that are recorded in the memo. The same order of work is preserved when finding the remaining parts of the word.

Thus, the development of this action also begins with its detailed execution in terms of loud speech. Gradually, the action is translated into a plan of inner speech, and the student reports only the final result of the analysis.

Examples of exercises that were used in the lessons in order to develop the ability to divide a word by composition:

Find words with prefixes in the text and write them down;

Pick up words with a prefix denoting outward movement;

Indicate the words with the prefix po-;

Divide the words into two columns:

a) with the prefix under- and under - (under-);

b) with a prefix on- and over - (need-);

Game "Who knows more?". The teacher reads the roots of the words to the class, and the children must pick up the largest number of single-root words with different prefixes in a set time;

From the words proposed by the teacher, form new words using the suffixes -k-, -ik-, -onk-, -nick-, -chik-, -enk-, -isch-;

Distribute words into groups with the same suffixes;

Name words with the same endings;

The teacher makes riddles for the children, they guess them, write out the words - riddles and sort them out by composition.

Students already familiar with the rule for checking unstressed vowels were told that this rule only applies to root vowels. This is followed by the conclusion that in prefixes, suffixes and endings it is impossible to check vowels with stress. This implies the need to determine the position of an unstressed vowel in a word in order (scheme):

1) find "doubtful" letters in the word;

2) disassemble the word by composition;

3) determine to which part of the word the "doubtful" letter belongs.

The most diverse material was used for the exercises: "doubtful" vowels appeared not only in roots, but also in prefixes, suffixes and endings. Students dealt with an audible word with which they had to perform a series of operations before writing it. Thus, thinking preceded writing.

The program of the fourth grade also provides for teaching students to spell the case endings of nouns and adjectives. Therefore, as they are studied, an operation is included in the scheme - if there is a "doubtful" letter in the end, determine the part of speech.

Exercises for repeating parts of speech:

1. Find an extra word: (red, white, blue, sky; breath, old, youth, freshness).

2. Choose the name of the subject:

Cunning, agile, red-haired ...

Big, clean, blue...

Fresh, fragrant, dry...

3. Write down the phrases noun + adj. With the word beautiful (young, clean).

4. Name as many signs as possible for the noun sky (road, car).

For the development of students' spelling vigilance in the lessons of the Russian language, a system of dictations was used. Dictation is an effective tool in teaching spelling, since when writing from dictation, the conflict between audible speech and spelling is stronger, which contributes to the development of fine and clear hearing, which makes it possible to distinguish between phonemes. Dictation is an analytical-synthetic exercise, since listening comprehension involves speech analysis, and recording involves synthesis. The increased attention that occurs during the dictation process affects the speed and accuracy of the formation of spelling skills and spelling vigilance.

1. Selective dictation involves writing out words with a given spelling from the text. Teaches you to analyze the text before recording, to see the studied spelling; develops attention, memory, spelling flair.

2. Preventive dictation involves an oral explanation before writing the text. Helps prevent errors. The goal for the students is to prevent incorrect spellings.

3. Explanatory dictation involves an oral explanation after recording. Children's independence is increasing. First, students find a spelling, determine its type, check it according to the rule for themselves, write down the word, the written is controlled, the pace increases.

4. Commented dictation. Purpose: convergence in time of explanation and writing. The explanation is ahead by a syllable or morpheme. The bottom line is the merging of the commentary and the record, this is necessary for the rapid formation of a skill. It is important that students follow the comments and take notes along with them.

5. Combined dictation. First, a preliminary explanation of the spellings is carried out, later the spellings are explained along the way, simultaneously with the letter, then several sentences are written without explanations, according to the method of control dictation.

6. Dictation with justification involves an independent, written, graphic explanation of spelling. Relies on inner speech, allows you to increase the pace of work.

7. Distributive dictation. The entire text is recorded, distributing words into predetermined groups. This dictation requires high mental effort. Verification is required.

8. Distributive - selective dictation. From the text with different spellings, words are selected, for example, with an unstressed vowel, and then they are distributed into groups: an unstressed vowel in a prefix (root, ending). This kind of work requires dividing attention; mental work becomes more complicated, automation of actions is fixed.

9. Free dictation. The text is read, the key words that are mandatory for use are highlighted. Then the text is written down creatively, collectively.

10. Creative dictation. Distribution of proposals by minor members. Replacing the singular of nouns with the plural.

Spelling analysis was also used, which was carried out in the form of a game. (Upside-down cards with words lie on the teacher’s table. Students one by one take a card with a word, find a spelling in it, determine its type, explain the spelling, select their own words with the same spelling).

The school spelling course is a practical course, its purpose is to form literate writing skills for a certain period of time. This means that the rules and theories are not important in themselves, but insofar as they help develop those most important skills that form the rational basis of the spelling skill. The rule "by itself does not yet lead to correct writing", it only helps to determine the amount of knowledge and skills, the possession of which, through exercises, ensures the successful formation of the necessary skills. Not the formulation of the rules, but the internal linguistic implementation that forms the basis, the essence of the rule. In order to correctly write a word, students first need to find orthograms in the word, parse the word by composition, determine which part of the word the questionable letter belongs to, and only then apply the desired rule. Thus, writing a word should become a task for the student, which he himself must be able to set, then solve. To do this, the student must have developed spelling vigilance.

The formation of spelling vigilance is an important and integral part of the work of teaching students to spell.

conclusions

Work on the formation of spelling vigilance must be carried out systematically, consistently, continuously starting from the 1st grade;

In the work on the formation of spelling vigilance, use a system of both special (aimed at developing the ability to detect spelling in words) exercises, and non-special (aimed at creating conditions for the development of spelling vigilance);

Implement a differentiated and individual approach;

Take into account the age and individual characteristics of students;

Apply a variety of forms and means of influence;

To carry out the relationship and interaction of the word and practical activity;

Work on the formation of spelling vigilance should be carried out in the following areas:

a) the development of phonemic hearing;

b) development of the ability to carry out morphemic analysis of words;

c) formation and improvement of morphological skills;

d) improving syntactic skills;

e) development of the ability to exercise self-control.

Subject to a combination of methodological and psychological and pedagogical conditions, the effectiveness of the formation of spelling vigilance in younger students will be more successful and the level of spelling literacy will increase.

Didactic materials

Dictation No. 1

Dry autumn.

Dry autumn has entered its final season. The remaining autumn leaves were waiting for a sharp gust of wind. The wind came up. He tore them off and drove them down the path. Part of the foliage settled in the ravine. The other part flew from hole to hole.

Matinees burned the earth. Small creatures hid under a thick layer of decaying leaves, under the roots of an old tree. nature has run out of food. The sun peeked out from behind the forest. it dimly illuminated the earth. Nature is quiet. Everyone was waiting for winter to come.

Words for reference: poor food, matinees.

Test write-off

Snowflakes.

They were born on a short autumn day. The ground was overcast and dull. The cloud moved slowly. Snowflakes swirled in the air. In the whirlwind of the dance, they flashed with amazing lights. Snowflakes flew over a grove, a field, a village. Where to stay for the night? The roof of the lonely hut was empty. Snow beauties decided to make a stop here. They decorated the path to the river, the top of the old spruce. They laid down on the meadow like a fluffy carpet. In the morning the first traces of animals and birds appeared on the snowy surface.

Reference words: stop, here.

Dictation No. 2

Snowman.

The snowman lived in the yard. He looked around cheerfully. He especially liked to look out the window. There was a stove on four legs. Red flames twined around the logs. The snowman dreamed of becoming a friend of the stove. The stove cast a soft light on the floor and walls. The little children were playing by the stove. Mom knitted a sweater. The snowman wanted to be near.

Words for reference: liked, wrapped around.

Control dictation

Cheerful squirrels frolic near the old branched spruce. They are happy with the warm sun and young greenery. The animals changed their fluffy gray coats by spring. All the long winter the squirrels lived in the high forest, hiding in the thick thickets. Squirrels rushed from tree to tree through the forest, gnawing heavy resinous cones.

The squirrel will have many worries in the summer. It is necessary to feed the little squirrels, to make stocks of nuts. In hungry years, the squirrel embarks on long and dangerous journeys. Boldly she swims across wide rivers, runs across open fields, runs into cities. Peace-loving proteins do no harm. It is joyful to look at the squirrels in the forest.

Annex B

"Summaries of lessons in the Russian language"

Plan-outline of the lesson in the Russian language in the 1st grade

Introduction of a letter with "windows"

("Learning to write spelling tasks")

Objectives: to introduce a special way of writing, in which the main spelling problem is materialized: the need to choose a letter to designate a sound; begin to actively use the concept of "spelling task"; develop the ability to distinguish between the studied and the unexplored.

During the classes

I. Checking homework.

Task 124.

- How many spellings of unstressed vowels were counted and how many paired consonants in terms of deafness-voicedness?

What are these spellings called? Why?

- In which word is the spelling: a soft consonant before a soft one?

II. Working on new material.

1. The message of the topic of the lesson.

-Today you will learn a new method of writing words.

2. Introduction of the concept of "spelling task".

Task 125.

What is unusual about this entry? (The "windows" are left, the choice of letters is shown.)

- Where are the "windows" left? (In "dangerous" places.)

Why is the choice of letters shown? (Sound in "dangerous" places sends "to work" different letters.)

Did you manage to understand what was written? Read.

What should be done to write this text? (Choose the correct letter.)

- Choose the right letter - this means you need to solve a spelling problem. What is the spelling task set in the first "window"? (Capital letter or small letter.)

– Can you solve this problem? How?

- What is the task in the second "window"? (In the syllable [pa] in place of an unstressed vowel, write a or o?)

(Such "voicing" and the possible solution of spelling problems is carried out "along the chain".)

– Skip one line and write off the last line.

- Count how many problems you could not solve. Why?

3. Fixing.

Tasks 126, 127.

(Spelling questions might sound like this:

-Write e or i?

Which letter to choose: e or i?

- "Arguing" letters e - and. Which one is correct?)

III. Summary of the lesson.

Read the title of the part of the textbook on p. 56. What have you learned?

What is the benefit of this type of writing? (There will be no errors.)

Homework: No. 128.

Outline of the lesson in the Russian language in the 4th grade

Learning to solve spelling problems

at the endings of nouns

Purpose: to teach the method of action when determining the unstressed ending of nouns.

During the classes

I. Organizational moment.

II. Checking homework.

- In what words did you need to solve the spelling problem in the endings of nouns?

- Prove the correctness of your decision.

III. Work on the topic of the lesson.

1. Vocabulary and spelling work.

K.strulya, n.rod, o.work, r.sinka, ug.sanie,.skra, kr.sitel, village village, regional hall,.dezhda, t.rgovets, r.bota.

What do these words have in common? (At the root, an unstressed vowel.)

What word can be called "superfluous"? (Licked is a verb.)

What two groups can these words be divided into? (Checked and unchecked vowel in the root.)

- What vowels will we put in place of the "windows"?

(They show signal cards; where possible, test words are called.)

- Combine the first letters of the nouns of the first declension in the order in which they are written.

- What was the word? (Corridor.)

Is it possible to check the spelling of the vowels in the root of this word?

- Write this word several times, the whole line, underline the vowels that you need to remember.

- Make a sentence using the word corridor in the prepositional form.

How will you solve the spelling problem at the end of this word?

- Write down the sentence, indicate the declension and case of the word corridor, highlight the ending.

2. - What is the difference between a street, an alley, a square?

- What is the difference between these words?

- In exercise 218, you need to complete the phrases with these words. Where will we meet with a mistaken place? (At the end.)

– How will you proceed to correctly write down the unstressed endings of these nouns?

- Complete the task in your notebook.

In what cases were the words used?

In what declension did the endings repeat?

3. Exercise 219.

According to the instructions of the textbook, children perform independently.

4. Exercise 220.

The task is completed with an explanation on the board.

5. Independent work.

- Read proverbs and sayings.

– Write them, focusing on the nouns of the 1st declension. They must be in case order.

- Solve spelling problems.

(B) an empty barrel. I call a lot..

Doy (not) spill them (?).

Bad joke to d.bra (not) dov.det.

(For) v.ril porridge - slurp.

Diploma. teaches (?) Xia - forward. useful (?) Xia.

You will (not) recognize a friend without a b.dy (?).

- Indicate cases for nouns of the 1st declension.

- Explain the spelling of spellings in place of gaps.

- Whoever finds it difficult to determine the case of nouns, put the letter P in the margins.

- Who found it difficult to determine the unstressed ending of nouns - put O.

- Who completed the task without errors - put a plus.

Work in pairs.

6. Read the joke poem from exercise 221 and complete the words.

7. Exercise 222.

– Before starting the task, read the message on p. 94.

What did you learn from the message?

- Include in the started messages the names: Tanya, Dima, Natasha, Anton, Igor.

Will the endings of these nouns be the same in different cases?

- Why?

Which words have the same endings?

- Write down the sentences, call the test words orally, indicate the declension and case of nouns.

8. Correct the mistake in the note (exercise 223).

What part of the word is it in?

- What do you indicate above the word?

- Prove the correctness of your decision with a hint word.

IV. Summary of the lesson.

- What clarification of the rule about the endings of nouns did you learn about?

Homework: exercise 225.

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The problem of the development of spelling vigilance in younger students

Work on the formation of spelling vigilance in younger students through active methods and tricks.

The practical goal of teaching the Russian language involves the mastery of two types of communication by students - oral and written. To learn how to write correctly, a child must master the rules of spelling.

The problem of the formation of literate writing in primary school is one of the leading ones in the course of the Russian language. Studies by psychologists and educators have shown that the best way to teach spelling is one in which the spelling skill is formed initially as a system of conscious actions. As a result of special exercises, they are reduced and automated. Conscious spelling includes the ability to isolate spellings, assign each to a specific rule, and finally write in accordance with the rule.

Linguists, psychologists, methodologists emphasize the dependence of the results of teaching spelling on the development of students' ability to detect places in words that need to be written according to the rule. This ability should be laid in the learning process in the primary grades. However, while studying in grades 1-4, most children do not develop spelling vigilance: "the percentage of seeing spelling in grade 4 students ranges from 30% - 50%."

Thus, the problem of the development of spelling vigilance is relevant, which determined the choice of the topic of our study.

At the beginning pedagogical activity we have repeatedly encountered endless grammatical errors of students. It was always very insulting, annoying, sometimes just hands down. "What to do?", "What is the reason for grammatical errors?", "How to teach children to write correctly?" - Which of the teachers did not care about these and similar questions? And the teacher, after all, is called upon to ensure the formation of strong skills of literate writing. Long-term observations have led to the conclusion that the "spelling problem" in the primary grades can be solved only by constantly and systematically developing students' spelling vigilance.

From the very first days of schooling, a teacher must develop in every child the ability to master a word, understand a word, consider it from different angles (lexical, phonetic, morphemic, etc.), comprehend the laws of the language. At the same time, it is important to remember that our great Russian language is not lost behind "boring" grammar and "monotonous" spelling. Children should feel its beauty, realize its wealth, gain the ability to express on it a variety of thoughts and feelings.

Where should you start? We consider it important to use spelling in the work. Not a single lesson of the Russian language should be complete without the word "spelling". However, it should be noted that if this term is not filled with meaning, as is quite often the case in elementary school, the student involuntarily develops his own, often incorrect idea of ​​the concept of "spelling", which usually leads to spelling errors.

At the first stage, I try to teach children to accurately and quickly determine the stress in the word, to correctly designate the stressed sound in the letter with the letter corresponding to it. In this work, you can use such a technique as to substitute the word "This is ..." to determine the stress: "This is ...": these are threads, these are bushes, this is a doll, these are pines.

Students get acquainted with such words, the spelling of which is determined by pronunciation, and make sure that a spelling mistake cannot be made in a word, i.e. A word may not have a spelling at all.

To consolidate the ability to find stress, we select such words, where each subsequent set of words is one sound more than the previous one.

• a) Olya fish pear matches porch wonderful
• b) Wasp Vova wing paper desert toothy
• c) Anya notes bag seal shirt strawberry
• d) Ira sneakers school desk chandelier tulip slender, etc.

In the process of this work, children not only put stress, but also learn to distinguish sounds.

For this purpose, the following approach is used. A card is prepared for each child. It is a cardboard strip 12-15 cm long and 3-4 cm wide. 6-7 transverse colored paper strips are pasted on it (preferably different colors). With the help of this card, the children show the number of sounds in the word. While reading the words, the children, at the request of the teacher, first show how many sounds are in each syllable, and then - in the whole word. For example, in the word "ball" the student shows 3 strips (in the word - 3 sounds), and closes the rest with his hand.

