Methods for the formation of spelling vigilance in younger students. The development of spelling vigilance in younger students. Desert water is rare

Essay

"Formation of spelling vigilance in younger students"

Introduction

The most important role in the implementation of the goals and objectives of the elementary school belongs to the study of the native language.

In a modern school, the main task of teaching the Russian language to younger students is the formation of spelling literacy. It is one of the components of the general language culture, ensuring the accuracy of the expression of thought and mutual understanding in written communication.

From the practice of teaching in the primary grades, it is known that the spelling literacy of students does not reach a sufficiently high level, as evidenced by the results of the final tests in the Russian language held in grades 3-4.

This quality of literacy is worrisome for teachers, parents and finally the public. In the upper grades, the literacy of students has definitely decreased (although in the primary grades it has remained at the same level, but has not increased over the past two decades).

Therefore, scientists (psychologists, methodologists), teachers are looking for the reasons for this phenomenon (low spelling literacy) in order to take effective measures to improve the situation in this component of education.

One of the reasons for the insufficiently high spelling literacy of younger students is the lack of formation of their spelling vigilance.

Spelling vigilance - the ability to quickly detect spellings in the text, in words and their combinations that are intended for recording or have already been recorded, and also quickly determine their types. The lack of spelling vigilance or its poor development is one of the main reasons for students' mistakes.

Forming a competent student letter is not an easy task. Quite often, schoolchildren learn the theory well, but suffer from the inability to write correctly.

According to D. N. Bogoyavlinsky, a spelling skill, like any other, is “automated components of conscious activity”. "Conscious activity" is carried out on the basis of knowledge of the rules and their correct application.

At present, the work of a spelling teacher is mostly stereotyped: children first learn the rule, then they practice. But knowing the rule and writing freely are two different things!!! It is believed that one of the main goals is to teach the child to accurately determine the place of the spelling and solve spelling problems. Therefore, great attention in teaching spelling is paid to the formation of spelling vigilance.

old problem: children seem to know the rule, give examples of words and sentences illustrating the rule, perform the exercises correctly, but in dictations they violate these rules, and when independent work They don't know how to spell their thoughts correctly. What is the reason for this phenomenon?

The rules in the Russian language textbooks appear to schoolchildren as a chaotic set of disparate prescriptions. And the main thing that is required of the child in the traditional approach is to remember a lot of rules, and then even more exceptions.

The method of teaching spelling is not perfect: it does not provide for special training aimed at developing spelling vigilance.

The study of the state of spelling vigilance of primary school students showed that the percentage of vision of spelling by younger students is low. This state of affairs in elementary school results: firstly, due to the lack of unity of views on the nature of Russian spelling, on the principles underlying it (at present, two theoretical concepts of Russian spelling have been clearly defined: morphological and phonemic), and secondly, due to the lack of a scientifically based system for the formation of spelling vigilance in younger students.

Relevance of this topic is that the first steps on the way of learning the native language are always the most difficult. From how the basics of spelling literacy will be formed at the initial stage of education, the further successful learning of any school discipline largely depends. In the practice of elementary school, different manuals are used. Therefore, it is necessary to understand not only general approaches to teaching spelling, but also take into account the specifics of each system, program, textbook. The object of the research is the process of teaching the Russian language to junior schoolchildren, aimed at improving spelling literacy.

The subject of the research is the methodological methods of teaching the spelling of the Russian language

Goal of the work:

It is an attempt to identify effective ways of forming spelling vigilance and create a system of spelling exercises for its development.

The following tasks follow from this goal:

Based on the analysis of linguistic and psychological-pedagogical literature on the problem, determine the degree of study of the chosen topic;

Determine the methodological support for teaching spelling by analyzing Russian language programs and teaching aids for primary school students;

Develop a methodological system for the formation of spelling vigilance and test the effectiveness of the proposed methodology through experimental work at school.

Methods and techniques for the development of spelling vigilance.

Having worked for a long time on methods for developing spelling vigilance, for the development of the corresponding skill, I consider it appropriate to conduct the following games or exercises.

1. The game "Light the beacon." We carry out a sound analysis of the word or copying words and sentences in copybooks. Under the "dangerous place" children put green circles.

2. Letter under dictation. First, I dictate the words as they are written. Later I will play the game "Echo". I read the words, and the children repeat in a whisper, but so that I hear. If someone copied incorrectly, then they correct the mistake by speaking again, then they write everything down.

3. A special way of writing words. During the dictation, letters in "dangerous places" are skipped. These letters must first be learned, and this is not easy: not all the rules are known yet. Therefore, it is advisable to put passes. When the text is written down, the teacher answers the questions of the children, the missing letters are inserted.

4. Phonetic analysis (during all four years of study). Briefly, its principle can be represented by the example of the word Earth. I pronounce [z "and ml" a]. There are two syllables in the word [z "and m] - [l" a]. The second syllable is stressed.

[z "] - consonant, soft, sonorous, I write z;
[and] - a vowel, unstressed, I check [z "em l" and], after a soft consonant I write e;
[m] - consonant, solid, voiced, I write m;
[l"] - consonant, soft, sonorous, I write l;
[a] - vowel, shock, after a soft consonant I write the letter i.

5. Parsing a word by composition is one of the main stages of learning spelling.

Before the child writes the word, he must stress and determine in which part of the word there are "dangerous places". Some prefixes and suffixes are known to children. They speak and write. If you are not familiar, the teacher must clearly dictate. Vowels and consonants are fundamentally checked according to the rules or are clearly dictated by the teacher if the rules for this spelling have not been studied.

For example, the word is written runs through.

- Runs. The student's reasoning: the stress falls on the penultimate syllable. I am writing a prefix about- because prefixes great-- No. Root unstressed vowel e, because run. I don’t know the ending, I make a pass (the teacher clearly dictates this place).

6. Self-checking written. Students find and underline "dangerous places" in an already written sentence or word.

7. Cheating. Of particular note is the question of cheating, since it is the most important spelling exercises, which includes the operation of preliminary selection in the copied text of the overwhelming number of spellings.

Various reminders contribute to the development of self-examination skills, for example:

1. Did you miss the letters?

2. Did you write unstressed vowels correctly? What about double consonants?

3. Not sure, ask the teacher.

System of spelling exercises

Taking into account the two principles underlying the assimilation of spelling, conscious and mechanical, spelling training includes the following operations:

copying from the correct text; reading;

writing a coherent text memorized;

warning dictations;

explanatory dictations;

creative, free dictations;

selective, silent, visual dictations;

use of spelling dictionaries;

test dictations;

work on mistakes.

It is worth noting that teaching spelling, as you know, is based primarily on the study of spelling rules. It should be borne in mind that the rule organizes the teaching of writing, but it does not in itself lead to correct writing: writing must be fixed through long exercises so that it becomes a habit.

Types of exercises.