Another way to check the spelling of a word. Children are given "magic" squares (size - 5 cm, the square is decorated with appliqué). When checking the written square is superimposed on the first word of the sentence. Gradually, moving it to the right, the student opens the first syllable, then the second, and so on. This way it easily detects missing letters. This simple trick gives good results. Children learn to control themselves and, as a rule, almost do not make mistakes for skipping letters.

At the second stage, the ability to evaluate each vowel sound of a word is practiced, i.e. children determine which sound is percussive (strong position) and which is unstressed (weak position).

Stress is a strong emphasis on sound. What?

Vowel.

This vowel is accented, and this one is unaccented.

At this stage, children learn to distinguish between stressed and unstressed vowels. The main thing is that the child understands that nothing changes under stress. At the same stage, the concept of a dangerous place, a "step" is introduced. Children must be aware of this place, and in order to write correctly - the "Ask me" technique. At this stage, we use the following tasks:

"Light the flashlight" - write off, mark the strong position with an accent, and under the weak position "light the flashlight" (mark the dangerous place with a red dot).

A letter with missing letters of a weak position:

C. sleep, c. lna, pov. r, ball. to.

N - p - lyang - d - nok - st - yala m - lod - nk - el - chka. (To write

That's right - "Ask me".)

At the next stage, the ability to determine which sound unambiguously indicates a letter, and which one can be indicated by different letters with the same sound, is worked out. (The unstressed sound "a" can be denoted by the letters o or a, the unstressed sound "and" by the letters e, i, and.) At this stage, students become familiar with spelling as a phenomenon when they encounter cases of ambiguous correlation of sounds and letters.

Is there a mistake in the word "mountains"?

It turns out that a mistake is impossible, since the replacement of any of the letters leads to the destruction of the given word and to its replacement by another (burrow).

And if we replace the letter of the unstressed vowel in the word mountain and write down the word "gara"? What will happen?

When the word "gara" was written, its meaning did not change. The replacement of the letters o - and in the words mountain - "gara" - is a purely spelling phenomenon. Therefore, spelling errors are possible only in cases where there is a choice of letters, the use of which does not affect pronunciation.

What is the system of exercises at this stage?

Change the words mountains, owls, pines, trails, thunderstorms, walls, rivers, candles, earth, arrows so that they do not name many, but one object.

Notebook entry:

g "o" ry - g "a" ra, s "o" dreams - from "a" sleep, walls - st "and" on, candles - sv "and" cha, s "o" you - from "a" wa, tr "o" py - tr "a" pa, rivers - r "and" ka, arrows - str "and" la

(note: brackets " " denote sounds).

Children note that when changing words, instead of the sound "o", the sound "a" appeared in a weak position; that the unstressed sound "e" in writing is denoted by the letter and.

It is noted that the letters y (cheese), y (rays), yu (I love) have no exchange; at the end of the word - a, I (desk, Tolya). We are trying to bring to children the essence of the concept of spelling: there is no spelling in a word if there is no "change" of letters; a word has an orthogram if there are "mena" of letters.

The next stage is the perception of the spelling by ear.

Read the words. Write down only those that have spellings. Specify a choice.

Desk, cow, floor, ruler, book, big, plays, lived, on the desk, ran, blue...

Notebook entry:

Cow, ruler, big, plays, lived, on the desk, ran, blue.

K "o-a" ditch, l "i-e" neyka, b "o-a" shoy, "i-e" gra "e - and" t, f "i - s" l, n "a-o "

part "e-i", p "o-a" b "e - and" sting, blue "i-e" d.

Read the words and write down only those that do not have spelling:

Melon, cheerful, snowstorm, forester, crackling, strawberries, round, cactus, under pine roots, on a skating rink, rocked.

Children write out the words: melon, snowstorm, strawberry, round, cactus.

The next step is to choose the right option from the available set. This skill is practiced in grade 1 when getting acquainted with the root as a meaningful part of the word.

The task. In the words rooks, winter, fed, forest, prove the correct spelling of the letters a, and, o, e.

Notebook entry:

Rooks, gr-chi (rook), rooks.

Winter, s-ma (winter), winter.

Fed, k-rmil (feed), fed.

Forest, l-snoy (forest), forest.

Thus, in grade 1, only the basis for developing the spelling skill of unstressed vowels is created. The program does not require students to have developed skills in this area, nor does it involve checking unstressed vowels by selecting single-root words.

The most common type of exercise in grade 1 is writing with

pronunciation (the basis of this letter is pronunciation by syllables). For example, students pronounce a word syllable by syllable, write down the first letter of the syllable, then pronounce the vowel and write it down, for example: "I write z with a vowel a." First, the teacher himself gives a sample of pronunciation: 1-2 words by syllables, then the children dictated to themselves in chorus according to a given model. After choral recitation, there were always those who wanted to try their hand at reciting individually. The alternation of different types of pronunciation adds variety to the lesson, prevents boredom, fatigue. With this type of work, the game "Captain leads the ship" is often used, i.e. the assigned student - the "captain" - comments on the pronunciation ("leads the class" behind him).

The modern "Primer" and "Recipes" contain rich material for propaedeutic work for the study of many orthographic topics: "Capital letter in proper names", "Capital letter at the beginning of a sentence and a dot at the end", "Spelling combinations of zhi - shi; cha - cha ; chu - shu", material about the rules for writing in some cases unstressed vowels, paired voiced / deaf consonants and more - about 10 types of orthograms in total. The letter period allows you to lay the foundation for the development of students' spelling vigilance.

Thus, already from the 1st grade, children are accustomed to understanding spelling as a difficult place in a word. Later, in the Russian language lessons, we reveal to the students that knowledge of the alphabet is not enough for competent writing, it is necessary to master other laws of writing. And throughout all the other years of teaching the Russian language, we discover these laws together with the children - the rules of spelling.

Spelling in elementary grades as a system of rules consists of four sections:

• 1) rules for the transfer of phonemes by letters as part of words;
• 2) rules for the use of uppercase (capital, large) and lowercase (small) letters;
• 3) rules for transferring words from one line to another;
• 4) rules about continuous and separate spellings of words.

Each of these sections rests on certain principles. What is the position of the teacher in this case?

First of all, the teacher, of course, needs to know science itself, be able to compare different points of view and choose from among them one that is more in line with his own views. The main thing is not to confuse the various phonemic theories on which the modern theory of spelling is based.

Starting to acquaint first graders with spelling problems, we must take care, first of all, to acquaint children with the rules as early as possible and begin their practical application as soon as possible.

For the first time in the years of work in primary school, we, like many teachers, worked on the development of literate writing in a stereotypical way: children first learned the rule, and then practiced. But from this, the children did not become literate, they still made mistakes when writing. It became clear that knowing the rule and writing freely are two different things!

Knowing the rule is the first stage in the formation of a spelling skill, and various types of exercises that allow you to consolidate the rule are the third. As a result of observations and reading methodological literature, we came to the conclusion that a whole stage (second) fell out in the system for developing a literate letter - this is the application of the rule in practice based on an algorithm.

In recent years, elements of programmed learning have begun to be used in teaching the Russian language. One of these elements of such training is the algorithmization of the educational process. In spelling work, this is especially important: almost all spelling rules do not contain recommendations on how these rules should be applied, hence the gap between knowing the rules and being able to use them.

To make it easier for students to apply the rules when writing, it is precisely the use of the algorithm that is intended.

Spelling training is built primarily on the algorithm, and the algorithm is based on the study of spelling rules. At the same time, it should be borne in mind that the rule organizes the teaching of writing, but in itself it does not yet lead to correct writing: writing must be fixed through lengthy exercises - so that it becomes a habit.

For this purpose, in the work on the formation of spelling vigilance, the so-called special spelling exercises are used. Special spelling exercises, during which students develop the skill of applying the rule in practice, include exercises such as cheating, usually complicated by grammar and spelling tasks, and various types of dictations. All special spelling exercises are accompanied by oral or written language analysis.

1. Cheating-type exercises are copying text without skipping letters and copying text in which letters are omitted. Specially organized copying, as well as writing with skipped letters, is an effective technique for developing spelling vigilance.

In order to consolidate one or another spelling rule, students perform exercises such as cheating and dictations of various types in parallel: they work with exercises such as cheating at home, write dictations of a different nature in the classroom.

When working on the formation of spelling vigilance, it became obvious that dictations are more effective than cheating. This is evidenced by observations: literacy was better when the exercises were given under dictation than when the same exercises were given for self-copying. But for obvious reasons, dictations are possible only in class conditions. Conducting exercises such as cheating and in parallel - dictations, I try to make sure that spelling exercises are performed in a certain sequence, in a certain system. For example, having studied the spelling rule of a particular spelling of the root, work is carried out on the following system:

1) Observation of the text, where the letters are not missing.

For example, given the text: "By open field the mouse is running. Behind the mouse is a path where paws stepped in the snow. The mouse saw a pine cone.

It is suggested that the children find words with a paired consonant in the root, explain the spelling.

2) Exercises where there are holes (gaps) in the words, but the test word is ahead.

For example, the text is given: "(Beautiful) Beauty. (Ponds) pr. near our village. A (narrow) kaya (path) road leads to it. On the shore - (arbor) bes. ka."

We invite the children to use the test word and insert the missing spelling.

3) Exercises where the test word must be placed after the word with

Omitted spelling.

For example, the text is given: "A rooster came to the house where the kras. ki (.) lived. The cockerel bowed to them. ko (.). Red kra. ka (...) painted his scallop and beard. ku (...). Blue - feathers. ki (...) on the tail. Green - wings. ki (...). And yellow feathers. ka (.) - gru. ku (...). Such a beautiful cockerel has become!"

We invite the children to insert the missing spellings and write a test word.

• 4) Dictation.
• 5) But there is also an intermediate technique: find the desired

spelling, write a test word over the word. The core of the system of spelling exercises is the degree of independence of students in the course of their implementation. This should take into account the relationship between classroom and homework. Cheating-type exercises, usually performed at home, are a continuation of the work on the formation of spelling skills that began in the classroom, in other words, home exercises are an integral part of a system of spelling exercises that contribute to the development of one or another spelling skill.

As for class work, the following sequence of dictations is usually outlined: first, students write warning dictations, then explanatory, selective, creative, free ones. I would like to note that creative and free dictations contribute to the fact that students go through "the stage of" combining "two tasks: to express their thoughts in writing and at the same time observe spelling rules." This is their value.

But in general, we determine the sequence of dictations, as already mentioned, by the degree of independence of students.

When conducting a warning dictation, before recording a single sentence or a whole text, oral work is usually organized: students explain the rules for writing certain spellings that are in words. For example, I dictate a sentence: "The guys went out along a narrow forest path to a small hut" (Grade 4).

How many spellings are in this sentence?

More than ten, capital letter at the beginning of the sentence;

the preposition "by" is written separately, we check - by (what?) narrow;

at the root we write "z", check - narrow;

unstressed ending "oh", check with a question - for which one?

in the word "forest" we write the letter "e" at the root, check - forest;

in the word "path" we write the letter "o" at the root, check - trails;

in the word "path" unstressed ending "e" - 1 cl., dative case;

in the word "guys" we write the letter "e", unchecked by stress;

in the verb "went out" the prefix "you" is written together;

the preposition "to" is written separately, check - to (which one?)

in the word "small" the suffix "enk", there is no suffix "ink";

ending "oh", check with a question - "what?";

in the word "hut" a double consonant "sh", check - hut;

ending "e" - 1 cl., prepositional case

Only after the guys name all the spellings, the text is written down under dictation.

Such types of dictations develop auditory perception of the text, i.e. Students learn to spell by ear. And this is very valuable, because. then the developed auditory perception of orthograms helps students to correctly write dictations.

When conducting an explanatory dictation, an explanation of spelling, i.e. reasoning about why it is necessary to write this way and not otherwise, is carried out after writing the text.

In order for all students to produce an appropriate grammatical and spelling analysis of words with the desired spelling, it is proposed to explain in writing (by conditional abbreviations and underlining) the spelling of the analyzed words (without preliminary reasoning). This is the next step in student independence. Here the visual perception of the text is already developing. In our work we try to use the work of different analyzers (auditory and visual).

Since we are talking about the visual and auditory perception of younger students, we would also like to note kinesthetic (kinesthesia in this case - pronunciation) and hand-movement perception (remembering hand movements). These 4 types of perception (visual, auditory, kinesthetic and hand-moving) make up the sensory base of the spelling skill. The more sense organs (according to K.D. Ushinsky) take part in the perception of any impression, the stronger these impressions are in the memory of children. In addition, we read in the program: "Spelling exercises are conducted every week, based on different ways of perception: hearing, vision, memory, thinking. All this contributes to the formation of a conscious skill of literate writing, developed speech." The modern teacher, who works creatively, tries to use everything known species sensory perceptions in order to achieve the desired results.

Warning and explanatory dictations complement each other. They contribute to the fact that the teacher has the opportunity to teach children the ability to associate a rule with a word, a word with a rule. The difference between these dictations is in the degree of independence of students.

Selective dictation speeds up the pace of work, helps to focus students' attention on the desired spelling. When selectively recording words or phrases, students explain the corresponding spelling. Often this explanation comes down to the classification of the words "to the rule": for example: in one column, students write down nouns of the 3rd declension with a basis in hissing (help, wilderness, etc.), in the other - nouns of the 2nd declension of the masculine gender ( doctor, brick, watchman, etc.).

Selective dictation is one of the most active methods of teaching spelling. Economical in time, it makes it possible to teach schoolchildren to quickly grasp the features of the sound and morphological composition of the word and, already in the course of the teacher’s reading, select the right one by ear. This is the next step in student independence.

Next, dictations are carried out with a change in the text: creative dictation, free dictation. When writing a creative dictation, students, on assignment, insert certain words into the dictated text or change the grammatical form of the dictated words and explain the corresponding spellings in writing and orally. At the same time, students develop the skill of applying spelling rules in conditions when they have to think about the content and grammatical design of the sentence.

With free dictation, the student has to think not only about the content and grammatical design of sentences, but also about the coherence of the presentation of thoughts. If a student explains spellings in writing (usually for a certain rule), then, just as in creative dictation, he learns to apply spelling rules in conditions close to those when he has to express his thoughts.

Such is the system of dictations, taking into account the gradual increase in the independence of students.

It is very important, in addition, that the system of spelling exercises be built "on the development of those mental abilities that make it possible to master such a complex set of knowledge, skills and abilities as error-free writing." To write according to the spelling rule, the student must:

detect spelling (identification stage of analysis);

determine which spelling rule should be applied in this case (selective stage of analysis);

resolve the issue of a specific spelling, highlighting the essential features necessary and sufficient for the application of the spelling rule (the final stage of the analysis).

The task at the first stage is to recognize the spelling, at the second - to select the desired rule, at the third stage - to apply the rule to this particular case. Such are the differences in the tasks of the individual stages of the application of spelling rules.

At each stage of teaching spelling, the exercises include various words with the same spelling variant, if there are many such words: pour, drink, view (separating b); explain to announce, go around (separating b); sail away, run away, draw, write (spelling of prefixes for verbs); on a path, on a branch, on a table (a preposition with a noun), etc.

The next type of exercise for developing spelling vigilance is a letter with gaps. During the teaching dictation, creative work (statement, essay), students are given the right to skip spellings that cause them doubts. At the same time, they make notes with a pencil in the margins in the form of a question on the line where the gap is allowed. The teacher helps to resolve these issues in the course of work. Such an omission contributes to the formation of spelling vigilance in the student, helps him to be attentive to the word, teaches him to doubt, which is usually not enough for students. And Aristotle said: "Doubt is the beginning of the search for truth." Indeed, there was a doubt - the truth will be found.

The next type of exercise I would call a commented letter. This type of dictation is also built on the basis of pronunciation by syllables. Students do not just pronounce words and sentences, but justify spelling with rules and selection of test words. It is very important here that everyone works simultaneously with the commentator, not lagging behind and not looking ahead. Only under this condition are errors prevented. First, it is proposed to comment on the letter to strong students, and all others are gradually included in this work. This type of writing develops attention to the word, its meaning, intelligence, speech, phonemic hearing, and thinking.

Letter from memory. This type of writing develops memory, thinking, speech, attention. Industriousness, accuracy, discipline, self-control are brought up.

The system of working on mistakes is also subordinated to the formation of spelling vigilance. Of no small importance for the successful organization of this work is the correction of errors by the teacher at the time of checking the notebooks.

"The general principle of correcting mistakes," says N.S. Rozhdestvensky, "is to ensure that the students' independence is not paralyzed, so that they work on their mistakes. The teacher does not so much give ready-made words as he makes students think and work independently."

Such methods of correcting errors are also practiced: incorrectly written letters are not corrected, but, as a rule, the entire word with erroneous spelling is underlined, a mark is made in the margins about the presence of an error. The purpose of such a correction is to make the student think about the given word, see the spelling in it, recognize its type, and then correct the mistake in this position.

The progress of individual work on the bugs:

• Stage 1 - search, when the child is looking for an error in the word indicated by the teacher. If children have difficulty finding a mistake, they check with the teacher. Mutual assistance is also practiced. If a student has difficulty in finding an error, a classmate is allowed to help to do this.
• Stage 2 - write the word in which the mistake was made in a separate notebook and work to correct the mistake.

The progress of collective work on the bugs:

Words are written on the board in which mistakes are made, but mixed with correctly written words for the same spelling. It is proposed to find spellings in erroneously written words; explain how to write them correctly, while putting the spelling number in the margins of the notebook. Only after such collective work do we proceed to independent, individual work.

At the next stage of work, in order to develop spelling vigilance in each lesson of the Russian language, we use spelling five-minute exercises with the inclusion of words in which errors were made or in order to repeat spelling. Charges are carried out in different ways. This can be oral work with signal cards or written on leaflets. It can be a team work or independent. Here are some examples of such charges:

"Work in pairs". Pupils in pairs work independently on one card, where words with a missing spelling are given according to options; the correct spellings are written on the right side and covered with a ruler or a narrow strip of paper. These spellings are determined and gradually opened first by one student, and the second at this time checks him, then the spelling is opened by the second student, and the first checks him.

"Divide into two columns" (I dictate the words, the children divide them into groups in writing; at this time, two can be invited to write down the words on the board on their own, each only one group). For example, when repeating the 1st and 2nd conjugations of verbs, the teacher dictates the words: come, drive, wear, think, swim, drive, drive, feed, light, dress. All the guys write in notebooks in columns, and two at the blackboard, each with their own conjugation. Such work can be done with different spellings.

"Write out only those words where there are spellings"

"Write out only those words where there are no spellings."

"Find the extra word." For example: sem… me, friend. i, leaf. I would. yu, in. rides, p. yu.

"Write from dictation." For example, in grade 4: left, left, right, right, left, right (spelling adverbs).

"Write out the words where there is only a root and a suffix" (etc.).

For spelling exercises, we use children's poems, counting rhymes, riddles, sayings, excerpts from fairy tales, from the works studied in the literature lesson.

I would like to note that children are very fond of "Spelling exercises", for them this is not a tedious process, but an exciting game. This work enlivens the lesson, does not allow to turn it into boring and monotonous.

Spelling vigilance is easy to account for. For this, a spelling numbering system was introduced - work is being carried out according to the "Memo"

What is behind the spelling numbers? Each rule has its own serial number, but this does not mean that the student must remember it and correlate it with the spelling. The serial number is offered so that the student can quickly and easily find the spelling he needs in the "Memo". "Memo" is filled in as you study the rules. It is good in that it helps the student to see the spelling and correctly define it.

In the system of work (starting from the 1st grade) the following tasks take place:

1) Indicate above the letters the serial numbers of the orthograms written on the board:

"5" - word wrap;

"1" - zhi, shi, cha, shcha, chu, shu;

"3" is a capital letter in proper names;

"2" - checked unstressed vowels in the root;

"18" - unstressed vowels in the endings of nouns;

"19" - unstressed endings of adjectives;

"22" - unstressed personal endings of verbs;

"6" - spelling of prefixes and prepositions, etc.

In grades 2-3, children perform tasks like this:

6 19 10 18 6 9 9 9 1

A birdhouse hung from a tall apple tree in the garden.

4th grade students do this task like this.

When checking a written work, I put in the margins the number of the spelling in which a mistake was made in one of the words of this line. The student must find a word in which a given spelling error is made (by the number in the memo, he must determine the name of the spelling himself) and do work on the mistakes. In this case, a greater degree of independence is manifested.

2) During spelling five minutes: determine the total number of spellings. The work is carried out both on the material of the exercises of the textbook "Russian language" by Polyakova and with the involvement of "Books for reading".

Game-auction "Buy an offer".

"Light the lanterns", etc.

3) The digital designation of orthograms is also practiced at the stage of a preliminary analysis of what is to be recorded (i.e., to prevent errors). In this case, the sentence scheme drawn on the board is filled with spelling numbers. Such tasks are performed both at the stage of training exercises and exercises of the control type. For example, 9 6 18 9 1 22 7 23.

Task: find the names of the indicated spellings in the list (you do not need to memorize the numbering of spellings, the list is given on individual cards); remember the rules; using the rules, write a sentence under dictation.

9 6 18 9 1 22 7 23

Desert water is rare.

The numbers that children put above the letter help them fix their attention on this spelling and focus on checking.

At the same time, they gradually memorize the names of orthograms.

Systematically carried out work on the formation of spelling vigilance on the basis of graphic and digital designation gives positive results: children determine the place in the word where the spelling problem arose.

Along with the technology of developing education, game teaching methods were used. With admission to school, the leading activity of the child becomes educational activity while maintaining the significance of the game. One of the most effective means that can arouse interest in Russian language classes is a didactic game. The purpose of the game is to arouse interest in knowledge, science, books, teachings. In junior school age Play, along with learning, plays an important role in a child's development. When children are included in the situation of a didactic game, interest in learning activity increases sharply, the material being studied becomes more accessible to them, and their working capacity increases significantly.

After all, the fact that the game is part of the educational process is not a secret for anyone. The game helps to form the phonemic perception of the word, enriches the child with new information, activates mental activity, attention, and most importantly - stimulates speech. As a result, children have an interest in the Russian language. Not to mention the fact that didactic games in the Russian language contribute to the formation of the spelling vigilance of a younger student.

Over the course of several years of work in primary school, we observed that Russian language classes do not always arouse interest among students. Some kids find it boring. The unwillingness to study Russian breeds illiteracy. Thinking about how to arouse interest in classes, how to improve writing literacy, we came to the conclusion that it is possible to arouse interest in the Russian language if you systematically accumulate and select fascinating material that can attract the attention of each student. This work was carried out in the developed system in stages:

Preparatory - the use of game exercises in literacy lessons in grade 1.

The main one is the use of gaming exercises in Russian language lessons in grades 2 and 3.

The final one is the use of game exercises in the lessons of fixing spelling rules in grade 4.

spelling vigilance junior schoolboy

Let's give examples of game exercises of the preparatory stage in the lessons of teaching literacy in grade 1, which develop phonemic hearing.

Exercise 1. "Attentive buyers"

The teacher lays out various objects on his table. Among them are those whose names begin with the same sound, for example: doll, cube, cat; mask, bear, ball, bowl, etc.

You have arrived at the store. Your parents paid for toys whose names begin with the sound [k] or [m]. You can take these toys. Be careful, do not take a toy for which you did not pay! The difficulty of the task is that instead of a toy whose name begins, say, with the sound [m] (matryoshka, mouse), do not take a toy whose name begins with a soft sound "m" (ball, bear). Option: buyers and seller - children depicting literary characters.

Exercise 2. Lotto "We read ourselves"

I option. Children are given cards, on each of which 6 words are written. The host shows the picture and asks: "Which of the guys has the name of the picture written? (Who has the word?)". The first person to complete the map without errors wins.

II option. The cards are dealt to the children. The facilitator shows the sound scheme of the word, the students correlate it with the word on their map. The winner is the one who accurately fills his card with word schemes.

Exercise 3. "Wolf, hunter dog."

First, children find the first sound in the word. - Now there is a big hunt in the forest: wolves hunt for hares, and hunters with dogs hunt for wolves. Let the wolf be the sound [p], the dog - [p], the rest of the sounds - hares, and you - hunters. Now be careful. As soon as you hear the [r] in the words that I say, "shoot" - clap your hands! Just don't hurt the hare or your hunting dog. Attention! Let's start the hunt!

Exercise 4. "The animals got lost."

A donkey, a rooster, a horse, a mouse, a cat, a dog, a pig, a chicken, a cow got lost, lost in the forest. Katya will call the animals, and let Kolya listen carefully and draw a syllabic diagram of each word on the board. It should show which syllable was drawn when Katya called the animals. If they do the job right, the beasts will come together again.

Exercise 5. "Mathematical grammar".

The child must perform the actions on the card ("+", "-") and, by adding and subtracting letters, syllables, words, find the desired word. For example: s + volume - m + fox - sa + tsa? (capital).

Exercise 6. Game "One sound, march!".

• 1. Take out one sound from each word. Do it in such a way that a new word with a different lexical meaning is obtained from the remaining sounds. For example: a handful is a guest. (Relish, paint, slope, regiment, heat, trouble, screen.)
• 2. Now, on the contrary, add one sound to make a completely new word. For example: a rose is a thunderstorm. (Table, paw, ball, cutting, treasure, bite, mustache, gift.)
• 3. In words, replace one consonant sound. For example: cake - walrus. (Nails, bun, paw, teeth, pussy, sand, jackdaw, eagle, wedge, mink, melancholy, light, log, frame).

Exercise 7. "Collect a flower."

On the table lies the "middle" of the flower. A letter is written on it (for example, c). Nearby, "flower petals" are laid out, on which pictures with sounds [s], [s], [ts], [sh] are drawn. The student must choose among these "petals" with pictures those where there is a sound [s].

Using the games listed above allows first-graders to master the following skills:

name the sounds that make up the word;

do not confuse the concepts of "sound" and "letter";

determine the role of vowels after the letters denoting consonants, paired in softness;

determine the number of letters and sounds in a word, etc.

Examples of the main stage, where game exercises are used in Russian language lessons in grades 2-3:

"Choose three words" (the game can be used to reinforce any topic in the Russian language)

Purpose: To follow the formation of spelling skills, taking into account the stage of work on spelling.

The choice of words depends on the topics studied or covered.

Nine words are written on 9 cards:

• 1st set: fish, blizzard, stocking, oak trees, jam, scarecrow, streams, plague, mushroom.
• 2nd set: entrance, warehouse, crow, hail, shooting, treasure, gate, rise, sparrow.

Two take cards in turn, the winner is the one who first has three words with the same spelling.

I fish blizzard stocking entrance warehouse crow

oak trees jam scarecrow shooting hail gate

mushroom streams chum rise treasure sparrow

Postman game

Purpose: To consolidate students' knowledge of selecting a test word, expand vocabulary, develop phonemic hearing, and prevent dysgraphia.

Progress: The postman distributes invitations to a group of children (4-5 people each).

Children determine where they are invited.

vegetable garden park sea school cafeteria zoo

mud-ki doro-ki plo-tsy books-ki-kle-tsy Kle-ka

cali-ka bere-ki fla-ki oblo-ki pyro-ki marty-ka

redi-ka doo-ki lo-ki tetra-ka sli-ki tra-ka

carrot-ka-li-ki spicy-ki blot-ka-ka-bou-tsy reshe-ka

Explain spellings by choosing test words.

Make sentences using these words.

Game "Cryphers"

Purpose: automation of sounds, development of phonetic and phonemic perception, processes of analysis and synthesis, understanding of the semantic-distinctive function of sound and letters, enrichment of students' vocabulary, development of logical thinking.

Move: They play in pairs: one as a cryptographer, the other as a guesser.

The cryptographer conceives a word and encrypts it. Players can try their hand at deciphering phrases and sentences.

The guesser will not only have to guess the words, but also choose an extra word from each group.

For example:

Aaltrek, lazhok, raukzhk, zoonkv (plate, spoon, mug, bell)

Oars, straa, enkle, roamksha (rose, aster, maple, chamomile)

Plnaeat, zdzeav, otrbia, sgen (planet, star, orbit, snow)

Game "Nicknames"

Purpose: formation of the process of inflection and word formation, consolidation of phonetic and grammatical analysis of words, spelling of proper names.

Move: Form the nicknames of animals from the following words:

Ball, arrow, eagle, red, star (ball, arrow, eagle, asterisk)

Task: Make sentences. Highlight the part of the word that you used when compiling nicknames (suffix, ending).

Game tricks.

The game "Sat in the house" on the topic "Paired consonant sounds"

Whose group, couple or who will quickly and more correctly "populate their house" with letters denoting paired consonant sounds according to sonority-deafness?

Game "Find the letter"

This game is held on the topics: "Checked unstressed vowels in the root of words", "Checked paired consonants in the root of words". There are as many words on the board as there are children in the classroom. It is carried out instead of a physical minute as follows:

Guys, Senor Tomato sneaked into our class. He stole the letters from the words and locked them up in the houses under lock and key. Who can help me get them back? Only there is one condition: the lock will open only if you can choose the right test word.

Who will come to the blackboard and help me return the letter to the right word?

Game "Find a Pair"

This game can be played on the following topics: "Checked unstressed vowels in the root of words", "Checked paired consonants in the root of words", "Checked unpronounceable consonants in the root of words". It is also held instead of a physical minute, when each student goes to the blackboard, finds a couple of words with the same root and attaches them to the desired column, explaining the spelling and the rule.

At the final stage in the 4th grade are developed non-traditional lessons with game exercises to reinforce the spelling rules learned in elementary grades.

It is known from experience that when using any method, it is extremely necessary to systematically check the assimilation of the basic knowledge and to form the skills and abilities of students on their basis. It can be done using verification work, which allow you to identify the level of preparedness of each student, track the pace of his progress in learning, as well as timely detect and eliminate gaps in the knowledge of individual students, and prevent poor progress. The developed system of testing works provides for testing the knowledge of students at three main stages of learning: the initial assimilation of the material, its subsequent consolidation, and the active operation of what has been learned.

To test the primary assimilation, we give the simplest tasks that allow us to determine the degree of understanding by students of the material being studied.

To test the strength of assimilation of the material and the ability to operate with what was learned, more complex tasks were taken, including questions on repetition.

The third stage is the stage of a control or creative test of knowledge, skills and abilities on a specific topic; its purpose is to establish how freely and confidently students have knowledge, how well their skills and abilities are formed.

The time of the verification work - 5 - 7-10 minutes; final, creative tasks are designed for 15-20 minutes of a lesson or homework).

I will cite the texts of some works on the topic "Verb" in grade 4, which ensure the development of skills to recognize parts of speech, select single-root words, and establish the morphemic composition of words;

• 1) verbs of motion;
• 2) verbs "speaking";
• 3) verbs of manifestation of feelings.

Say, go, go, talk, rejoice, explain, swim, fly, babble.

2. Why are the words ringing and ringing different parts of speech?

• 1. Write out the verbs in this order:
• 1) verbs denoting labor processes;
• 2) verbs denoting the state of a person;
• 3) verbs of motion. Which of them are synonyms? Why?

Stab, learn, smolder, build, sleep, ran, rushed, wandered, walked, crawled.

2. Compare the words speaking and speaking.

1. Write out the verbs from the text, marking the spelling at the root.

Books treasured pages

Help people live

And work and study

And cherish the homeland.

2. Form verbs of the perfect and imperfect form with the roots of years - (fly), yes- (give).

• 1. How do the words in the first line differ from the words written in a column.
• a) Moon-moon, moon, moon. the moon, about the moon.

Landing, lunar, lunar, lunar rover, lunar.

• b) Earth - earth, earth, earth, earth, about earth. Countryman, earthy, strawberry, earthy, land.
• 2. Write out the verb, mark the morphemes in it and write down some forms of this verb.

The given works are the works of the first level of difficulty. They test the depth and accuracy of understanding the material being studied.

So, the first tasks of test papers No. 1 and 2 provide for the grouping of verbs. Using the features of the verb as a part of speech, taking into account their lexical commonality, students group words within a grammatical class.

When performing test work No. 2, students must correlate the concepts of "part of speech" and "synonym" (which of these verbs are synonyms?) This contributes to better assimilation of knowledge, their differentiation and systematization.

The second questions of the test papers (Why are the words ringing and ringing different parts of speech? Compare the words talk and talk.) require you to define this part of speech, to distinguish it from another part of speech.