1. Decipher the tale (according to the text "Turnip")

Psdl dd rpk. Vrsl rpk blsh-prblsh. Stl dd rpk z zml tscht. Tnt ptnt, vtnt n mzht. Pzvl dd bbk. BBk z ddk, ddk z rpk. Tnt ptnt, vtnt n mgt. Pzvl bbk vnchk. Vnchk with bbq, bbq with ddk, ddk with rpk. Tnt ptnt, vtnt n mgt. Pzvl vnchk Zhchk. Zhk z vnchk, vnchk z bbk, bbk z ddk, ddk z rpk. Tnt ptnt, vtnt n mgt. Pzvl Zhkk kshk. Kshk z Zhchk, Zhchk z vnchk, vnchk z bbk, bbk z ddk, ddk z rpk. Tnt ptnt, vtnt n mgt. Pzvl kshk mshk. Mshk z kshk, Kshk z Zhchk, Zhchk z vnchk, vnchk z bbk, bbk z ddk, ddk z rpk. Wtnl rpk!

2. Name and write down only vowels from the dictated words:

House, smoke, ladies

cat, porridge, gut

Little, soap, mylo

Young, hungry, cold

3. Encryptor

Find the words on the page of the primer (alphabet) and encrypt them, writing down only the vowels or consonants of them.

4. Find a dangerous place

Clap as soon as you hear a sound you can't trust.

5. Traffic light

Show a red traffic light as soon as you find the word "dangerous place".

6. Finding "dangerous places" in the written word

This exercise is the beginning of learning self-examination.

In grades 2-4, you can use the following types of exercises aimed at developing spelling vigilance.

Spelling skip letter

Cheating

1. Write off by inserting the missing letters. Put the stress, highlight the root.

Peace, appropriation, peaceful, remembrance, all...rny.

To ... thief, to ... current, prok ... tit, to ... tanie, ... stumbled.

Hungry ... d, g ... lodny, g ... lodat, gol ... dovka, g ... l ... giving.

Like ... t, m ... l ... tit, m ... l ... tba, m ... l ... tit, m ... l ... tilka.

2. Write, fill in the missing letters

Between r ... working in ... rhushek

P ... to ... burst with ... Neva.

Noisy at ... guns

Bright yellow foliage.

The spruce tree became more noticeable in l ... su,

B ... r ... eats a thick shadow.

P ... dosinovik p ... last

He moved his hat to one side (A. Tvardovsky)

3. Write off. Before words with unstressed vowels in the root, write test words.

sat in the garden - turned gray for a long time

drink medicine - sing a song

live in the city - chew food

made a nest - brought down the stairs

get off the roof - lick sour cream

write off the board - hurry home

open the door - boil potatoes

reconcile enemies - try on a suit

caress a cat - rinse clothes

It is necessary, starting from elementary school, to develop articulatory memory based on spelling reading (Totsky P.S. Spelling without rules. M., 1991). The author has developed a system for training spelling vigilance.

If every day at each lesson (mathematics, Russian language, reading, natural history) allocate 5-7 minutes for spelling reading, this will bring a good result (tasks, rules, specially selected texts, columns of words, phrases, in pairs, according to the memo, according to the exercise, etc.)

Commented letter with spelling

When commenting, a high level of self-control is achieved, since the student not only fixes, but explains the spelling. Commenting is a type of exercise that includes explanatory reasoning in the process of writing words, sentences. When commenting or spelling analysis, the student, first of all, finds the object of explanation, i.e. spelling.

Letter with speech

The letter with pronunciation provides a large amount of writing, accuracy, beautiful writing, almost complete absence of errors. The letter with pronunciation unites the whole class, gradually all the guys begin to work at a good pace. At first, the teacher can speak, then strong students, then both medium and weak students are included in the work. Speaking is a kind of error warning. And if a student suddenly uttered a word with an error, then the class and the teacher will prevent trouble in time, i.e. they will not let you fix this error in the letter.

visual dictation

I consider visual dictation, the purpose of which is to prevent errors, to be a very effective means of improving the spelling literacy of students.

Several sentences or text are written on the board. This text is read expressively, then the most interesting words from the point of view of spelling are highlighted, their spelling is explained, individual words are pronounced (spelling reading of all sentences can be done).

Then students are invited to "photograph" individual words and see them with their inner vision (close their eyes and write). The text is closed for a while, and the children once again answer questions, pronounce difficult words. If necessary, the text is opened again. The class is configured to write text without errors. Along the way, honing visual memory. But if suddenly the student doubts the spelling of a word, then he still has the right to put a dot in the place of a dubious letter.

Dictation "Checking myself"

Performing this dictation, students can ask the teacher how a particular word is spelled. But the trouble is that at first, weak students do not ask anything and at the same time allow a large number of errors - this is the negative side of the dictation ""Checking myself"". Therefore, it is important to equip students with knowledge of the most common signs of spelling as early as possible.

The first and main advantage of the "Checking Myself" 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.

This dictation allows you to write often and a lot, and make little or no mistakes at all: the spelling skill is improved and strengthened.

Specially organized write-off

The proposed method of cheating was developed by a group of psychologists led by V.V. Repkin and P.S. Zhedek. In order for this work to bring the desired result, firstly, it must be carried out daily, preferably throughout the entire elementary school, and secondly, the writing algorithm itself must be strictly observed, since each step has a certain semantic load and cannot be thrown out of the list. Only complete reproduction of the algorithm guarantees success.

In the classroom, the cheating algorithm is compiled with the children collectively and placed next to the board. Each student receives an additional card on which the entire procedure for cheating is recorded.

1. Read the sentence to understand and remember it.

2. Repeat the sentence without looking at the text to see if you remember it.

3. Select spellings in the written off text.

4. Read the sentence the way it is written.

5. Repeat, without looking at the text, the sentence as you will write.

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

7. Check what is written:

a) read what you wrote, marking the syllables with arches;

b) underline the spelling in the written;

c) check each spelling with the original text.

Cacographic exercises

In the practice of my work, I use cacographic exercises, which provide for the correction by students of erroneous spellings deliberately made in the texts.

Work on mistakes

Starting from grade 1 (2), when checking any work, I don’t correct errors in words for the rules passed, instead I put a stick 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 student writes out the word in which the mistake was made at the bottom under the work and performs work on the mistakes in accordance with the "Reminder" (in the list of spellings with numbers, a way to explain and verify it is given).

After the work on the errors is completed, a mark is set.

Each time, working with the "Memo", the student sees in front of him a list of studied spellings, knows the way to correct errors. All this contributes to a better memorization of spelling and improve spelling literacy.

Dictation with tapping.

During the dictation, the teacher taps on the table at the moment when he pronounces the word with the spelling. This tapping makes the student think.

Selective dictation, self-dictation, mutual dictation

I conduct selective dictation in the classroom, when children, on the instructions of the teacher, select parts of the text that correspond to a specific task for recording. Selective dictation, in comparison with other types of dictation, is valuable in that it excludes the possibility of mechanical recording, allows you to give very concentrated material saturated with the studied spellings, and contributes to better perception and memorization of spelling words.