Checking work number 3 helps to develop the ability to recognize the verb in a coherent text. In addition, as a further expansion of knowledge about the signs of parts of speech, the independent formation of perfect and imperfect verbs from given roots is provided.

Thus, when performing these tasks, students move from simple reproduction of theoretical information to their conscious application in various situations. Thanks to this, theoretical thinking develops, the skills of students improve faster and more successfully, allowing them to comprehend the studied linguistic phenomena in sufficient depth. Often, students perform test work on a topic in the form of test tasks using multi-level tasks.

The results of the test work give the teacher concrete facts, on the basis of which the control of the mental actions of the students is ensured, the results of assimilation are brought closer to the best, and the rapid advancement of each student. This work is exploratory in nature.

Thus, on the one hand, knowledge of the native language is given to the child from childhood, he masters it as naturally as he breathes and grows. With another

side, it's complicated academic discipline requiring a lot of work.

We come to the conclusion that the ability of students to see spelling is a necessary and most important condition for improving their literacy. So, it (ability) in students needs to be educated.

Teachers who have worked for many years in elementary school are convinced that spelling vigilance is formed and develops gradually, in the process of language analysis and synthesis, the selection of sounds and letters, morphemes when reading, writing dictations, copying and in the process of performing other exercises. For the successful development of vigilance, the attitude of the students themselves to its development, a conscious attitude towards it, is very important. With systematic training, vigilance is automated and becomes a component of the spelling skill.

Developing spelling skills is a long process. To teach children to successfully overcome certain spelling difficulties, you need to work systematically and painstakingly over many years. But the kids are very bored! So we are trying to build practical work so that they can capture the guys, surprise them.

The student must be surprised that...

he sees spelling,

he can spell them correctly,

he likes to work

in Russian language lessons it is interesting

All this gives good results!

Systematic work based on use effective methods and techniques for the formation of spelling vigilance, gave the following results:

students learned the main types of spelling;

a rather high level of formation of students' spelling vigilance has been achieved;

the interest of children in the Russian language and, in particular, in spelling, has increased.

The techniques and means for developing spelling vigilance as the most important means of improving the literacy of students, described in the work, have been tested many times and have given a good result.

spelling - this is a spelling in a word that corresponds to a certain spelling rule.

Spelling vigilance - this is the ability to notice spellings, that is, those cases in writing where, with a single pronunciation, a choice of spelling is possible.

Formation of spelling vigilance

Improving the spelling literacy of students is one of the important tasks facing teachers. In Russian writing, the main section that determines the leading principle of orthography is the transmission of the phonemic composition of words by letters. It is to this section of spelling that most of the rules studied in the lower grades belong.

Tasks of studying the section "Spelling"

1. Introduce children to the concept of "spelling" and help them go deeperrealizethe essence of spelling difficulties in Russian writing. To introduce into the practice of writing for younger students a special way of writing - a letter with gaps in spelling, with "windows". The child must act according to the principle “I know the letter - I write, I don’t know - I skip it, I leave a danger signal”.

2. Introduce students to the spelling dictionary, lay the foundations for the correct course of action necessary to find the answer to the spelling question.

3. Due to the wide use of the cheating technique, ensure the memorization of the spelling appearance of words of different thematic groups(modes of transport, utensils, etc.), i.e. develop students' spelling memory

General identification signs of orthograms:

1) discrepancy between sound and letter, between pronunciation and spelling;

It is generally accepted that the main sign of a spelling is a discrepancy between letter and sound, spelling and pronunciation. But this sign "works" only in those cases when students hear the word and at the same time see its literal image (when copying, when analyzing what is written). In the process of writing from dictation, this sign "does not work", i.e. the younger schoolchild cannot in all cases detect discrepancies between the sound and the letter.

2) "dangerous" sounds and sound combinations (letters and letter combinations), their memorization and constant attention to them:

a) vowelso-a, i-e;

b) pairs of voiced and voiceless consonantsb-p, g-k, v-f etc.;

c) combinationszhi, shi, cha, shcha, chu, shu;

d) combinationsstn, sn, zdn, zn (unpronounceable consonants);

e) combinationslf, nsch;

e) consonantsb, d, c, d,h, f at the end of a word, which can denote deaf consonants [p], [k], [f], [t], [s], [w];

g) lettersi, e, yu, yo denoting two sounds.

3) morphemes, their selection, prediction of orthograms in them and verification.

Finding a morpheme in a word, the student purposefully searches for a spelling, because he already knows which spellings can be found in the prefix, which in the root, which in the ending.Such signs are usually indicated in the rule. For example, "unstressed vowels", "paired consonant at the end of a word"

The main thing in teaching spelling is the spelling rule, its application, that is, the solution of the spelling problem, however, the solution of the spelling problem is possible provided that the student sees the object of application of the rule - the spelling. Only by being able to detect the spelling, the student will be able to decide on its specific spelling. Means, the ability to detect spelling, called spelling vigilance, acts as a basic spelling skill,the first stage in teaching spelling, the key to literate writing. The inability to distinguish spelling when writing is one of the main reasons that hinder the development of spelling skills.

Professor M.R. Lvov identifies six stages that a student must go through to solve a spelling problem:

See the spelling in a word.

Determine the type: checked or not; if so, to which topic it applies, remember the rule.

Determine the way to solve the problem depending on the type (kind) of spelling.

Determine the "steps", steps of the solution and their sequence, i.e., compose an algorithm for the problem.

Solve the problem, i.e. perform sequential actions according to the algorithm.

Write the words in accordance with the solution of the problem and do a self-test.

In our textbooks for elementary school there is no term, a phoneme; instead, the term “sound”, familiar and understandable to the baby, is used. In order for the child to master the laws of spelling as a system of rules, the term "position" must be introduced. The term itself must be introduced in the second grade, however, preparation for mastering the concept of "position" as the position (place) of a sound in a word surrounded by neighbors - other sounds - begins to be introduced from the first grade. Weak positions of phonemes are a source of spelling errors in students. Therefore, the child must see a weak position - because it is here that verification is required. There is nothing to check in a strong position - the phonemes there are perfectly different, they do not mix.

In the second grade, the term "position", "strong position", "weak position" is introduced in relation to spellings at the root of the word. In the third grade, the concept of a strong and weak position is transferred to other spelling rules that obey the basic phonemic principle of Russian spelling: the spelling of paired voiced and voiceless consonants before noisy consonants, the spelling of unpronounceable consonants is associated with the morphemic structure of the word: root, prefix, suffix and ending.

Of course, with such an organization of work, it takes a lot of time to complete tasks. But as the skill of determining spelling is automated, the execution algorithm is gradually being improved.How clearer the regularities of Russian spelling become, the higher their own spelling vigilance.

IN primary education the importance of exercises is great for the Russian language to develop spelling vigilance

K.D.Ushinsky made demands on the exercises:

1. They “should be, as far as possible,independent , i.e. real exercises, and not just seeming ones.

2. "Exercise...should besystematic ”, i.e.

“every new exercise should be in connection with the previous one, rely on them and take a step forward”

“Let children acquire little by little, but do not lose anything from what they have acquired and use it to acquire new things”;

“The more the gift of speech develops in children, the less the teacher should help them, the more independent the exercises should be.”

3. "Exercise should bebrain teaser ... This makes it possible to find the main idea, attach a secondary one to it, grasp the very system of presentation, and not memorize phrases and words in the order in which they are.

4. "Exercise...should beoral and written and the oral must precede the written.

Speaking letter. An important role in the formation of spelling skills is played by the so-called spelling pronunciation. The work of the speech apparatus in the process of pronunciation creates an image of a word, the repeated repetition of which aloud and to oneself contributes to a stronger memorization of its spelling. Most often it concerns the memorization of difficult words. Such repeated pronunciation is scrolled several times in the lesson, repeated in subsequent lessons, and in the end it is firmly remembered. First, the teacher gives a sample of pronunciation - 1-2 words by syllables, then the children dictate to themselves in chorus according to a given model. After choral recitation, there is always a desire to try your hand, to speak individually.

Writing off (the basis of pronunciation by syllables) . This type of writing requires greater independence of students. They do not hear the word from a teacher, but find it in a book and read it themselves. In the process of cheating, children develop visual and auditory memory, attention, comparison, independence, self-control, positive emotions are brought up.

Commented letter . Commenting is a type of exercise that includes explanatory reasoning in the process of writing words, sentences.The student must see all the letters in the word. What is needed for attention to be directed to the known part of the word, to the spelling? Any attention and perception of the spelling must bear traces of conscious and vigorous activity. The child develops the habit of being attentive to speech, “weighing” the word, choosing and appreciating its correct form.

Commented writing acts as one of the methods of work to prevent errors, accustoms students to the conscious application of the rule, contributes to the development of competent writing, eliminating the gap between theory and practice. A commented letter develops thinking, memory, attention, speech of students: they learn to speak clearly, concisely, reasonably, children develop good diction. Annotated writing allows for a systematic repetition of the material, makes it possible to identify students' knowledge and check their spelling skills.

Students not only pronounce words and sentences. But they also justify spelling with rules, the selection of test words. It is very important here that everyone works with the commentator, not lagging behind and not looking ahead. First, I ask you to comment on strong students, then gradually everyone else joins in.. When commenting, a high level of self-control is achieved, since the student not only fixes, but explains the spelling.

Letter under dictation with preliminary preparation. First, the students deal with the spelling of those words that require verification. Then the children write this sentence or text under dictation.

Letter from memory. This type of writing develops memory, thinking, speech, attention. Industriousness, accuracy are brought up,

Creative work. Children love this kind of work. Practice shows that the ability of children to dictate to themselves in syllables helps them get rid of mistakes. Children often ask how to write a particular word. This is an indicator of a thoughtful attitude to work.

In the formation of spelling vigilance, students must be armed with knowledge of the identification features of spelling.

Spelling vigilance develops gradually, in the process of various activities, when reading, when writing dictations, when copying, if it is complicated by appropriate tasks.

For the successful development of spelling vigilance, it is very important to set the students themselves to work.

In the first grade, students learn to use the algorithm for solving a spelling problem:

Determine the place where the spelling task arose;

Which group of rules does this spelling belong to;

In what part of the word is the spelling;

Set which letter to check: vowel or consonant;

Determine the stress in the word;

Determine the checked or not checked spelling;

Write the word according to the rule.

Exercises:

1 Read the riddles: "The eyes are on the horns, and the house is on the back." "Tail with a sickle, head with a comb." Determine in which words the vowels should be checked or memorized. How to do it? Write the sentence and highlight the spelling.

2 to make a sentence according to the plot picture on the topic: "Winter in the forest." For example:In winter, the forest is covered with snow. Traces of animals are visible in the snow: a hare, a wolf, a fox. Put stress marks, underline the vowels that need to be checked (remembered).

3 visual-auditory dictations. On the desk: Burrow under a pine tree in the forest. A fox lives in this hole with cubs. Fox is smart. Read the text. How to determine which vowels to check? Determine. Check. I close the text, the children write it down from dictation. In the written text, children highlight spelling.

4 Games.

The game "Hide b in the middle of the word:": day-days; stump-stumps. Prove why the unstressed vowel E was written in the words days and hemp.

Game "Help Dunno to fill in the missing letters": p. la, m. rya, p. dy, h.sy, pl.dy, m.rzhi. Explain why such letters were inserted.

Game "Pick up the letters": Beautiful Russian HP! Lsa walked across the fluffy snow. Why are words pronounced the same but spelled differently?

The game "Ladder". Two teams compete to see who gets to the top the fastest: fill in the missing letters:

hand... take...

lu… moro…

winter le… smooth le…

Russian flag.. heavy gr…

sick tooth .. ripe watermelon ..

I often use the following types of work:

On the board I write two words with a voiced or voiceless consonant, two words with a checked unstressed vowel, two words with a doubled consonant. Please write down the words only with a double consonant.

When studying the topic “unpronounceable consonants”, I suggest that children write five words with unpronounceable consonants from memory and be sure to underline them. If a student wrote a word and misses an unpronounceable consonant, he will have nothing to emphasize. After the students have written five words from memory, I open the board on which 10 words are written in this topic. Children write off those words that they do not have, emphasizing unpronounceable consonants. I use this exercise when studying any topic.

- Dictation "Check Yourself" (3-4 sentences)

Students write sentences under dictation, and those words in the spelling of which there are doubts are skipped. letters . After the dictation, the children ask how to write this or that word, i.e. the writing of which they doubted. And only after that, the missing spellings are inserted.

The first and main advantage of the "Check Yourself" dictation is that children begin to feel for their weaknesses, learn to ask and doubt, we give them the opportunity to write without errors, to warn them.

If you systematically use the “Check Yourself” technique, then the development of spelling vigilance increases to 70% - 90%.

Another type of dictation (but not control)with a tap. During the dictation, I tap on the table at the moment when I pronounce a word with any spelling. This tapping makes the student think and remember the spelling. All of the above techniques allow you to prevent errors, develop spelling vigilance, the skill of sound-letter analysis, and self-control.

Tasks for the formation of spelling vigilance are selected quite diverse so that they do not bother children, and attention to them is constantly increasing. Within four years, younger students must learn a sufficient number of words in which there is an unverifiable spelling. It is especially difficult for students who have poorly developed visual memory to learn such words.

Vocabulary and spelling work - one of the most important stages of the Russian language lesson in elementary school. Primary school students must memorize a large number of unpronounceable consonants, unverifiable vowels. The task of the teacher is to arouse the interest of schoolchildren, to help them fall in love with difficult words.

Task types:

Recording words from dictation. I dictate words, students write them down, then check them in the dictionary, opening strips of paper.

Oral work with the help of a signal fan on which vowels are written: A, O, I, E, Z. I name words from the dictionary. Children raise a signal card with the desired spelling.

I propose to write out from the dictionary words with unstressed vowels according to the options (1 - with the vowel A, 2 - with the vowel O).

Write down the words that answer the questions who? (what?).

Write down words with two syllables.

Write the words on the topic "Animals".

Selective dictation. I read the text, the children should write down the dictionary word that they met.

Answer the questions. Who lives in the forest? Who keeps the classroom clean? Etc.

Add an offer.Cheerfully tweets ....... (sparrow)

Solve the riddle:

No arms, no legs, but he can draw. (freezing)

Liquid, not water, white, not snow. (milk)

Find the extra word.

For example, I offer children the following vocabulary dictation:Village, notebook, Saturday, Moscow, garden, pencil, black, magpie. Children name "extra" words:

1 .Moscow – because capitalized;

2 .Saturday – because this is a word for the spelling of a double consonant at the root of the word;

3. notebook - on the spelling of a double consonant in the root of the word; this word has more letters than sounds;

4 .magpie - answers the question who? The rest of the question is what? (except for the word black0;

5 .the black This word answers the question what? It is an adjective, the rest are nouns.

6 .pencil - consists of four syllables, the rest of two or three.

The use of various types of work on vocabulary words gives positive results.

Work on bugs , is a means of fixing spelling and a means of preventing errors. Systematic and purposeful work on mistakes educates children in spelling vigilance, a responsible attitude to writing, and the desire to formulate their thoughts correctly. The purpose of such work is to explain spelling errors, to consolidate the skills of correct spelling of words, to give an orientation for students to work independently on mistakes. Of no small importance for the organization of work on errors is their correction.

I start working on mistakes by reproducing students' knowledge of certain spelling rules, for which they made mistakes. First, I give examples of explaining mistakes, fixing spelling skills. I also prepare students for self-correction. I group all errors by types of spelling rules and conduct purposeful work to correct them.

Systematic work on the word contributes to the development of mental activity of students - it teaches them to perform a number of mental operations: observation, comparison, comparison, establishing similarities and differences. BUT leads to the efficiency of assimilation of spelling norms, instills interest and desire to solve spelling problems, develops spelling vigilance of students.Starting from grade 1 (2), when checking any work, I don’t correct errors in words for the rules passed, instead I put a wand in the margins (for weaker students - the spelling number), and at the end of the work - instead of marking a dot. The student, having received a work without a mark, is taken to search for errors in the line where the wand (or spelling number) is placed in the margins.

Then the word in which the mistake was made, the student writes down below the work and performs work on the mistakes. After the work on the errors is completed, a mark is set.

Techniques, to the greatest extent, developing spelling vigilance.

Cheating.

Cheating algorithm

Read the offer carefully.

Repeat it without looking at the text.

Underline all the spellings in the sentence.

Read the sentence spelling.

· Repeat the sentence again, spelling out all the sounds.

· Close the text. Start writing by dictating to yourself syllable by syllable (spelling) and underlining the spelling.

Check the written-off with the text, pay special attention to spelling.

To evoke and support the desire to engagecheating at home, you can offer at will, write out the most liked passages from your favorite books. In addition, I recommend the so-called “oral cheating” to children and parents. For 5-10 minutes, the child reads the text aloud spelling, then the mother calls any word from the read orthoepic, and the child dictates its spelling.

I set aside time for copying in each lesson, in separate lessons it can be reduced to one sentence. Moreover, cheating can be supplemented with grammar tasks.

I pay special attentionselective write-off , which is a preparatory work for learning selective dictations. The following tasks can be set for selective cheating:

Write out sentences expressing the main idea of ​​the text; exclamatory sentences, incentive, interrogative, narrative; a sentence corresponding to the scheme, etc.

Write down synonyms, antonyms, related words.

Write out words with a certain type of spelling; distribute the words from the text into groups, depending on the type of spelling.

Write out the words with missing letters, determine which part of the word is not completed, indicate the grammatical features of the words.

Write down the words of a certain part of speech.

Write out the phrases.

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The problem of the development of spelling vigilance in younger students

Work on the formation of spelling vigilance in younger students through active methods and techniques.

The practical goal of teaching the Russian language involves the mastery of two types of communication by students - oral and written. To learn how to write correctly, a child must master the rules of spelling.

The problem of the formation of literate writing in primary school is one of the leading ones in the course of the Russian language. Studies by psychologists and educators have shown that the best way to teach spelling is one in which the spelling skill is formed initially as a system of conscious actions. As a result of special exercises, they are reduced and automated. Conscious spelling includes the ability to isolate spellings, assign each to a specific rule, and finally write in accordance with the rule.

Linguists, psychologists, methodologists emphasize the dependence of the results of teaching spelling on the development of students' ability to detect places in words that need to be written according to the rule. This ability should be laid in the learning process in the primary grades. However, while studying in grades 1-4, most children do not develop spelling vigilance: "the percentage of seeing spelling in grade 4 students ranges from 30% - 50%."

Thus, the problem of the development of spelling vigilance is relevant, which determined the choice of the topic of our study.

At the beginning of our pedagogical activity, we often encountered endless grammatical errors of students. It was always very insulting, annoying, sometimes just hands down. "What to do?", "What is the reason for grammatical errors?", "How to teach children to write correctly?" - Which of the teachers did not care about these and similar questions? And the teacher, after all, is called upon to ensure the formation of strong skills of literate writing. Long-term observations have led to the conclusion that the "spelling problem" in the primary grades can be solved only by constantly and systematically developing students' spelling vigilance.

From the very first days of schooling, a teacher must develop in every child the ability to master a word, understand a word, consider it from different angles (lexical, phonetic, morphemic, etc.), comprehend the laws of the language. At the same time, it is important to remember that our great Russian language is not lost behind "boring" grammar and "monotonous" spelling. Children should feel its beauty, realize its wealth, gain the ability to express on it a variety of thoughts and feelings.

Where should you start? We consider it important to use spelling in the work. Not a single lesson of the Russian language should be complete without the word "spelling". However, it should be noted that if this term is not filled with meaning, as is quite often the case in elementary school, the student involuntarily develops his own, often incorrect idea of ​​the concept of "spelling", which usually leads to spelling errors.

At the first stage, I try to teach children to accurately and quickly determine the stress in the word, to correctly designate the stressed sound in the letter with the letter corresponding to it. In this work, you can use such a technique as to substitute the word "This is ..." to determine the stress: "This is ...": these are threads, these are bushes, this is a doll, these are pines.

Students get acquainted with such words, the spelling of which is determined by pronunciation, and make sure that a spelling mistake cannot be made in a word, i.e. A word may not have a spelling at all.

To consolidate the ability to find stress, we select such words, where each subsequent set of words is one sound more than the previous one.

a) Olya fish pear matches porch wonderful

b) Wasp Vova wing paper desert toothy

c) Anya notes bag seal shirt strawberry

d) Ira sneakers school desk chandelier tulip slender, etc.

In the process of this work, children not only put stress, but also learn to distinguish sounds.

For this purpose, the following approach is used. A card is prepared for each child. It is a cardboard strip 12-15 cm long and 3-4 cm wide. 6-7 transverse colored paper strips are pasted on it (preferably different colors). With the help of this card, the children show the number of sounds in the word. While reading the words, the children, at the request of the teacher, first show how many sounds are in each syllable, and then - in the whole word. For example, in the word "ball" the student shows 3 strips (in the word - 3 sounds), and closes the rest with his hand.

Another way to check the spelling of a word. Children are given "magic" squares (size - 5 cm, the square is decorated with appliqué). When checking the written square is superimposed on the first word of the sentence. Gradually, moving it to the right, the student opens the first syllable, then the second, and so on. This way it easily detects missing letters. This simple trick gives good results. Children learn to control themselves and, as a rule, almost do not make mistakes for skipping letters.

At the second stage, the ability to evaluate each vowel sound of a word is practiced, i.e. children determine which sound is percussive (strong position) and which is unstressed (weak position).

Conversation:

Stress is a strong emphasis on sound. What?

Vowel.

This vowel is accented, and this one is unaccented.

At this stage, children learn to distinguish between stressed and unstressed vowels. The main thing is that the child understands that nothing changes under stress. At the same stage, the concept of a dangerous place, a "step" is introduced. Children must be aware of this place, and in order to write correctly - the "Ask me" technique. At this stage, we use the following tasks:

"Light the flashlight" - write off, mark the strong position with an accent, and under the weak position "light the flashlight" (mark the dangerous place with a red dot).

A letter with missing letters of a weak position:

C. sleep, c. lna, pov. r, ball. to.

N - p - lyang - d - nok - st - yala m - lod - nk - el - chka. (To write

That's right - "Ask me".)

At the next stage, the ability to determine which sound unambiguously indicates a letter, and which one can be indicated by different letters with the same sound, is worked out. (The unstressed sound "a" can be denoted by the letters o or a, the unstressed sound "and" by the letters e, i, and.) At this stage, students become familiar with spelling as a phenomenon when they encounter cases of ambiguous correlation of sounds and letters.

Is there a mistake in the word "mountains"?

It turns out that a mistake is impossible, since the replacement of any of the letters leads to the destruction of the given word and to its replacement by another (burrow).

And if we replace the letter of the unstressed vowel in the word mountain and write down the word "gara"? What will happen?

When the word "gara" was written, its meaning did not change. The replacement of the letters o - and in the words mountain - "gara" - is a purely spelling phenomenon. Therefore, spelling errors are possible only in cases where there is a choice of letters, the use of which does not affect pronunciation.

What is the system of exercises at this stage?

Change the words mountains, owls, pines, trails, thunderstorms, walls, rivers, candles, earth, arrows so that they do not name many, but one object.

Notebook entry:

g "o" ry - g "a" ra, s "o" dreams - from "a" sleep, walls - st "and" on, candles - sv "and" cha, s "o" you - from "a" wa, tr "o" py - tr "a" pa, rivers - r "and" ka, arrows - str "and" la

(note: brackets " " denote sounds).

Children note that when changing words, instead of the sound "o", the sound "a" appeared in a weak position; that the unstressed sound "e" in writing is denoted by the letter and.

It is noted that the letters y (cheese), y (rays), yu (I love) have no exchange; at the end of the word - a, I (desk, Tolya). We are trying to bring to children the essence of the concept of spelling: there is no spelling in a word if there is no "change" of letters; a word has an orthogram if there are "mena" of letters.

The next stage is the perception of the spelling by ear.

Tasks:

Read the words. Write down only those that have spellings. Specify a choice.

Desk, cow, floor, ruler, book, big, plays, lived, on the desk, ran, blue...

Notebook entry:

Cow, ruler, big, plays, lived, on the desk, ran, blue.

K "o-a" ditch, l "i-e" neyka, b "o-a" shoy, "i-e" gra "e - and" t, f "i - s" l, n "a-o "

part "e-i", p "o-a" b "e - and" sting, blue "i-e" d.

Read the words and write down only those that do not have spelling:

Melon, cheerful, snowstorm, forester, crackling, strawberries, round, cactus, under pine roots, on a skating rink, rocked.

Children write out the words: melon, snowstorm, strawberry, round, cactus.

The next step is to choose the right option from the available set. This skill is practiced in grade 1 when getting acquainted with the root as a meaningful part of the word.

The task. In the words rooks, winter, fed, forest, prove the correct spelling of the letters a, and, o, e.

Notebook entry:

Rooks, gr-chi (rook), rooks.

Winter, s-ma (winter), winter.

Fed, k-rmil (feed), fed.

Forest, l-snoy (forest), forest.

Thus, in grade 1, only the basis for developing the spelling skill of unstressed vowels is created. The program does not require students to have developed skills in this area, nor does it involve checking unstressed vowels by selecting single-root words.

The most common type of exercise in grade 1 is writing with

pronunciation (the basis of this letter is pronunciation by syllables). For example, students pronounce a word syllable by syllable, write down the first letter of the syllable, then pronounce the vowel and write it down, for example: "I write z with a vowel a." First, the teacher himself gives a sample of pronunciation: 1-2 words by syllables, then the children dictated to themselves in chorus according to a given model. After choral recitation, there were always those who wanted to try their hand at reciting individually. The alternation of different types of pronunciation adds variety to the lesson, prevents boredom, fatigue. With this type of work, the game "Captain leads the ship" is often used, i.e. the assigned student - the "captain" - comments on the pronunciation ("leads the class" behind him).

The modern "Primer" and "Recipes" contain rich material for propaedeutic work for the study of many orthographic topics: "Capital letter in proper names", "Capital letter at the beginning of a sentence and a dot at the end", "Spelling combinations of zhi - shi; cha - cha ; chu - shu", material about the rules for writing in some cases unstressed vowels, paired voiced / deaf consonants and more - about 10 types of orthograms in total. The letter period allows you to lay the foundation for the development of students' spelling vigilance.

Thus, already from the 1st grade, children are accustomed to understanding spelling as a difficult place in a word. Later, in the Russian language lessons, we reveal to the students that knowledge of the alphabet is not enough for competent writing, it is necessary to master other laws of writing. And throughout all the other years of teaching the Russian language, we discover these laws together with the children - the rules of spelling.

Spelling in elementary grades as a system of rules consists of four sections:

1) rules for the transfer of phonemes by letters as part of words;

2) rules for the use of uppercase (capital, large) and lowercase (small) letters;

3) rules for transferring words from one line to another;

4) rules about continuous and separate spellings of words.

Each of these sections rests on certain principles. What is the position of the teacher in this case?

First of all, the teacher, of course, needs to know science itself, be able to compare different points of view and choose from among them one that is more in line with his own views. The main thing is not to confuse the various phonemic theories on which the modern theory of spelling is based.

Starting to acquaint first graders with spelling problems, we must take care, first of all, to acquaint children with the rules as early as possible and begin their practical application as soon as possible.

For the first time in the years of work in primary school, we, like many teachers, worked on the development of literate writing in a stereotypical way: children first learned the rule, and then practiced. But from this, the children did not become literate, they still made mistakes when writing. It became clear that knowing the rule and writing freely are two different things!

Knowing the rule is the first stage in the formation of a spelling skill, and various types of exercises that allow you to consolidate the rule are the third. As a result of observations and reading methodological literature, we came to the conclusion that a whole stage (second) fell out in the system for developing a literate letter - this is the application of the rule in practice based on an algorithm.

In recent years, elements of programmed learning have begun to be used in teaching the Russian language. One of these elements of such training is the algorithmization of the educational process. In spelling work, this is especially important: almost all spelling rules do not contain recommendations on how these rules should be applied, hence the gap between knowing the rules and being able to use them.

To make it easier for students to apply the rules when writing, it is precisely the use of the algorithm that is intended.

Spelling training is built primarily on the algorithm, and the algorithm is based on the study of spelling rules. At the same time, it should be borne in mind that the rule organizes the teaching of writing, but in itself it does not yet lead to correct writing: writing must be fixed through lengthy exercises - so that it becomes a habit.

For this purpose, in the work on the formation of spelling vigilance, the so-called special spelling exercises are used. Special spelling exercises, during which students develop the skill of applying the rule in practice, include exercises such as cheating, usually complicated by grammar and spelling tasks, and various types of dictations. All special spelling exercises are accompanied by oral or written language analysis.

1. Cheating-type exercises are copying text without skipping letters and copying text in which letters are omitted. Specially organized copying, as well as writing with skipped letters, is an effective technique for developing spelling vigilance.

In order to consolidate one or another spelling rule, students perform exercises such as cheating and dictations of various types in parallel: they work with exercises such as cheating at home, write dictations of a different nature in the classroom.

When working on the formation of spelling vigilance, it became obvious that dictations are more effective than cheating. This is evidenced by observations: literacy was better when the exercises were given under dictation than when the same exercises were given for self-copying. But for obvious reasons, dictations are possible only in class conditions. Conducting exercises such as cheating and in parallel - dictations, I try to make sure that spelling exercises are performed in a certain sequence, in a certain system. For example, having studied the spelling rule of a particular spelling of the root, work is carried out on the following system:

1) Observation of the text, where the letters are not missing.

For example, a text is given: "A mouse runs across an open field. Behind the mouse is a path where paws stepped in the snow. The mouse saw a pine cone."

It is suggested that the children find words with a paired consonant in the root, explain the spelling.

2) Exercises where there are holes (gaps) in the words, but the test word is ahead.

For example, the text is given: "(Beautiful) Beauty. (Ponds) pr. near our village. A (narrow) kaya (path) road leads to it. On the shore - (arbor) bes. ka."

We invite the children to use the test word and insert the missing spelling.

3) Exercises where the test word must be placed after the word with

Omitted spelling.

For example, the text is given: "A rooster came to the house where the kras. ki (.) lived. The cockerel bowed to them. ko (.). Red kra. ka (...) painted his scallop and beard. ku (...). Blue - feathers. ki (...) on the tail. Green - wings. ki (...). And yellow feathers. ka (.) - gru. ku (...). Such a beautiful cockerel has become!"

We invite the children to insert the missing spellings and write a test word.

4) Dictation.

5) But there is also an intermediate technique: find the desired

spelling, write a test word over the word. The core of the system of spelling exercises is the degree of independence of students in the course of their implementation. This should take into account the relationship between classroom and homework. Cheating-type exercises, usually performed at home, are a continuation of the work on the formation of spelling skills that began in the classroom, in other words, home exercises are an integral part of a system of spelling exercises that contribute to the development of one or another spelling skill.

As for class work, the following sequence of dictations is usually outlined: first, students write warning dictations, then explanatory, selective, creative, free ones. I would like to note that creative and free dictations contribute to the fact that students go through "the stage of" combining "two tasks: to express their thoughts in writing and at the same time observe spelling rules." This is their value.

But in general, we determine the sequence of dictations, as already mentioned, by the degree of independence of students.

When conducting a warning dictation, before recording a single sentence or a whole text, oral work is usually organized: students explain the rules for writing certain spellings that are in words. For example, I dictate a sentence: "The guys went out along a narrow forest path to a small hut" (Grade 4).

How many spellings are in this sentence?

More than ten, capital letter at the beginning of the sentence;

the preposition "by" is written separately, we check - by (what?) narrow;

at the root we write "z", check - narrow;

unstressed ending "oh", check with a question - for which one?

in the word "forest" we write the letter "e" at the root, check - forest;

in the word "path" we write the letter "o" at the root, check - trails;

in the word "path" unstressed ending "e" - 1 cl., dative case;

in the word "guys" we write the letter "e", unchecked by stress;

in the verb "went out" the prefix "you" is written together;

the preposition "to" is written separately, check - to (which one?)

15 -

in the word "small" the suffix "enk", there is no suffix "ink";

ending "oh", check with a question - "what?";

in the word "hut" a double consonant "sh", check - hut;

ending "e" - 1 cl., prepositional case

Only after the guys name all the spellings, the text is written down under dictation.

Such types of dictations develop auditory perception of the text, i.e. Students learn to spell by ear. And this is very valuable, because. then the developed auditory perception of orthograms helps students to correctly write dictations.

When conducting an explanatory dictation, an explanation of spelling, i.e. reasoning about why it is necessary to write this way and not otherwise, is carried out after writing the text.