A special place among the dictations is occupied by self-dictations, mutual dictations and graphic dictations.

self dictation- This is a type of dictation in which:

1. The text before recording is visually perceived by the children, their attention is fixed on the spelling being studied, the students explain the conditions for choosing words with this spelling, at the end of such work, the students dictate the text to themselves from memory, and then check their record with the sample;

2. Home preparation is carried out: finding and writing out in a workbook from the work of art studied in the reading lessons 3-5 words with this spelling. After writing out the desired words with spelling, graphic designation conditions for its selection, selection (if necessary) of test words for the data, then self-preparation and comparison of your record with the original one.

mutual dictation is carried out after the preparation described for the self-dictation:

1. In pairs with cross checking when using a sample;

2. One of the students who dictates to the class the words he selected from the book to read at home; after recording, comments are made by several students (their number corresponds to the number of written words), then the work is submitted to the teacher for verification.

Spelling vigilance is aggravated by the technique "The Secret of Writing with Green Paste", with the help of which children draw up written work in notebooks: as soon as a rule appears, green paste begins to work. The more spellings are studied, the more often the green light "lights up" in the students' notebooks.

Possible psychological reasons for the underdevelopment of spelling vigilance: a low level of development of voluntary attention, unformed methods of educational activity (self-control, the ability to act according to the rule), a low level of volume and distribution of attention, a low level of development of short-term memory.

The search and application of intensive forms of teaching the Russian language, new approaches to the use of existing methods and means of improving the spelling vigilance of students is accompanied by a deep analysis of the results achieved. To this end, it is necessary to constantly diagnose the qualitative level of students' knowledge, monitor specific mistakes made by students in all types of written work.

Bibliography

1. Betenkova N.M. Spelling, grammar - in entertaining rhymes. M.: Education, 1995.

2. Ilyashenko V.A. Primary School No. 6. M: Primary School, 2000.

3. Totsky P.S. Spelling without rules. M.: Education, 1991.

4. Chistyakova L.I. Primary School No. 2. M: Primary school, 1997.
5. Shklyarova T.V. . How to teach your child to write without mistakes. M.: Literate, 2000.

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. The lack of spelling vigilance or its weak formation is one of the main reasons for the mistakes made by schoolchildren. Therefore, the achievement High Quality Spelling vigilance has been and remains one of the most difficult tasks of elementary education.

One of the reasons for the insufficiently high spelling literacy of younger students 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 of the native language is 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 born 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-grammar scholars, was the first to note individual differences 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, in modern studies of physiologists, psychophysiologists and psychologists, the idea of ​​the need to use analyzers for the development of a full-fledged speech mechanism, including spelling, is confirmed. 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 "with 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 "behind the brackets" of researchers.

A long period of disputes ended only in Soviet times with the unconditional recognition of the provision according to which 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 has been proven 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 right choice spelling depends on the nature of the 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, it is important to understand the phonetic features of the word, for others, knowledge of grammatical, lexical and other linguistic knowledge is necessary, and the spelling rule is the form in which these tasks are fixed. The interpretation of the spelling rule as phonetic or grammatical generalizations played a decisive role in overcoming the mechanical, anti-grammatical views that tore 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 the 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 grades, by the end of the school year, one hundred percent 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 can be formed from the very beginning as a fully conscious and generalized action in all its links" (Zhedek 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 ... to avoid 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 the psychological mechanism of 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 update in the process of writing from the set of these generalizations what is needed in each specific 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 can be formed from the very beginning 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 the 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, Methodist psychologists 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. Knowledge of the basic principle of our spelling is such a guiding thread” (Zhedek 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, fundamental concepts are distinguished in the educational material, 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 always written in the same way" (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 - indications and prohibitions in the spelling system, have a rationale, 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. Students must understand and master the essence different types spelling, 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.

Contemporary Russian spelling 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 the sounding word that occur during the formation of related words or word forms, that is, regardless of positional alternations, other traditional inconsistencies of 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, given name etc.: secondly: analysis of the morphological composition of the word, the ability to determine the place of the spelling, which is important for choosing and applying 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 unverifiable 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 case endings of the 1st, 2nd and 3rd declensions of nouns, in case endings of adjectives , in the personal endings of the verbs of the 1st and 2nd conjugations of the present and future tenses; word transfer from line to line, since not only syllabic, but also morphemic division of words is observed during transfer; to a certain extent, the morphological principle also operates in fused - separate spellings of words, in particular, in distinguishing prefixes and prepositions, as well as in the use of "Ъ" after prefixes, since the application of the corresponding rules requires a morphemic analysis of words and the definition 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 spelling. 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, sistersin;

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, it 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 them on a practical basis by memorizing.

It can be emphasized that cases similar to the spelling of prefixes on - z - are not numerous: other spelling principles, basically, 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 the spelling, which 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", "pea" - 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 such 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 "y" contradicts the general rule of Russian orthography, according to which after hard consonants one should write not "i", but "s", after soft ones - not "y", "a", but "yu", "ya".

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 phoneme into scientific use, a new phonemic principle was proposed, which some linguists define as the basic principle of Russian spelling, but as mentioned above, the leading role in checking spelling belongs to the morphological approach: you need to know in the root, suffix, prefix or ending is the 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. The authors of most textbooks for universities consider the morphological and phonemic principles 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 in last years significantly advanced in the issue of determining 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 to which it corresponds to the material being passed at the moment;

b) readiness of students to assimilate this educational material;

c) accessibility of admission in terms of those skills of independent work that students already possess;

d) consistency in the application of techniques selected for a specific purpose (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 the 2nd grade learn how to spell unstressed vowels, they must get acquainted with the most common features of vowel orthograms and, using these features, learn to 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.

initial idea of general rule Russian spelling children receive during the period of literacy, when they observe that unstressed vowels are indicated 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 in the prefix at all - you just need to make sure that “under-” is a prefix, and not the beginning of the root (brought up), since there are no prefixes “pad -” and “pot -” 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 spelling is 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 blindness in schoolchildren is the lack of effective ways formation of 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 superfluous word, delete it:

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 on checking 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 it is solved, the student does not have an objective need to refer to the spelling rules, he only has to "adjust" the solution of the problem to its answer, which is what some students do: they call any word as a test, if only 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 spelling teaching, 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 and others) confirm that elementary awareness of the phonetic features of a 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 sonority - deafness at the end of a word and before consonants (not "r", "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 looks at the 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 various types of dictations. 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 appropriate 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. At the same time, the relationship between class 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: to express their thoughts in writing and at the same time observe 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 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 must be repeated in syllable pronunciation and the definition of all options writing. 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.

Such a 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"); 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 a fine and clear ear that allows you 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 rules and theories are not important in themselves, but insofar as they help develop those most important skills that form the rational basis of spelling. 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. Remaining autumn leaves waiting for a strong 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 glad warm sun and young greens. The animals changed their fluffy gray coats by spring. All the long winter the squirrels lived in the high forest, hiding in the thick thicket. 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. Verification 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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Safronova Olga Vladislavovna
primary school teacher
MBOU NSh "Perspective", Surgut

Spelling literacy of students is one of the most important problems facing the school throughout its historical development. Psychologists P.S. Zhedek, V.V. Repkin, G.G. Granik, methodologists M.R. Lvov, M.V. Baranov and others emphasize the dependence of the results of teaching spelling on how the writer has developed the ability to detect spelling.

Possible psychological reasons for the underdevelopment of spelling vigilance: a low level of development of voluntary attention, unformed methods of educational activity (self-control, the ability to act according to the rule), a low level of volume and distribution of attention and the development of short-term memory.

Most children in elementary grades make mistakes when using new spelling or grammar rules. These are temporary errors. As the material covered is consolidated, they are overcome. But what if the child continues to make mistakes?

If you do not correct this process, do not help the student in elementary school, then by middle age you can get illiterate works in the Russian language, dislike for creative tasks related to writing, as well as undeveloped oral speech.

Therefore, one of the important tasks of the teacher is to improve the literacy of students. Since the spelling skill is formed in activity and is the result of repeated actions, in the methodology of teaching spelling, serious attention is paid to studying the patterns of such activities, as well as finding ways and means to increase the effectiveness of teaching spelling, taking into account these patterns. P.S. Zhedek distinguishes two stages in the spelling action:

1. setting a spelling problem (spelling highlighting);
2. solving a spelling problem (choosing a written sign in accordance with the rule).

Spelling action It is a conscious action, not a skill. M, R. Lvov identifies five stages that a student must go through when solving spelling tasks:

1. see the spelling in the word;
2. determine its type;
3. determine the method of solving the problem depending on the type of spelling;
4. determine the steps of the solution, that is, draw up a solution algorithm;
5. solve the problem, that is, perform sequential actions according to the algorithm.

For the formation of spelling vigilance, I recommend effective techniques that I successfully use in my work.

1) Letter with pronunciation (choral and individual).
A letter with pronunciation provides a large amount of writing, accuracy, and the almost complete absence of errors. Speaking is a kind of error warning. And if a student suddenly uttered a word with an error, then the class and the teacher will prevent trouble in time, i.e. will not fix this error.

2) Commented letter with spelling.

When commenting, a high level of self-control is achieved, since the student not only fixes, but explains the spelling. When commenting or spelling analysis, the student, first of all, finds the object of explanation, i.e. spelling.

3) Visual dictation.

Several sentences or text are written on the board. This text is read expressively, then the most interesting words from the point of view of spelling are highlighted, their spelling is explained, individual words are pronounced. Then the text is closed and the children write it under the dictation of the teacher. After writing, a check (self-check, mutual check) of the written dictation is organized.

4) Dictation with tapping.

During the dictation, the teacher taps on the table at the moment when he pronounces the word with the spelling. This tapping makes the student think.

5) "The secret of writing with green ink."

With the help of this technique, children draw up written work in notebooks as follows: as soon as a rule appears, green paste begins to work. The more spellings are studied, the more often the green light is "lit" in the students' notebooks.

6) Dictionary of words with unchecked spellings.

In the process of working in the classroom, there are words with unchecked spellings, these words are fixed and recorded in the dictionary.
You can give creative homework: write out words with unchecked spellings from the read text on literary reading.
The check takes into account: the correct choice of words and their number.
In addition, you can organize a competition for the "Best Dictionary".

7) Cacographic exercises.

In the practice of my work, I use cacographic exercises, which provide for the correction by students of erroneous spellings deliberately made in the texts.

8) The choice of words from the text with a given spelling.

For example, the task: find words in the text with an unpronounceable consonant, write down the words and check their spelling.

9) Putting a pass in the places of new (not previously studied) orthograms.

This technique is used when writing from dictation. Children have the right to put a space in the word in the place where the spelling is not familiar to him (has not been studied before).

10) Specially organized cheating.

This cheating technique was developed by a group of psychologists led by V.V. Repkin and P.S. Zhedek. The cheating algorithm must be strictly observed.

Cheating algorithm

1. Read the sentence to understand and remember it.
2. Repeat the sentence without looking at the text to see if you remember it.
3. Highlight the spelling in the written text.
4. Read the sentence the way it is written.
5. Repeat, without looking at the text, the sentence as you write.
6. Write, dictating to yourself as you spoke the last two times.
7. Check what you wrote:

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

11) Search for spelling in the "clean" text.

Task: underline the studied spellings in the text.

12) Classification of orthograms in a "pure" text.

Task: write out words with orthograms from the text: double consonant; unstressed vowel, with doubled consonants, etc. (groups of orthograms depending on the text).

13) "Photographer".

Words with different spellings are written on the board (on a card). The student is given 1-2 minutes to read and remember (photograph) these words. After that, the words are closed and the children write them down from memory. Literacy is assessed, the number of words. Who correctly and most of all wrote down the words, that photographer is a professional.

14) Creative thematic dictation.
Task: compose a dictation for your classmate from words with an unstressed vowel in the root of the word, etc.

15) Work on the bugs.

1-option
When checking any work, I don’t correct errors in words for the passed rules, instead I put a wand (or spelling number) in the margins. The student, having received the work, begins to search for errors, where a wand (or spelling number) is affixed in the margins. Then the student writes out the word in which the mistake was made at the bottom under the work and performs work on the mistakes in accordance with the memo (the list of spellings with numbers gives a way to explain and verify it).

Option 2
Pupils start a "Notebook of my mistakes." In this notebook, they fix their mistakes and work on them.
Using effective methods of forming spelling vigilance in their work, students significantly see the dynamics of growth in the level of formation of spelling skills, they learn to detect errors in the written text, oral and written speech is developing, and the vocabulary of students is enriched.

Sources:

1. Lvov M.R. Spelling in elementary school. - M.: Enlightenment, 1990.
2. Baranov M.T. Skills and skills in the school course of the Russian language / / Russian language at school - 1979 - No. 4
3. Zhedek P.S., Timchenko L.I. Cheating in teaching spelling // Primary school. - 1989

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 writing method - 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 remembering the spelling of the 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 the sounding word and the 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 of the word, 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 when writing can be denoted by different letters. 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); - before V (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 V. 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 written the same way. 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 item, need to: - 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, need to: - 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: brave - from the word brave, coffee pot - from the word coffee, writer - from the word 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 guys 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 numbers. The algorithm is derived in the lessons of learning a new rule together with students. After all, if the 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.

Application

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

offers: (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 letters. 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 just do it, for order, so that the sounds of vowels and consonants do not merge, otherwise they will come together and stand up without me, you will laugh at 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. Here are the consonants two-story house live 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. - Here 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 up 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? - No. 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 last word the consonant is heard clearly before the vowel) 2. Magpie Magpie Magpie Choose which word has the correct stress. 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. FAMOUS. Is it really an interesting case? LETTER for a word asks SOUND - not pronounced!!! Do you see the key to the secret? No? 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!
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. Hippopotamus. Crocodile. A pedestrian. Lunokhod. Astrologer. Digger. Surveyor. 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 different types 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_roh, 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 on the l_snoe lake uh_dili far_ko, drank delicious, n_pnoe 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 a lady, railroads, planes, wonderful cortinas, blooming gardens, cities, mast, titles 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.

MOU "OOSH with. Lakes of the Dukhovnitsky district of the Saratov region »

Kireeva Tatyana Konstantinovna

2009 - 2010

Introduction.

“Competent writing is not just

movement of the writing hand

special speech activity.

The more developed the child, the richer

its vocabulary and syntax than

its correct pronunciation

the easier it is for him to spell.