In order for all students to produce an appropriate grammatical and spelling analysis of words with the desired spelling, it is proposed to explain in writing (by conditional abbreviations and underlining) the spelling of the analyzed words (without preliminary reasoning). This is the next step in student independence. Here the visual perception of the text is already developing. In our work we try to use the work of different analyzers (auditory and visual).

Since we are talking about the visual and auditory perception of younger students, we would also like to note kinesthetic (kinesthesia in this case - pronunciation) and hand-movement perception (remembering hand movements). These 4 types of perception (visual, auditory, kinesthetic and hand-moving) make up the sensory base of the spelling skill. The more sense organs (according to K.D. Ushinsky) take part in the perception of any impression, the stronger these impressions are in the memory of children. In addition, we read in the program: "Spelling exercises are conducted every week, based on different ways of perception: hearing, vision, memory, thinking. All this contributes to the formation of a conscious skill of literate writing, developed speech." The modern creative teacher tries to use all known types of sensory perceptions in order to achieve the desired results.

Warning and explanatory dictations complement each other. They contribute to the fact that the teacher has the opportunity to teach children the ability to associate a rule with a word, a word with a rule. The difference between these dictations is in the degree of independence of students.

Selective dictation speeds up the pace of work, helps to focus students' attention on the desired spelling. When selectively recording words or phrases, students explain the corresponding spelling. Often this explanation comes down to the classification of the words "to the rule": for example: in one column, students write down nouns of the 3rd declension with a basis in hissing (help, wilderness, etc.), in the other - nouns of the 2nd declension of the masculine gender ( doctor, brick, watchman, etc.).

Selective dictation is one of the most active methods of teaching spelling. Economical in time, it makes it possible to teach schoolchildren to quickly grasp the features of the sound and morphological composition of the word and, already in the course of the teacher’s reading, select the right one by ear. This is the next step in student independence.

Next, dictations are carried out with a change in the text: creative dictation, free dictation. When writing a creative dictation, students, on assignment, insert certain words into the dictated text or change the grammatical form of the dictated words and explain the corresponding spellings in writing and orally. At the same time, students develop the skill of applying spelling rules in conditions when they have to think about the content and grammatical design of the sentence.

With free dictation, the student has to think not only about the content and grammatical design of sentences, but also about the coherence of the presentation of thoughts. If a student explains spellings in writing (usually for a certain rule), then, just as in creative dictation, he learns to apply spelling rules in conditions close to those when he has to express his thoughts.

Such is the system of dictations, taking into account the gradual increase in the independence of students.

It is very important, in addition, that the system of spelling exercises be built "on the development of those mental abilities that make it possible to master such a complex set of knowledge, skills and abilities as error-free writing." To write according to the spelling rule, the student must:

detect spelling (identification stage of analysis);

determine which spelling rule should be applied in this case (selective stage of analysis);

resolve the issue of a specific spelling, highlighting the essential features necessary and sufficient for the application of the spelling rule (the final stage of the analysis).

The task at the first stage is to recognize the spelling, at the second - to select the desired rule, at the third stage - to apply the rule to this particular case. Such are the differences in the tasks of the individual stages of the application of spelling rules.

At each stage of teaching spelling, the exercises include various words with the same spelling variant, if there are many such words: pour, drink, view (separating b); explain to announce, go around (separating b); sail away, run away, draw, write (spelling of prefixes for verbs); on a path, on a branch, on a table (a preposition with a noun), etc.

The next type of exercise for developing spelling vigilance is a letter with gaps. During the teaching dictation, creative work (statement, essay), students are given the right to skip spellings that cause them doubts. At the same time, they make notes with a pencil in the margins in the form of a question on the line where the gap is allowed. The teacher helps to resolve these issues in the course of work. Such an omission contributes to the formation of spelling vigilance in the student, helps him to be attentive to the word, teaches him to doubt, which is usually not enough for students. And Aristotle said: "Doubt is the beginning of the search for truth." Indeed, there was a doubt - the truth will be found.

The next type of exercise I would call a commented letter. This type of dictation is also built on the basis of pronunciation by syllables. Students do not just pronounce words and sentences, but justify spelling with rules and selection of test words. It is very important here that everyone works simultaneously with the commentator, not lagging behind and not looking ahead. Only under this condition are errors prevented. First, it is proposed to comment on the letter to strong students, and all others are gradually included in this work. This type of writing develops attention to the word, its meaning, intelligence, speech, phonemic hearing, and thinking.

Letter from memory. This type of writing develops memory, thinking, speech, attention. Industriousness, accuracy, discipline, self-control are brought up.

The system of working on mistakes is also subordinated to the formation of spelling vigilance. Of no small importance for the successful organization of this work is the correction of errors by the teacher at the time of checking the notebooks.

"The general principle of correcting mistakes," says N.S. Rozhdestvensky, "is to ensure that the students' independence is not paralyzed, so that they work on their mistakes. The teacher does not so much give ready-made words as he makes students think and work independently."

Such methods of correcting errors are also practiced: incorrectly written letters are not corrected, but, as a rule, the entire word with erroneous spelling is underlined, a mark is made in the margins about the presence of an error. The purpose of such a correction is to make the student think about the given word, see the spelling in it, recognize its type, and then correct the mistake in this position.

The progress of individual work on the bugs:

Stage 1 - search, when the child is looking for an error in the word indicated by the teacher. If children have difficulty finding a mistake, they check with the teacher. Mutual assistance is also practiced. If a student has difficulty in finding an error, a classmate is allowed to help to do this.

Stage 2 - write the word in which the mistake was made in a separate notebook and work to correct the mistake.

The progress of collective work on the bugs:

Words are written on the board in which mistakes are made, but mixed with correctly written words for the same spelling. It is proposed to find spellings in erroneously written words; explain how to write them correctly, while putting the spelling number in the margins of the notebook. Only after such collective work do we proceed to independent, individual work.

At the next stage of work, in order to develop spelling vigilance in each lesson of the Russian language, we use spelling five-minute exercises with the inclusion of words in which errors were made or in order to repeat spelling. Charges are carried out in different ways. This can be oral work with signal cards or written on leaflets. It can be a team work or independent. Here are some examples of such charges:

"Work in pairs". Pupils in pairs work independently on one card, where words with a missing spelling are given according to options; the correct spellings are written on the right side and covered with a ruler or a narrow strip of paper. These spellings are determined and gradually opened first by one student, and the second at this time checks him, then the spelling is opened by the second student, and the first checks him.

"Divide into two columns" (I dictate the words, the children divide them into groups in writing; at this time, two can be invited to write down the words on the board on their own, each only one group). For example, when repeating the 1st and 2nd conjugations of verbs, the teacher dictates the words: come, drive, wear, think, swim, drive, drive, feed, light, dress. All the guys write in notebooks in columns, and two at the blackboard, each with their own conjugation. Such work can be done with different spellings.

"Write out only those words where there are spellings"

"Write out only those words where there are no spellings."

"Find the extra word." For example: sem… me, friend. i, leaf. I would. yu, in. rides, p. yu.

"Write from dictation." For example, in grade 4: left, left, right, right, left, right (spelling adverbs).

"Write out the words where there is only a root and a suffix" (etc.).

For spelling exercises, we use children's poems, counting rhymes, riddles, sayings, excerpts from fairy tales, from the works studied in the literature lesson.

I would like to note that children are very fond of "Spelling exercises", for them this is not a tedious process, but an exciting game. This work enlivens the lesson, does not allow to turn it into boring and monotonous.

Spelling vigilance is easy to account for. For this, a spelling numbering system was introduced - work is being carried out according to the "Memo"

What is behind the spelling numbers? Each rule has its own serial number, but this does not mean that the student must remember it and correlate it with the spelling. The serial number is offered so that the student can quickly and easily find the spelling he needs in the "Memo". "Memo" is filled in as you study the rules. It is good in that it helps the student to see the spelling and correctly define it.

In the system of work (starting from the 1st grade) the following tasks take place:

1) Indicate above the letters the serial numbers of the orthograms written on the board:

"5" - word wrap;

"1" - zhi, shi, cha, shcha, chu, shu;

"3" is a capital letter in proper names;

"2" - checked unstressed vowels in the root;

"18" - unstressed vowels in the endings of nouns;

"19" - unstressed endings of adjectives;

"22" - unstressed personal endings of verbs;

"6" - spelling of prefixes and prepositions, etc.

In grades 2-3, children perform tasks like this:

6 19 10 18 6 9 9 9 1

A birdhouse hung from a tall apple tree in the garden.

4th grade students do this task like this.

When checking a written work, I put in the margins the number of the spelling in which a mistake was made in one of the words of this line. The student must find a word in which a given spelling error is made (by the number in the memo, he must determine the name of the spelling himself) and do work on the mistakes. In this case, a greater degree of independence is manifested.

2) During spelling five minutes: determine the total number of spellings. The work is carried out both on the material of the exercises of the textbook "Russian language" by Polyakova and with the involvement of "Books for reading".

Game-auction "Buy an offer".

"Light the lanterns", etc.

3) The digital designation of orthograms is also practiced at the stage of a preliminary analysis of what is to be recorded (i.e., to prevent errors). In this case, the sentence scheme drawn on the board is filled with spelling numbers. Such tasks are performed both at the stage of training exercises and exercises of the control type. For example, 9 6 18 9 1 22 7 23.

Task: find the names of the indicated spellings in the list (you do not need to memorize the numbering of spellings, the list is given on individual cards); remember the rules; using the rules, write a sentence under dictation.

9 6 18 9 1 22 7 23

Desert water is rare.

The numbers that children put above the letter help them fix their attention on this spelling and focus on checking.

At the same time, they gradually memorize the names of orthograms.

Systematically carried out work on the formation of spelling vigilance on the basis of graphic and digital designation gives positive results: children determine the place in the word where the spelling problem arose.

Along with the technology of developing education, game teaching methods were used. With admission to school, the leading activity of the child becomes educational activity while maintaining the significance of the game. One of the most effective means that can arouse interest in Russian language classes is a didactic game. The purpose of the game is to arouse interest in knowledge, science, books, teachings. At primary school age, the game, along with learning, occupies an important place in the development of the child. When children are included in the situation of a didactic game, interest in learning activity increases sharply, the material being studied becomes more accessible to them, and their working capacity increases significantly.

After all, the fact that the game is part of the educational process is not a secret for anyone. The game helps to form the phonemic perception of the word, enriches the child with new information, activates mental activity, attention, and most importantly - stimulates speech. As a result, children have an interest in the Russian language. Not to mention the fact that didactic games in the Russian language contribute to the formation of the spelling vigilance of a younger student.

Over the course of several years of work in primary school, we observed that Russian language classes do not always arouse interest among students. Some kids find it boring. The unwillingness to study Russian breeds illiteracy. Thinking about how to arouse interest in classes, how to improve writing literacy, we came to the conclusion that it is possible to arouse interest in the Russian language if you systematically accumulate and select fascinating material that can attract the attention of each student. This work was carried out in the developed system in stages:

Preparatory - the use of game exercises in literacy lessons in grade 1.

The main one is the use of gaming exercises in Russian language lessons in grades 2 and 3.

The final one is the use of game exercises in the lessons of fixing spelling rules in grade 4.

spelling vigilance junior schoolboy

Let's give examples of game exercises of the preparatory stage in the lessons of teaching literacy in grade 1, which develop phonemic hearing.

Exercise 1. "Attentive buyers"

The teacher lays out various objects on his table. Among them are those whose names begin with the same sound, for example: doll, cube, cat; mask, bear, ball, bowl, etc.

You have arrived at the store. Your parents paid for toys whose names begin with the sound [k] or [m]. You can take these toys. Be careful, do not take a toy for which you did not pay! The difficulty of the task is that instead of a toy whose name begins, say, with the sound [m] (matryoshka, mouse), do not take a toy whose name begins with a soft sound "m" (ball, bear). Option: buyers and seller - children depicting literary characters.

Exercise 2. Lotto "We read ourselves"

I option. Children are given cards, on each of which 6 words are written. The host shows the picture and asks: "Which of the guys has the name of the picture written? (Who has the word?)". The first person to complete the map without errors wins.

II option. The cards are dealt to the children. The facilitator shows the sound scheme of the word, the students correlate it with the word on their map. The winner is the one who accurately fills his card with word schemes.

Exercise 3. "Wolf, hunter dog."

First, children find the first sound in the word. - Now there is a big hunt in the forest: wolves hunt for hares, and hunters with dogs hunt for wolves. Let the wolf be the sound [p], the dog - [p], the rest of the sounds - hares, and you - hunters. Now be careful. As soon as you hear the [r] in the words that I say, "shoot" - clap your hands! Just don't hurt the hare or your hunting dog. Attention! Let's start the hunt!

Exercise 4. "The animals got lost."

A donkey, a rooster, a horse, a mouse, a cat, a dog, a pig, a chicken, a cow got lost, lost in the forest. Katya will call the animals, and let Kolya listen carefully and draw a syllabic diagram of each word on the board. It should show which syllable was drawn when Katya called the animals. If they do the job right, the beasts will come together again.

Exercise 5. "Mathematical grammar".

The child must perform the actions on the card ("+", "-") and, by adding and subtracting letters, syllables, words, find the desired word. For example: s + volume - m + fox - sa + tsa? (capital).

Exercise 6. Game "One sound, march!".

1. Take out one sound from each word. Do it in such a way that a new word with a different lexical meaning is obtained from the remaining sounds. For example: a handful is a guest. (Relish, paint, slope, regiment, heat, trouble, screen.)

2. Now, on the contrary, add one sound to make a completely new word. For example: a rose is a thunderstorm. (Table, paw, ball, cutting, treasure, bite, mustache, gift.)

3. In words, replace one consonant sound. For example: cake - walrus. (Nails, bun, paw, teeth, pussy, sand, jackdaw, eagle, wedge, mink, melancholy, light, log, frame).

Exercise 7. "Collect a flower."

On the table lies the "middle" of the flower. A letter is written on it (for example, c). Nearby, "flower petals" are laid out, on which pictures with sounds [s], [s], [ts], [sh] are drawn. The student must choose among these "petals" with pictures those where there is a sound [s].

Using the games listed above allows first-graders to master the following skills:

name the sounds that make up the word;

do not confuse the concepts of "sound" and "letter";

determine the role of vowels after the letters denoting consonants, paired in softness;

determine the number of letters and sounds in a word, etc.

Examples of the main stage, where game exercises are used in Russian language lessons in grades 2-3:

"Choose three words" (the game can be used to reinforce any topic in the Russian language)

Purpose: To follow the formation of spelling skills, taking into account the stage of work on spelling.

The choice of words depends on the topics studied or covered.

Nine words are written on 9 cards:

1st set: fish, blizzard, stocking, oak trees, jam, scarecrow, streams, plague, mushroom.

2nd set: entrance, warehouse, crow, hail, shooting, treasure, gate, rise, sparrow.

Two take cards in turn, the winner is the one who first has three words with the same spelling.

I fish blizzard stocking entrance warehouse crow

oak trees jam scarecrow shooting hail gate

mushroom streams chum rise treasure sparrow

Postman game

Purpose: To consolidate students' knowledge of selecting a test word, expand vocabulary, develop phonemic hearing, and prevent dysgraphia.

Progress: The postman distributes invitations to a group of children (4-5 people each).

Children determine where they are invited.

vegetable garden park sea school cafeteria zoo

mud-ki doro-ki plo-tsy books-ki-kle-tsy Kle-ka

cali-ka bere-ki fla-ki oblo-ki pyro-ki marty-ka

redi-ka doo-ki lo-ki tetra-ka sli-ki tra-ka

carrot-ka-li-ki spicy-ki blot-ka-ka-bou-tsy reshe-ka

Explain spellings by choosing test words.

Make sentences using these words.

Game "Cryphers"

Purpose: automation of sounds, development of phonetic and phonemic perception, processes of analysis and synthesis, understanding of the semantic-distinctive function of sound and letters, enrichment of students' vocabulary, development of logical thinking.

Move: They play in pairs: one as a cryptographer, the other as a guesser.

The cryptographer conceives a word and encrypts it. Players can try their hand at deciphering phrases and sentences.

The guesser will not only have to guess the words, but also choose an extra word from each group.

For example:

Aaltrek, lazhok, raukzhk, zoonkv (plate, spoon, mug, bell)

Oars, straa, enkle, roamksha (rose, aster, maple, chamomile)

Plnaeat, zdzeav, otrbia, sgen (planet, star, orbit, snow)

Game "Nicknames"

Purpose: formation of the process of inflection and word formation, consolidation of phonetic and grammatical analysis of words, spelling of proper names.