Like many primary school teachers, I am concerned about the problem of literate writing of students. google_protectAndRun("render_ads. js::google_render_ad", google_handleError, google_render_ad); The first steps on the path of learning your native language are always the most difficult. From how the basics of spelling literacy will be formed at the initial stage of education, the further successful learning of any school discipline largely depends. From the practice of teaching in the primary grades, it is known that the spelling literacy of students does not reach a sufficiently high level, as evidenced by the results of the final tests in the Russian language, conducted in grades 3-4.

There are different definitions of the concept of "orthogram".

"A spelling is such a spelling in a word that corresponds to a certain spelling rule."

“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 taken as correct.

The ability to see orthograms is a necessary condition for mastering orthographic 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.”

google_protectAndRun("render_ads. js::google_render_ad", google_handleError, google_render_ad); The formation of spelling literacy is one of the most difficult tasks in school. The task of the primary school teacher is to help students cope with this problem in primary school. Despite numerous studies conducted in the spelling methodology, it is very difficult to teach spelling to younger students. This is due to the very complexity of the spelling system of the Russian language, and the fact that children, plunging into a sea of ​​spelling rules, cannot master the logic of spelling, and perceive spelling as a set of disparate, unrelated “must” and “impossible”. Spelling vigilance also implies the ability to detect mistakes made by the writer (own mistakes or those of others).

The first step in working on bugs is their prevention. There are various ways to prevent errors. Their use in the lesson depends on the nature of the spelling, the stage of its assimilation, the age of the students, their development and individual abilities. As the authors of textbooks on the Russian language for elementary school note, “to warn is not just to suggest the spelling of a word. A warning is also a way to develop spelling vigilance.”

A very small number of lessons are allocated by the program for the development of spelling skills and vigilance. Therefore, I try to devote 5-7 minutes of each lesson to this work.

Back in the period of learning to read and write, I set myself the goal: to teach my students first auditory perception, and then visual vigilance - visual attention, which, in my opinion, merge into one task. But during this period, I did not succeed in systematic, purposeful work on this problem, because then I was more interested in questions of how to teach children to read and write: to read and write. In grade 2, think, reason, prove, speak, conduct a dialogue. We solved these problems with the guys. This year, 3rd grade, we faced an acute problem of spelling literacy.

It is necessary to teach children as early as possible to notice such “dangerous” places in words:

Vowels - a, o, and, e;

Pairs of voiced and voiceless consonants;

Combinations: zhi - shi, cha - cha, chu - shu; chk - chn - schn;

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;

Uppercase letter,

Fusion-separate spellings and more.

Main part.

The emerging problem of spelling literacy forced me to develop a project, which I called "Development of Spelling Vigilance in Primary School Students."

Project goals:

1. Conduct a zero cut of students' knowledge and identify the level of formation of spelling vigilance;

2. To identify the most effective forms, techniques, methods for the development and formation of spelling skills in younger students and test them in practice.

3. Creation of conditions for the child to realize himself as a linguistic personality, the formation of his respect for the language and for himself as a native speaker;

4. Development of linguistic thinking and linguistic intuition, natural sense of the word and interest in learning the language;

5. Revealing the basics and principles of the methodology for the formation of spelling skills using techniques for teaching unchecked spellings;

6. Development of fantasy and creative thinking;

7. Development of research skills;

8. Formation of the readiness of primary school students for successful learning in a middle school environment.

To achieve this goal, it was necessary to solve the following tasks:

1) to study the linguistic, psychological, pedagogical and scientific and methodological literature on this issue;

2) to identify the most effective methods of work on the development of spelling skills in younger students.

This project was implemented with 3rd grade students. In the third grade of the MOU "OOSH s. Ozerki” 6 people study. Of these, 2 girls and 4 boys. According to its development, the class can be divided into 2 groups.

Group I (3 students) - children are balanced, quickly get into work. They are able to compare, analyze, draw conclusions. They like to reason, to establish cause-and-effect relationships. Children are inquisitive, cognitive processes are developed. With pleasure they communicate with comrades, help and explain to them.

Group II (3 students) - these children do not immediately learn the material. The process of inhibition prevails over the process of excitation. They need to repeat the desired definition, rules, reasoning, and conclusions several times. They require constant attention and control from the teacher and parents. They don't read much, but they know how to answer questions and tell stories. They reason and draw conclusions with the help of a teacher or strong students.

The duration of the project was 4 months. I divided it into 4 steps:

Stage 1: zero cut of knowledge; exploratory - organizational;

Stage 2: methodological and qualifying and slice of knowledge;

Stage 3: training - technological;

Stage 4: final, final - diagnostic.

The first stage is exploratory - organizational.

Goals of this stage: find out the reasons for poor performance, analyze mistakes, establish the quantitative composition of poorly performing students and outline ways to eliminate the most common mistakes.

At stage 1 a zero cut of students' knowledge was carried out, the results and analysis of which made me think about the development of spelling vigilance. The analysis was carried out on two positions:

· number of mistakes;

classification of spelling errors.

This made it possible to identify poorly performing students in the Russian language and to establish the reasons for their poor progress. Although everyone had their own reasons. Here are some of them:

ignorance of the rules

Knowledge of the rules, but inability to apply them;

children read little, make mistakes when reading;

Lack of positive motivation

Poorly developed memory

Children do not receive help from their parents and are not controlled by them.

All work on the development of spelling vigilance was divided into several stages.

Developing a "literacy screen" for the class, which helps to see a picture of the assimilation by students of various spellings according to the program.

Our screen looked like this:

	Surname,	Spelling
bezud. vowel	ringing and voiceless concord.	separate writing prepositions	capital letter in them. sob.	b and section b, chk, ch	capital letter c early suggestion	combinations
	Zakharov. D.
	Kireev. AND.
	Meshkov. N.
	Sitaylo. N.

Note:"-" – no errors;

"+" - errors.

1. For each student who made mistakes, a “Literacy Diary” was started.

Children must determine the types of errors themselves, but first they must be taught this. Then the errors are classified according to the principle:

A) words to be remembered - dictionary words;

B) words on the rules that you need to know and apply in practice, i.e. when writing;

C) words that can be repeated;

D) mistakes for inattention.

This is what the Diary of Literacy looks like.

No. p / p		Number of mistakes	Error types

On the pages of the diary, students write out specific words in which they made mistakes. Such work develops memory and attention. In addition, the rules are repeated, spelling is carried out; children must learn quickly, remember the right words, thereby showing the language “memory readiness”.

If the child has repeatedly made a mistake, then he makes a note about it. After 3 - 4 such marks, students practically remember the correct spelling.

The "literacy diary" is filled out after each test written work. These are verification, control, visual, warning, vocabulary dictations and other types of work.

After all the work done, the following goals were outlined:

· Detection and recognition of spelling in a word;

Disclosure of the meaning of any studied words;

Encourage children to work on their own mistakes.

The second stage is methodological and qualifying.

To complete stage 2, it is necessary to find the answer to the question: “Where does the work on the formation of spelling vigilance, so necessary to achieve literate writing, begin?”

First of all, it is necessary to repeat and consolidate the ability of children to hear sounds, determine their number in syllables, words, distinguish between vowels and consonants, stressed and unstressed; it is necessary to teach to see and recognize the spelling in the word; teach self-control.

When solving spelling problems, questions were constantly raised: “Which letter should be checked when writing and why?”, “How will you do it?”, “What should be done to write correctly?”

So, sound analysis is the correlation of sounding units of speech and graphic units of writing, knowledge of spelling rules and self-control - the conditions necessary for developing a competent letter.

Here are some of the tricks I used at this stage.

1. Magic square (5 x 5).

He always lies on the desks of students in the Russian language lesson. I tell them: “Children! The square will have magical powers if you learn how to use it correctly. To do this, you impose a square on the first word of the sentence. Gradually, moving it to the right, you open the first syllable, and so on. In this way, he will easily detect the omission of a letter.

The square slows down the movement of the eyes and makes you be more attentive.

2. At each lesson I take 3 - 5 minutes for additional buzzing reading, and at the lesson of the Russian language I use the method of spelling pronunciation.

Speaking letter.

The student dictates a sentence, pronouncing each word orthographically, dictates a word by syllables, naming the syllable and the vowel in it. The letter with pronunciation provides a large amount of writing, accuracy, beautiful writing, almost complete absence of errors. The letter with pronunciation unites the whole class, gradually all the guys begin to work at a good pace. At first, the teacher can speak, then strong students, then both medium and weak students are included in the work. Speaking is a kind of error warning. And if the student suddenly uttered a word with an error, then the class and the teacher will prevent trouble in time, that is, they will not allow this error to be recorded in the letter.

3. Commentary letter.

It helps children avoid mistakes and promotes a solid assimilation of the material. Commentary elements are included in a wide variety of exercises at different stages of the lesson. When commenting, a high level of self-control is achieved, since the student not only fixes, but explains the spelling. Commenting is a type of exercise that includes explanatory reasoning in the process of writing words, sentences. When commenting or spelling analysis, the student, first of all, finds the object of explanation, that is, the spelling.

4. Repetition of the studied spelling.

The exercises take no more than 5 minutes orally.

I spend working out of each repeated spelling within one week. At this time, I do not allow the alternation of several orthograms.

For each poorly mastered spelling, I conduct daily exercises with key words, with dictionaries.

Work with vocabulary words takes place in the mode of self-examination, mutual examination, competition.

5. Visual dictation.

I consider visual dictation, the purpose of which is to prevent errors, to be a very effective means of improving the spelling literacy of students. Several sentences or text are written on the board. This text is read expressively, then the most interesting words from the point of view of spelling are highlighted, their spelling is explained, individual words are pronounced (spelling reading of all sentences can be done). Then students are invited to "photograph" individual words and see them with their inner vision (close their eyes and write). The text is closed for a while, and the children once again answer questions, pronounce difficult words. If necessary, the text is opened again. The class is set up, write the text without errors. Along the way, visual memory is being worked out. But if suddenly the student doubts the spelling of a word, then he still has the right to put a dot in the place of a dubious letter.

6. The wording of the rules passes with support to us keywords. But in order for the student to apply the rule, he needs to master a number of skills: distinguish parts of speech, parts of the word, sounds of Russian speech, the ability to see "dangerous places".

7. Algorithms - reminders.

They help develop the skill of self-examination:

3 step . Change the word or choose a related one.

4 step. Compare the tested or test words.

Tell me how to write the root. Speak clearly. Check what is written.

2 step . Can I insert a question or another word?

8. gaming moments, which draw the attention of students to this spelling and create conditions for the motivation of learning.

Game "Traffic Light"

Students must show a red traffic light or turn on a red light as soon as they find a "dangerous place" in a word.

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Forest, ladder, forester. Funny, mix, mix.

The game "Name the mistake."

Pick out the words for things.

Doll, house, sea, left, student.

Desk, sun, iron, door, sailor.

Game "Find" a dangerous place ».

(I pronounce the words, and the children, as soon as they hear the sound that when writing it is forbidden"trust", clap your hands.)

Tooth, dad, forest, soft, field, winter. Pine, table, school desk, forest, room.

Game "Help the Dunno to insert the missing letter ”: p ... la, m ... rya, s ... dy.

Explain why you put in those letters.

warned teachers that teaching should not be made only a game or fun, that this is a serious work that requires effort. If the teacher does not teach students how to correct mistakes carefully, while pointing out their nature, then mistakes will not disappear in written work.

So, attention to the word, setting for memorization, activity of thought processes, conscious attitude to work, volitional tension - all this is of great importance in the formation of spelling skills in younger students.

As special observations show, spelling errors most often appear at the end of a written work. Given this fact, it is necessary to take a short break before finishing work, which should relieve psychophysical fatigue. For example, such physical minutes will help in relieving psychophysical stress:

1. “We are learning to write.

For what? Why?

From hooks, from hooks

From circles, from circles

We can write letters.

If we try

Letters will come out.

Our fingers have tried

And a little tired.

Together we will shake them

And we'll start writing again.

2. “Put your hands on the desk, head on your hands. We close our eyes - we rest. Let's count to ten, open our eyes, raise our heads, continue to work.

9. Reviewing homework and any pair work.

For the successful completion of homework, I compiled a memo "How to do homework in the Russian language." For parents, she conducted instructions on organizing homework and monitoring its implementation.

10. Specially organized cheating.

The proposed method of cheating was developed by a group of psychologists under the guidance of and. I also apply it. In order for this work to bring the desired result, firstly, it must be carried out daily, preferably throughout the entire elementary school, and secondly, the writing algorithm itself must be strictly observed, since each step has a certain semantic load and cannot be thrown out of the list. Only complete reproduction of the algorithm guarantees success.

In the classroom, the cheating algorithm is compiled with the children collectively and placed next to the board. Each student receives an additional card on which the entire procedure for cheating is recorded.

I spend cheating in the form of a game:

- “How does a bird peck grains?”

I ask this question to the class before cheating. Children show by moving their heads: up - down, up - down. And to the question: - “And how will we peck the grains - syllables?” - the children answer in chorus: "In the book - in the notebook, in the book - in the notebook!".

And now we will find out who we will have the best "bird" today - I tell them.

The best one will be the one who completes all the tasks faster, more beautifully, more competently, - the children answer.

11. Cacographic exercises.

In the practice of my work, I use cacographic exercises, which provide for the correction by students of erroneous spellings deliberately made in the texts. Dunno asks to help him figure out the correct spelling of words.

After the work done, I conducted another section of the knowledge of my students. It showed that the quality of students' knowledge has improved. However, there are still problems. And the work continued on.

Third stage - training - technological.

Target stage: to teach students to correctly and consciously write words with spelling; be able to find them in words, sentences; prove and justify your choice.

At this stage, I began to use repeated repetition of words with clear articulation, while I gave great importance to visual, auditory sensations. Tasks and exercises tried to select a variety of entertaining interesting. So that they do not bother children, and interest and attention to them constantly increased. I began to offer words with spellings in a more entertaining way. For example:

Writing off words with missing letters (we always highlight the spelling with green paste); Work in pairs with subsequent mutual verification; Use of riddles, puzzles, crossword puzzles; (Annex 1). Various educational games.