Move: Form the nicknames of animals from the following words:

Ball, arrow, eagle, red, star (ball, arrow, eagle, asterisk)

Task: Make sentences. Highlight the part of the word that you used when compiling nicknames (suffix, ending).

Game tricks.

The game "Sat in the house" on the topic "Paired consonant sounds"

Whose group, couple or who will quickly and more correctly "populate their house" with letters denoting paired consonant sounds according to sonority-deafness?

Game "Find the letter"

This game is held on the topics: "Checked unstressed vowels in the root of words", "Checked paired consonants in the root of words". There are as many words on the board as there are children in the classroom. It is carried out instead of a physical minute as follows:

Guys, Senor Tomato sneaked into our class. He stole the letters from the words and locked them up in the houses under lock and key. Who can help me get them back? Only there is one condition: the lock will open only if you can choose the right test word.

Who will come to the blackboard and help me return the letter to the right word?

Game "Find a Pair"

This game can be played on the following topics: "Checked unstressed vowels in the root of words", "Checked paired consonants in the root of words", "Checked unpronounceable consonants in the root of words". It is also held instead of a physical minute, when each student goes to the blackboard, finds a couple of words with the same root and attaches them to the desired column, explaining the spelling and the rule.

At the final stage in the 4th grade, non-traditional lessons with game exercises are developed to consolidate the spelling rules learned in the primary grades.

It is known from experience that when using any method, it is extremely necessary to systematically check the assimilation of the basic knowledge and to form the skills and abilities of students on their basis. It can be carried out with the help of tests that allow you to identify the level of preparedness of each student, track the pace of his progress in learning, as well as timely detect and eliminate gaps in the knowledge of individual students, and prevent poor progress. The developed system of testing works provides for testing the knowledge of students at three main stages of learning: the initial assimilation of the material, its subsequent consolidation, and the active operation of what has been learned.

To test the primary assimilation, we give the simplest tasks that allow us to determine the degree of understanding by students of the material being studied.

To test the strength of assimilation of the material and the ability to operate with what was learned, more complex tasks were taken, including questions on repetition.

The third stage is the stage of a control or creative test of knowledge, skills and abilities on a specific topic; its purpose is to establish how freely and confidently students have knowledge, how well their skills and abilities are formed.

The time of the verification work - 5 - 7-10 minutes; final, creative tasks are designed for 15-20 minutes of a lesson or homework).

I will cite the texts of some works on the topic "Verb" in grade 4, which ensure the development of skills to recognize parts of speech, select single-root words, and establish the morphemic composition of words;

1) verbs of motion;

2) verbs "speaking";

3) verbs of manifestation of feelings.

Say, go, go, talk, rejoice, explain, swim, fly, babble.

2. Why are the words ringing and ringing different parts of speech?

1. Write out the verbs in this order:

1) verbs denoting labor processes;

2) verbs denoting the state of a person;

3) verbs of motion. Which of them are synonyms? Why?

Stab, learn, smolder, build, sleep, ran, rushed, wandered, walked, crawled.

2. Compare the words speaking and speaking.

1. Write out the verbs from the text, marking the spelling at the root.

Books treasured pages

Help people live

And work and study

And cherish the homeland.

2. Form verbs of the perfect and imperfect form with the roots of years - (fly), yes- (give).

1. How do the words in the first line differ from the words written in a column.

a) Moon-moon, moon, moon. the moon, about the moon.

Landing, lunar, lunar, lunar rover, lunar.

b) Earth - earth, earth, earth, earth, about earth. Countryman, earthy, strawberry, earthy, land.

2. Write out the verb, mark the morphemes in it and write down some forms of this verb.

The given works are the works of the first level of difficulty. They test the depth and accuracy of understanding the material being studied.

So, the first tasks of test papers No. 1 and 2 provide for the grouping of verbs. Using the features of the verb as a part of speech, taking into account their lexical commonality, students group words within a grammatical class.

When performing test work No. 2, students must correlate the concepts of "part of speech" and "synonym" (which of these verbs are synonyms?) This contributes to better assimilation of knowledge, their differentiation and systematization.

The second questions of the test papers (Why are the words ringing and ringing different parts of speech? Compare the words talk and talk.) require you to define this part of speech, to distinguish it from another part of speech.

Checking work number 3 helps to develop the ability to recognize the verb in a coherent text. In addition, as a further expansion of knowledge about the signs of parts of speech, the independent formation of perfect and imperfect verbs from given roots is provided.

Thus, when performing these tasks, students move from simple reproduction of theoretical information to their conscious application in various situations. Thanks to this, theoretical thinking develops, the skills of students improve faster and more successfully, allowing them to comprehend the studied linguistic phenomena in sufficient depth. Often, students perform test work on a topic in the form of test tasks using multi-level tasks.

The results of the test work give the teacher concrete facts, on the basis of which the control of the mental actions of the students is ensured, the results of assimilation are brought closer to the best, and the rapid advancement of each student. This work is exploratory in nature.

Thus, on the one hand, knowledge of the native language is given to the child from childhood, he masters it as naturally as he breathes and grows. With another

On the other hand, this is a complex academic discipline that requires a lot of work.

We come to the conclusion that the ability of students to see spelling is a necessary and most important condition for improving their literacy. So, it (ability) in students needs to be educated.

Teachers who have worked for many years in elementary school are convinced that spelling vigilance is formed and develops gradually, in the process of language analysis and synthesis, the selection of sounds and letters, morphemes when reading, writing dictations, copying and in the process of performing other exercises. For the successful development of vigilance, the attitude of the students themselves to its development, a conscious attitude towards it, is very important. With systematic training, vigilance is automated and becomes a component of the spelling skill.

Developing spelling skills is a long process. To teach children to successfully overcome certain spelling difficulties, you need to work systematically and painstakingly over many years. But the kids are very bored! So we are trying to build practical work so that they can capture the guys, surprise them.

The student must be surprised that...

he sees spelling,

he can spell them correctly,

he likes to work

in Russian language lessons it is interesting

All this gives good results!

Systematic work, based on the use of effective methods and techniques for the formation of spelling vigilance, gave the following results:

students learned the main types of spelling;

a rather high level of formation of students' spelling vigilance has been achieved;

the interest of children in the Russian language and, in particular, in spelling, has increased.

The techniques and means for developing spelling vigilance as the most important means of improving the literacy of students, described in the work, have been tested many times and have given a good result.

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The development of spelling vigilance in

younger students.

The formation of spelling literate writing is one of the most difficult tasks solved at school. Despite numerous studies conducted in the spelling methodology, it is very difficult to teach spelling to younger students. This is due both to the complexity of the spelling system of the Russian language itself, and to the fact that children, plunging into a sea of ​​spelling rules, cannot grasp the logic of spelling, and perceive spelling as a set of disparate, unrelated “must” and “impossible”. How much knowledge do students need to have in order to write correctly? Are there any reserves for improving the spelling skills of students? How to teach spelling based on the application of rules? What are the ways of mastering spelling in elementary grades? I think this is the question many primary school teachers face. In Russian writing, the main section that determines the leading principle of orthography is the transmission of the phonemic composition of words by letters. It is to this section of spelling that most of the rules studied in elementary grades belong. Thus, when studying the "Spelling" section, several tasks can be set: 1) Introduce children to the concept of "spelling" and help them go deeper to realize the essence of the spelling difficulties of Russian writing. To introduce into the practice of writing young schoolchildren a special way of writing - a letter with gaps in spelling, with "windows". The child must act according to the principle “I know the letter - I write, I don’t know – let me pass, leave a danger signal. 2) Introduce students to the spelling dictionary, lay basics of the right course of action to find the answer for a spelling question. 3) Due to the widespread use of the cheating technique, ensure memorization of the spelling appearance of words of different thematic groups (modes of transport, dishes, etc.), those. develop spelling memory students. One of the main goals of such training is to teach the child to accurately solve spelling problems. This highlights the followingconditions for the formation of a spelling skill: - knowledge of the rule is a theoretical basis; - knowledge of how to apply the rule (reasoning based on the algorithm) promotes the assimilation of spelling; - various types of exercises develop spelling skills.
In the development of spelling vigilance, there are 6 stages that a student must go through in order to solve a spelling problem: 1. see the spelling in the word; 2. determine whether it is verifiable or not, and if so, to which grammatical-orthographic theme refers; remember the rule 3. determine the way to solve the problem, depending on the type of spelling; 4. determine the “steps”, steps of the solution and their sequence, i.e. create an algorithm for solving the problem. 5. solve the problem, i.e. carry out the sequence of actions algorithm 6.write a word and carry out a self-test. The result of learning spelling depends on how developed the student's ability to set spelling tasks is. So, for example, after studying the rules about an unstressed vowel, a student successfully copes with the task of inserting missing letters in the exercise, but makes mistakes in his own text. It is not difficult to explain this paradox: in order to insert a letter, the student needs to solve a spelling problem, and in order to consciously write a word, for example, in a presentation or essay, he must first set this spelling problem, i.e. find spelling. That is why I believe that the ability to quickly detect spelling, called spelling vigilance, is an important basic skill. Therefore, work on the literacy of the student must begin with the development of spelling vigilance. It is important to teach children to set spelling tasks for themselves, and only then gradually teach them how to solve them. Teachers advise starting work on spelling with letter period. The period of learning to read and write is a very important stage for the formation of spelling skills. It was at this time that it was necessary to create the prerequisites for the successful development of spelling vigilance in children, to show schoolchildren an ambiguous correspondence between a sounding word and a written one, and observations must be made, moving not so much from letter to sound, but, on the contrary, from sound to letter. At the same time, children get an idea of ​​the strong and weak positions of sounds. Since most spellings are spellings of weak positions, then from the point of view of the phonemic concept of Russian spelling, spelling vigilance can be defined as the ability to positionally evaluate each sound of a word, i.e. to distinguish which sound is in a strong position, and which one is in a weak position, and, therefore, which one unambiguously indicates a letter, and which one can be indicated by different letters with the same sound. The ability to detect a sound that is in a weak position, first of all, is spelling vigilance. The spelling of weak positions, first of all, includes unstressed vowels in different parts words, checked consonants, standing at the end of words and before other consonants. With the presence of "danger" in the place of an unstressed vowel sound, first of all, it is necessary to introduce first graders. This can be done after the skills of stressing and sound analysis of words have already been worked out quite well. First graders are invited, for example, to listen to the word Pine and perform its sound analysis: How many syllables are in this word? - Name 1 syllable, 2 syllable. How to pronounce 1 syllable? And how is it spelled? The children notice that this syllable is written differently than it is pronounced. Here, in syllable 1, is the “dangerous place”. Together with the guys, it is concluded that the identifying features of the spelling "unstressed vowel at the root of the word" is unstressed, i.e. lack of stress; and also that the vowels A, O, I, E are the most dangerous. From this moment, purposeful work begins on the formation of spelling vigilance among first-graders. To do this, children can be asked to perform the following exercises: 1. The game "Find a dangerous place." - I'll say the words, and you clap as soon as you hear a sound you can't trust. And what sound can not be trusted? How to find it? (it is necessary to determine whether the word has an unstressed vowel sound. If there is, then there is a “dangerous place”.) 2. "Traffic light" - Show a red traffic light as soon as you find the word "dangerous place". 3. "Leaky" letter - typing words with the passage of "dangerous places". At the same time, the attention of the guys is again drawn to the method of action: “If the sound can be trusted, I designate it with a letter, if not, I put a danger signal in its place.” 4. Finding "dangerous places" in the written word. This exercise is the beginning of learning self-examination. With all the benefits of such exercises, work on the spelling vigilance of first-graders will bear fruit only if 2 conditions are met - if it is carried out systematically and with constant improvement in its implementation, honing the ability of children to listen and hear the sounding word. At the minutes of calligraphy, in the texts of exercises, in dictionary words, children learn to find and designate spellings. To practice this skill, you can use excerpts from poems, tongue twisters, sayings. For example: 1. Children read an excerpt from a poem, express their impression; write off the text beautifully and correctly: Our river, as if in a fairy tale, Frost paved over night. Updated skates, sleds, He brought a Christmas tree from the forest. (S. Marshak) 2. Next, the children work with the text. Task: find in the text spelling, underline. You can compete or game "Auction": who collects more spelling? In the 2nd grade, children rise to a new level of knowledge and skills in spelling. This is a new stage in the process of forming conscious spelling skills, continuing and deepening the work begun in grade 1. It is here that the basic skill is honed - to detect sounds in words that allow ambiguous designation by letters, i.e. to foresee, to predict "erroneously dangerous" places - orthograms. The skill of finding spellings must be specially formed. However, when completing tasks given in traditional Russian language textbooks, students do not have to think about it: in place of the spelling, they already see omissions of letters. Do not significantly change the position and such exercises as underlining and grouping spellings in written words. Students themselves identify spellings in a word by ear. In grade 2, 3 main hazards are distinguished - the designation on the letter: - unstressed vowel; - double consonant for deafness-voicedness; - a sound that doesn't exist. Take, for example, an unstressed vowel at the root of a word. Younger students already know that an unstressed vowel sound can be denoted by different letters when writing. But only one is correct for the word. She must be chosen. If you choose the wrong one, you will make a mistake. If the vowel is in a strong position, then the letter is not an orthogram. In this case, you can safely write a letter, for example, table, floor But in Russian there are many words with unstressed vowels, for example, face. Since at the initial stage, children do not know the rules for checking spelling, they work according to the scheme: 1) I determine the stressed syllable; 2) I write down the word with a pass; 3) I make a choice (I write the letter in green paste): l_tso - l tso. There is a choice of letters here, which means that this is a dangerous place in the word. We must think! These "dangerous places" are called orthograms, and the mistakes made in them are spelling. As for consonants, paired in deafness-voicedness, they do not pose a danger when writing if they stand: - before vowels ( gardens); - before unpaired voiced l, m, n, r, d (steppe); - front in (letter). In these cases, paired consonants are in a strong position. We write without hesitation. But the spelling letters are in the following cases: - at the end of words (mushroom, oak); - before other consonants, except for unpaired voiced and in. Here the pairs are in a weak position: la ki. The working scheme is the same: 1) I determine the stressed syllable; 2) skip the spelling; 3) choose a letter. During this period of learning, it is important that children see all the spellings in the word. If you know the answer - write, no - leave a gap or make a choice of letters. This is how work is carried out at the initial stage of acquaintance with unstressed vowels and paired consonants. Next, work is carried out with single-root words. Together with the children, we conclude that the root, when changing a word and in cognate words, may sound differently, but it is spelled the same. This is the "secret" of the roots. At this stage of the work, students clearly understand: in order to solve a spelling problem, you need to choose the correct letter. To do this, you need to apply the rule. You can offer children ways to check for each part of speech. Before choosing a verification method, children must determine which group the word belongs to, and then select the desired rule. 1. If the word calls subject, necessary: - change the checked word: unit - pl. (board - boards) who? what? (singular, plural) (in waves - waves) many people? what? (mug - mugs); - choose a single-root word for it (runner - run). 2.If the word calls action, you can use the following methods checks: - change the checked word for questions: what (s)does? (dancing - dancing) What did you do? what (s) am I doing? what(s) did they do? what to do? (to run - to run away); - choose a single-root word that answers the question what? (littered - rubbish). 3. If the word calls sign, necessary: - change the word for questions: what? (narrow - narrow); - choose a single-root word: (strong - strong). Having studied all the methods of verification, students can easily navigate in finding verification words. It is important to pay special attention to the meaning of the word. From the meaning of the word to the correct letter. If you form in children the habit of thinking about every word, about its meaning, then this increases their literacy. Example: a brave man - from the word brave, a coffee pot - from the word coffee, a writer - from the word he writes. You can give tasks with traps: P_ lyany - dust, t_shchit (bags) - skinny, slides (from the tree) - tears obl_zat (spoon) - climb Children express their points of view, explain, prove. Correctly defined the meaning of the word - there will be no mistake. For the development of spelling vigilance, it is important to teach children to be attentive to the word, to consciously perceive it. Spelling exercises, which I include in every Russian lesson, help with this. Here are some exercises from it: What letters "argue"? Which letters "win"? № 1 snowy_snow_shka_ hand_ wind_prik_ № 2 cool eye № 3 to for rka d ma tr va
For the development of spelling vigilance, you can give the following tasks:

What spelling should be chosen to preserve the meaning?