Various forms of work at this stage were carried out:

· Cheating with various tasks;

· Visual dictations, with commentary, explanatory, selective, warning, picture, dictations from memory;

Dictation "Check Yourself", when the student writes a word with missing letters, the spelling of which he doubts. After the dictation, the children ask me and only then insert the desired letter. Sometimes you have to repeat a rule, ask a leading question, or even explain. Only a friendly atmosphere in the classroom gives the desired result in the work.

Dictation "Find the words." Several sentences are dictated and the task is given: underline the words that can be checked. Such dictations are small in volume and consist of 2-3 sentences;

· Diverse creative work, the purpose of which is the development of coherent speech and the expansion of vocabulary; (Appendix 2).

· Free dictations, presentations, essays, mini-dictations.

I actively use memory tables, support memos. (Appendix 3). In general, I adhere to this principle, the more children write at this stage, the stronger their knowledge and skills.

Work on unchecked spellings.

Primary school students must memorize a large number of words with unchecked vowels. Teaching a child to write these words without mistakes is one of the the most difficult tasks facing the teacher.

“As you know, literate writing skills are formed in the process of exercises, and the strength of these skills is directly dependent on the number of “meetings” of students with difficult spellings” (). Which of the teachers does not know that the richer the active vocabulary of a person, the more meaningful, intelligible, literate and beautiful his oral and written speech. However, little attention is paid to vocabulary work at school, often it is random, episodic, which is why students' speech is formed and corrected more slowly than we would like.

“Vocabulary work is not an episode in the work of a teacher, but a systematic, well-organized, pedagogically expediently constructed work related to all sections of the Russian language, it is conducted from grades 1 to 10,” wrote a well-known methodologist.

No need to prove how big the role spelling dictionary in improving literacy, culture of speech.

I will give an example of the study of vocabulary words in 3 (according to the program I-IV). At the beginning of the year, I divided all words with unverifiable vowels into 10 groups:

f A milia M oscow X O dear R one And on mountains O d To A R A ndash T e tradition RU ss cue I language P e cash yag O Yes To A empty ur O zhai To O lhoz b e cutting

T O friend R e byata virgins O chka uch e Nick d e mournful uch And vest oars O fast O vdru G soon O R A bot h A waters m A tire n A genus l O pata

With O rock V O timid V O rona wet e R m O roses To O nkie su bb ota P O court O clothes P A summer pl A current m O loco To O ditch With O tank m e two days behind I c

Such cards are printed for each student. In the picture dictionary, I grouped words and pictures according to these groups and sorted them into folders.

I work on one group of words for a week. On the first day, introducing new words, we use a picture dictionary. On the second day, the children write words on tracing paper using a stencil. On the third day - writing off from the board words with a missing unstressed vowel with commentary. Proving which letter is missing, the children raise a signal card - a letter. In the fourth lesson, children write words from dictation, followed by self-examination or mutual examination. And on the fifth day - the assimilation of these words is checked. Children write either picture dictation, or dictation words, or use punched cards with words with a missing letter.

For example:

Such punched cards are made for each student and help to quickly check the mastery of the words of any group, to identify students who have not remembered or forgotten any word. New week - a new group words, the learned words are constantly repeated orally or in writing, in groups or selectively.

Here are some of the techniques I use in repetition:

Writing words on tracing paper on a stencil (independently or with commenting).

Hear the dictionary word in the sentence and repeat it as we write (individually and in chorus).

Oral picture dictation: read the word as we write, raising a card with a vowel.

Visual dictation: children read the word in chorus, then it is removed, the picture remains. Children write the word on their own or with commentary.

Children love it when words with an unverifiable vowel are brought by their favorite fairy-tale hero or toy.

I use this game. Dunno made mistakes in words. How many? The children whisper the answer in the teacher's ear. The one who called correct amount mistakes, receives the title - "Wise Rabbit". Then the errors are corrected collectively.

Guess what those words are? b. R. for, k.p. st.

Vowels escaped from the words, find out and write down the word from the remaining consonants: krndsh, pnl.

Answer in one word.

Sixth day of the week (Saturday).

Movement of air masses (wind).

After all groups of words have been studied, the following tasks are possible:

Write out words with a combination - oro -.

Write out words to which you can sign the names of girls or boys.

Write out words with a double consonant at the end of the word.

Write out words with stress on the first (second, third) syllable.

Compose and write a story based on the key words:

wind, frost, skates, Saturday, fun, guys.

Make a chain of words, where each last letter in the word is the first of the next word.

Dictation game "Who remembers more?". Reading 2-3 words in a chain. During the pause, the children write down what they remember.

Working on such a system on words with unchecked spellings increases the spelling literacy of students, the quality of knowledge of these words.

I would like to talk about one interesting work, which also gives positive results in the assimilation of words with unverifiable spellings and is important for the linguistic development of students. Recently, in the middle classes, Russian language teachers have successfully used etymological analysis in working on these words. I started using it with elementary school students as well. The use of a word in speech requires an understanding of its exact meaning, the ability to associate it with other words, and to use it correctly. I use school etymological analysis in order to arouse children's interest in difficult words so that they can more easily learn their spelling. In elementary school, such an analysis may not be complete, but partial, “simplified”.

Pupils like to “unravel” the spelling of one or another difficult word together. So, working with the words telephone, telegraph, TV, students will learn that the first part of the words body - came to Russian from the Greek language and means far. Children easily and consciously memorize the graphic image of these words. In Latin, there is a prefix con-. Using this information, we introduce students to the writing of such difficult words like candy; team, commander; collection, team.

The children read the story of K. Paustovsky about a meeting with a forester who loved to look for an explanation for words, and to whom this occupation brought great joy. “You will find an explanation for the word and rejoice,” he said to the writer. “Let's try and guess why certain plants, birds, animals are called that way,” I tell my guys. I show color pictures depicting carnations, raspberries, wild roses, titmouse, bears. Looking at the drawings, students draw conclusions, their first “discoveries”: “The carnation was so named because it looks like a nail in shape, the dog rose has thorns, raspberries seem to consist of small berries, the tit is blue (the color of its plumage is dominated by Blue colour), the bear loves honey and therefore knows (knows) where to look for it.

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

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

What is it?

What is a mon?

Sounds don't make sense.

But hardly whisper?

Lemon... -

It will immediately become sour.

The first two lines are easy to remember, and during the break I only hear from the children: “What is it? What kind of mon? This means that there will be no errors in this word.

I offer a fragment of the lesson, which was introduced to dictionary word birch. (Appendix 7).

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

Work on proposals.

Spelling prepositions causes a certain difficulty in children. The textbook of the Russian language on this topic says: "Words in, from, to, on, from, p, s, c are written separately from other words."

Some children, knowing this rule, begin to separate letters and syllables that look like prepositions in any word, for example: by court. And, of course, there are always students who always write prepositions with words together, despite great job over this rule.

I will give examples of visual aids that I use in a certain sequence when working with prepositions.

Acquaintance with prepositions takes place from the beginning of the literal period with the help of the game. To do this, you can have a visual aid "Bird and Cage".