Dense forests grow in our region. Under the spruce from the case l sa. 2) Think about what each word means. Insert the correct letter. Mind (a, o) lie about mercy Mind (a, o) value

Choose the correct test word:

grief PRIG_GENERAL city pay SPL_TIT Dense

Is it possible to check the words from the first column with the words from the second?

Tanned - slide looked - looking Grass - grass Wave - ox In order for students to see the spelling and be able to apply knowledge in practice, cards with grammar tasks can be used in grade 2. Each card contains 3 tasks on the main issues of the Russian language program for grade 2. This is the analysis of the word by composition, the spelling of orthograms at the root of the word, the analysis of the sentence, the definition of parts of speech. A series of cards number 1 includes the following tasks: - disassemble words by composition; - explain the spelling of orthograms at the root of the word; - parse the offer(see Attachment) They take 20 to 25 minutes to complete. Then the students are offered a second series of cards, where they are required to be more independent. A series of cards number 2 includes the following tasks: - write out words for these schemes; - write out words with a given spelling; - parse the proposal.(see Attachment) Series of cards number 3 offers tasks that include: - selection of words for given schemes; - selection of words with given orthograms; - drafting proposals on issues.(see Attachment) Attentive and accurate performance of the proposed tasks helps students to consciously master the skill of competent writing. Much attention must be paid to the systematic work on mistakes, since this also brings up spelling vigilance in children, a responsible attitude to writing, and teaches them to formulate their thoughts correctly. The goals of working on mistakes are to explain the spellings for which mistakes were made; to consolidate the skills of correct spelling of words; give students the opportunity to work independently on their mistakes. There are a variety of methods for self-dealing with errors. They depend on the type of rules for which mistakes are made, on the preparedness of the class, on the ability of students to work independently. The main ones of these methods are:

self-correction by students of errors marked with a special sign in the margins; self-explanation of errors; selection of test words; selection of words from the "Dictionary"; mutual verification of words in the works of students; selection of words with this spelling; writing out words and phrases with certain spellings from the text of the dictation and making sentences with them.

Such methods of working on mistakes activate the mental activity of students, form their ability to consciously apply the learned rules. To make it easier for the children to work on mistakes, you can start the so-called "Helpers", where the studied spellings and the algorithm for working on words where mistakes are made are recorded under the numbers. The algorithm is derived in the lessons of learning a new rule together with students. After all, if a child took a direct part in the compilation of the algorithm, experienced it, realized it, then he will certainly use this algorithm in his work. And in the lessons of consolidation, already use the ready-made algorithm. For example, children open the Helper,find spelling No. 5 (an unstressed vowel in the root), and then follow the following instructions: write out the word, stress, underline the unstressed vowel in the root, choose a test word. A digit is assigned to the marginal mark indicating a spelling error - the number of the spelling placed in the Helper. What is behind this number? Firstly, the ability to see the spelling and, secondly, the ability to correctly solve the spelling problem using an algorithm. Do students see spelling? How many spellings do they see? How correct? These are the questions, the answers to which give the right to talk about the formation of spelling vigilance in each student separately and in the class as a whole.

Appendix

Russian language cards for grade 2 Card No. 1 C-1

Take the words apart:

Insert the missing letters. Explain spelling description:

p_shat close_k_ver book sn_giri holo_ s_dovnik dawn

Read the sentence, underline the subject and predicate. write out

phrases: Talkative streams run merrily.

Card No. 1 C-2

Write in three columns the words to these schemes:

wind, mountain, flight, earth, cold, transition, sea, rain, entrance

Write out the words in three columns (with an unstressed vowel, with a checked

consonant, with an unpronounceable consonant): end, ravine, party, turnip, rainy, sitting, dragged, charming

Underline the main parts of the sentence, indicate the parts of speech:

Yellow autumn hung golden flags.

Card No. 1 C-3

Choose and write down 2 words for the diagrams:

2. Pick up and write down 3-4 words in each column: words with unstressed vowel, checked by stress; words with a consonant at the end need to check.

Make suggestions for questions. Underline the main parts

suggestions: (what?) (who?) (how?) (what did you do?)

In grade 1, after studying the first five vowels and consonants n - n, you can conduct a fairy tale lesson, which is necessary for the formation of spelling vigilance during the period of literacy. And later, constantly refer to the main conclusions of grandfather Bookvoed, the main character of the tale, teaching children to be attentive to the letter, not to rush to write it, but to remember about grandfather Bookvoed and his commandments. Lesson-fairy tale "How grandfather Bookvoed learned to read and write" Once upon a time there was a grandfather Bukvoed. He was kind and very funny. He loved children who began to read and write. True, he loved to make fun of them. The first-grader adds up the words, and the grandfather Bukvoed will sneak up and pick up the letter by chance. No word comes out! The student sits and whimpers - he does not want to read and write to study anymore. And grandfather Bukvoed is right there, he will bring a letter, and he will read the word. Pleased! And he says to the student: “Know do not yawn, reading and writing require attention. Take your time, but don’t stay too long, otherwise the letters will scatter. And then grandfather Bukvarny heard that there is such a city of Bukvarny, the letters in it live cunning such that even he, grandfather, cannot cope with them. And he went to look for that city. He walked for a long time, wore out a lot of boots, got tired and suddenly sees a wonderful city. Houses with multi-colored roofs and red, and blue, and different letters glow. "Well well! Grandfather Bookvoed said to himself. - Extraordinary beauty! It can be seen that this is the city of Bukvarny! He went to the main street and saw two large houses. On one house, the roof is blue, the house itself is two stories high, and the windows glow in yellow and orange letters. The chime is heard from the windows - sometimes loud and sonorous, sometimes hoarse and deaf. And next to it is a luxurious five-story house with a red roof and two entrances: one with windows with blue letters, and the other with red ones. A little further on, two more houses stand with blue roofs. It's calm and quiet here. Order reigns. And even further away, grandfather saw a house with a green roof. He approached, knocked, and the door opened. Some sign left the house. What - grandfather Bookvoed and he does not know. - Hello, master! - says grandfather. – And what, really, is the city of Bukvarny? And do tricky letters live here? - Hello, old man! The same one, and the letters are tricky here, you're right.- And who are you? - I am a solid sign. You don’t need to read me, I’m just, for order, so that the sounds of vowels and consonants do not merge, otherwise they will come together and stand up without me, so laugh, what happens. For example, here is the word ate. I stand between C and E. And if you don’t put me, it will turn out SEL. But, brother, these are different words. - Here's to you! That's the sign! What else can you tell? - I have a younger brother - a soft sign, so that fellow, consonant sounds in a letter can soften. - And what are these sounds - consonants and vowels? - asks grandfather Bookvoed. - Vowels can be sung. They are easy to pronounce. And consonants - sometimes the spirit is not enough to utter. These consonants live in a two-story house in pairs. Always quarreling and arguing. Especially when such a sound is at the end of a word or in the middle with its neighbor k, you don’t know which one is pronounced. Here, for example, take the sound b, in the word BREAD - the last one stands. Say it!- Khlep. - What do you hear at the end of the word?- P. - That's it. And on all bread shops with what letter is the word BREAD spelled?- With the letter B. - You see? So the sounds b and p and argue among themselves. Or when they stand in front of k - he always wears a hat - again you don’t know what kind of sound it will be and what letter to write. Take, for example, the word TALE - what sound do you hear before k? Sound with. - And how to be? What letter should be written? - So, grandfather, listen. It is not in vain that these paired consonants live next to vowels. As soon as the consonants argue which letter at the end of the word can stand or before the consonant K - that's what we call the vowel, then they calm down. A consonant can be clearly heard with a vowel. On the desk: Club - clubs - clubs. Stack - stacks. Mushrooms are mushrooms. Teeth are teeth. - And if three consonant sounds stand next to each other at once, then one may not be heard at all - it will disappear, but you need to write a letter. - How will it disappear? - But say the word SAD - quickly! - sad ... Exactly, there seems to be no sound t, I did not utter it. How to be now? Probably, it is necessary to call the vowel again. - Right. If the native word is SAD - t is clearly heard in it, then you need to write SAD. - These are miracles! So steal the letter another time, and which one to put - you need to know the rules. - Understood, grandfather, what is the rule? - I figured out: consonants are clearly heard if they are followed by a vowel. And with those others who agree that they live in a house under a blue roof, the same hassle? - Not. Those letters are calm. Their sounds, even before vowels, even after vowels, put them all the same well heard. True, there is still a sin behind these consonants. Not always they can stand next to vowels. Look, they are walking around. Zh and Sh before Y do not like that they will never stand next to her, they are friends with Y. H and W - the letters Yu and I do not like; if I pull, all the same, you will hear, and stretch Yu - you will hear, so these consonants do not like to be deceived, therefore they walk with the letters A and U. - Somehow you, a solid sign, said that there are native words? What are these words? - Will explain. Do you know why people are called native? - I know. They have the same last name. - Exactly. And the words of relatives also have a common surname, but it is called the root. For example: bread - bread - bread. - What do they have in common? - Bread. (you can highlight the common part with an arc) - Therefore, these words are related, native. This is also important to know. I haven't told you everything about vowel sounds yet. Do you remember I said that you can sing them? And sometimes in their word you say so that you don’t know what letter to write. Here, for example, FIELD - after n you can clearly hear about; and you say FIELD - you already hear it. - And the truth, - said grandfather Bookvoed. Where did the sound go? - Yes, nowhere. It's just that the meaning of the word has changed. There was a FIELD, but it became a FIELD, i.e. one that grows in the field. But you still need to write FIELD - with the letter O, because the words are native. Here, brother, the accent plays a big role. The percussive sound is strong, clear, and the unstressed sound is weak, barely audible. It is necessary to check the vowel sound with stress in order to hear better: FIELD - FIELD. (pronounce)- Now I understand! - Here, grandfather, what's the matter. These vowels that glow blue make the consonants hard, and the red ones soft. Well, how do you like our letters, did you like them? What are you going to do? - I will help children and remind the rules so that they know how words are spelled correctly, they become literate. And now I will never rearrange the letters, otherwise I myself can get confused. In the course of reading a fairy tale, houses with letters are hung on the board:

I will give examples of developmental exercises during the period of literacy training:

Uka_

Uka_ka pointer Related words are listed in this column. Prove which letter should be inserted at the end of the word and before the letter K. (Z, since in the last word the consonant is heard clearly before the vowel) 2. Magpie Magpie Magpie Choose which word is stressed correctly. Say it. (correct - in the first, since there is only one stressed word in a word syllable)

"Happy Spelling" The development of spelling vigilance is facilitated by the exercises from the "Cheerful Spelling" section, which in an entertaining, playful way help to master the rules of the Russian language. memorizer I write and you write ZhI, SHI - with the letter I, CHA, SHA - with the letter A, CHU, SHU - with the letter U. * * * In the field, in the house, on the pine tree, Beyond the river, in the forest, in a dream, Under the birch and in the den - Have you noticed SUGGESTIONS? Before the WORD there was a PREPOSITION - Remember the rule helped! * * * Children know, grandchildren know: We write - LETTERS, We hear - SOUNDS. But here's how it happens: The letter seems to run away If the word sounds... Why is she silent? Hide - and not a sound! Here, try it yourself, come on Say it out loud: LATE. LOCAL. ORAL. SAD and CHARMING. STAR. GLAD. KNOWN. Is it really an interesting case? LETTER for a word asks SOUND - not pronounced!!! Do you see the key to the secret? Not? If you want, I'll give you advice If you don't know how to be here: I need a word from me-thread AND BY CHECKING PROVE: The letter should be here! HONEST - HONOR, A SAD - SAD ... Let everyone continue. * * * Count how many words with prefixes are here: I walked, walked, walked And she approached the PREFACE. Came in, came in and out And crossed the road Departed, Came And sat down! I got up - and again Let's go! PREFIX Attached By the way, close But I see her! Found - and rejoice: To go, to see, to give, to reconcile, Sing, finish or agree! Try to walk with me - And in every verb FIND THE SUPPLIER!* * * Unstressed - Weak vowel, Help the weak: The sound is fuzzy, the sound is unclear - Let's check it out! Here is the RIVER Check - RIVER. (What, familiar word?) Here is the MOUNTAIN Check - GORKA, Here is NORA, Checking - _________! * * * Streets, rivers, lakes, seas Written with a CAPITAL No wonder: Pushkin Street, Volga, Miass - Many beautiful names We have! * * * Connecting vowels. Rule: In the sky, in the sea, on the ground Do not miss O and E: Now they fly, then they dream, That - words are invented! On the go from two BASES They will compose two hundred words for you! Yellow-bellied and porridge, Puhonos, alphabetist, Little boy, quilted jacket, Water strider, seamstress, Wretched, miner... Stop! Keep writing on your own O and E will play with you!
The exercise Letter O and letter E Met me somehow On the road, on the way And they didn't let me pass We spoke out loud together Gave two notebooks Asked to write COMPLEX WORDS for memory - Five! I didn't stubbornly Even wrote more: Locomotive. Steamboat. Helicopter. Hippo. Crocodile. A pedestrian. Lunokhod. Astrologer. Digger. Surveyor. Kick scooter. Pioneer. Is everything right, I don't know I trust you to check! Find mistakes in a poem

Working with vocabulary words. Vocabulary work can be done using a variety of exercises. I will give some examples of exercises that I use in Russian language lessons in order to improve writing literacy.

Insert the missing letters and name each column with one word:

M_ lina b_cut _cucumber per_c m_tray Z_ml_nick _sina p_midor l_sitsa l_pata See_the homeland of the apple_nya to_empty m_dved t_por

Read the words. Insert the missing letters. Divide the words into three groups.

S_loma, p_nal, su__ota, s_roka, kla__, v_rota, n_juice, n_tukh, a__eya, wheat_nitsa, v_robey, sho__e.

Write the words in three columns:

-a- -o- -e- p_lto, m_roz, k_r_ndash, r_byata, t_trad, r_bota, m_dved, n_tukh, zavod, village, l_pata, s_roka, m_shina, p_court, teach_l.
4. Read. From these words write out the words denoting: 1) animals; 2) birds; 3) plants. From_roka, g_rokh, za_ts, v_robey, v_rona, k_empty, m_lina, m_dved, b_reza, l_sitsa.
5. Choose the appropriate adjectives for these adjectives noun: winter, warm, fur. . . . . . . . . . . . . . . beautiful, smart, hunting. . . . . . . . . . . . . fast, grey, cowardly. . . . . . . . . steam, tasty, cow. . . . . . . . . . . . . . . impetuous, warm, northern. . . . . . . . . . reference words: dog, milk, coat, hare, wind 6. Assign to each word a suitable word from the dictionary: school teacher, ru__ cue. . ., clean. . ., blue. . ., pair. . ., diligent. . ., warm. . ., cowardly. . ., racing. . ., tract_rny. . ., vocal. . . .
7. Read. Think about which words from the dictionary should be inserted instead points: Za_ts is an animal, a. . . . . . . . . . . . . . . . . are birds. K_empty is ov_sch, a. . . . . . . . . . . . . . . . . . - these are yag_dy. Kr_vat is furniture, eh. . . . . . . . . . . . . . . . . - this is p_court.
8. Write off by inserting the missing letters. Underline vocabulary words. 1. We were on the l_snoe lake, uh_dili far_ko, drank delicious, p_rnoe with le_koy milky foam. 2. Ripe apple, red, sweet, crunchy apple, with smooth skin. 3. The sky is blue over the forest - do not rush st_rik-m_rose hide the golden cut under the silver dress.
9. From these words, make and write sentences to make story. Class, our, wall, newspaper, let out; story, Alla, wrote; poem, Rita, composed; in, note, about, told, butterflies, Vova, his; our, Anna Petrovna, approved, work; Write out vocabulary words from the text, select the same-root words for them.
10. Pick up dictionary words with unstressed vowels in the root:- a - - a - a - for example: factory shop ___a_______ ___a___a____ ____a______ ___a____a____ ____a______ ____a____a____
11. Read. Find and fix bugs. You are surrounded by ladies, railroads, airplanes, wonderful cortinas, flowering gardens, gardens, mastas, titrates and pens, books and music. All this is created by human labor. Tinder is necessary for a chilavek, like air, like vada, like bread. Underline vocabulary words.
12. Write off, correctly indicating the beginning and end of sentences. It was good outside the city it was summer in the fields the rye was golden the oats were turning green the hay was sour cream in stacks a stork was pacing the green meadow. Highlight spellings in dictionary words.