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We place the bird (it is on a thread) in different positions in relation to the cage, the children get acquainted with the first prepositions (the term "preposition" is not used), which have the meaning of the location of the object in relation to another object ( on cage, above cell, at cells, V cell). Work can be done in different ways. The student plays with the bird, the children answer. Children call the action (put the bird in a cage), and the student shows.

When students get acquainted with the letters, you can use the following visual aid: a tree with pockets and separately words: over, on, under, at.

over, on, under, at

Small words can be taken out of the pockets and inserted into them, it is clearly seen that these words and they are separate from the preposition.

By the time they learn prepositions, children already know that these are small words that are written separately from other words. I offer a lesson on this topic. (Appendix 8).

Spelling exercises for words with unstressed vowels at the root.

In teaching the spelling of unstressed vowels at the root of words, elementary school has made significant progress. At the same time, in the works of younger students there are errors caused by the inability of students to find the object of the rule. The student cannot single out, for example, an unstressed vowel or the root of a word. Or he doesn’t know how to use the rule (the student cannot pick up single-root words due to a small vocabulary, cannot change the word so that the unstressed vowel is stressed, selects not single-root words as a test, but words that are close in sound: licked sour cream - climbed, sat on the bench - gray).

Teaching the spelling of unstressed vowels in the root of words will be successful if each teacher clearly defines for himself theoretical basis this topic.

The spelling rule for an unstressed vowel at the root of words, as well as many other spelling rules, is based on the phonemic principle of Russian spelling, according to which the same letter denotes a phoneme in a strong and weak position. Based on this principle, it is important for the teacher to show that when writing, one cannot trust the pronunciation. Therefore, it is necessary to teach children to determine which morpheme contains a dubious sound, to develop their ability to find test words.

The ability to highlight a dubious sound will be helped by the distinctive particular signs of the spelling rule of unstressed vowels at the root of words, revealed: unstressedness, lack of stress, ambiguity of sound; vowels [a], [o], [e], [and] as the most dangerous;

place in the word is the root.

Considering features spelling of unstressed vowels in the root of words, one can determine the structure of this rule. In the rule itself, four components of its steps can be distinguished:

What should be checked?	You need to check the unstressed vowel.
Where should I check?	It is necessary to check the unstressed vowel at the root of the word, since the spelling of unstressed vowels in other parts of words does not follow the rule.
How to check?	To check an unstressed vowel in the root of a word, you need to choose a related word for this word or change the form of the word.
What should be checked?	It is necessary to check with stress, since in the position under stress, the spelling of the vowel corresponds to the pronunciation.

In the course of studying this rule, the student must put stress in the word, indicate stressed and unstressed vowels, find the root of the word, select related words for the word or change the form of the word, select the desired test word with a stressed vowel in the root.

I will give examples of exercises and didactic games that I used in my work on the spelling rule for unstressed vowels:

1. Didactic game"Score a goal."

On the board are written words with an unstressed vowel in two columns for two teams. Each team has a set of balls (a circle with a vowel written in it). On a signal, team members score goals. The team that scores the most goals wins.

2) The game "Magic Apples".

A poster is hung on the board with the words:

gr ... chi zm ... I r ... ka s ... dy other ... hello p ... mailman s ... ma gr ... would m ... chi in ... knowledge Science will help us here: put the vowel under stress to dispel all doubts! If the vowel letter is in doubt, You put her under stress immediately. Riddles are used by those in the answers of which there is the spelling we need. They drink me, they pour me. You need me. Who am I? (IN O Yes) Sleeps during the day, flies at night scares passers-by. (WITH O wa). Green in summer, yellow in autumn. (Tr A wa). She set to work, squealed and sang. Ate, ate oak, oak, broke a tooth, a tooth. (Saw). When studying the spelling rule of a checked unstressed vowel, I fundamentally offer a variety of tasks, complicating them: write off riddles from the board (a red light under an unstressed vowel); insert the missing letter, pick up a related word, underline the checked unstressed vowel in the text, write out the words with the checked unstressed vowel, designate the spelling in them, i.e. emphasize the vowel with one line, put the stress sign, write a test word next to it, put the stress sign in it, emphasize the stressed vowel with two lines, and in both words, highlight the root. Such tasks work out the ability to see the spelling, solve the spelling problem. The topic "Checked unstressed vowels in the root" runs like a red thread through the entire elementary school curriculum and is the basis for improving student literacy. I also have work on the unstressed vowel. (Appendix 9). Spelling of voiced and voiceless consonants. Teaching the spelling of paired voiced and deaf consonants presents certain difficulties in elementary school. While working a lot on this problem, teachers, however, do not always achieve good results. I try to teach children to make more differentiated sound-letter analysis, find spellings to be checked, correlate them with reference spellings and write in accordance with these checks. I divided the work on this spelling into several groups of exercises. The first group of exercises is aimed at developing the ability to recognize paired voiced and deaf consonants. When studying this topic, the exercises are of a repetitive-generalizing nature, since the main work in this direction was carried out during the period of literacy. 1. In elementary school, usually more emphasis done on the acoustic side of the sound (teachers offer children to close their ears with their palms and “hear” the sonority-deafness of paired consonants). Articulation exercises must be included already in the period of literacy. Children observe the place where noise is generated: the sounds “can live” on the lips ([b] - [p], [b ’] - [n ’]), between the lips and teeth ([c] - [f], [c ’] - [f ’]), on the tip of the tongue ([d] - [t], [d ’] - [t ’], [h] - [s], [h ’] - [s ’], [g] - [w]), near the palate ([g] - [k], [g ’] - [k']). In the second class, it remains only to conclude that the consonants form pairs, since they are close neighbors at the place of formation. 2. Having understood the similarity, the children must also understand the difference between these consonants. Noisy voiced and deaf consonants are distinguished depending on the degree of participation of the vocal cords, the strength of the muscular tension of the speech organs. The voice does not participate in the formation of noisy deaf people. Rapprochement, tension, fluctuation of voices are observed during the formation of noisy voiced consonants. Children easily understand this difference when doing the following exercises: Put your hand on your throat. Say [g]. Do you feel shaking? This is a voice. What does [f] consist of? (From voice and noise). Now say [g] in a whisper. If we speak in a whisper, the voice does not participate. Check, put your hand on your throat. What do you hear when we whisper [f]? What remains of [zh] when the voice is "subtracted"? (noise remains). Recording continues: (voice + noise) - voice = noise. What kind of sound consists only of noise? Silent consonant. Media. What is the difference between voiced and voiceless consonants? 3. Memorization of pairs of consonants is facilitated not only by the “tape of letters” known from the first grade, but also by a game-journey to the street of paired consonants. On the street in each house live paired consonants. When the consonant wakes up in the morning, he opens the window. Find out which consonant is still sleeping and wake him up. B P Z S V G K blue, hard consonants green, soft consonants 4. In the process of performing the following exercise, children will learn that replacing a consonant with a paired one entails a change in the meaning of the word. When performing it, it is advisable to use subject pictures and sound schemes. Schoolchildren, using subject pictures, understand that the word, on the one hand, means something, on the other hand, it has sound and letter forms. a) She cuts the grass with a deaf one, and eats the leaves with a voiced one. https://pandia.ru/text/78/227/images/image013_41.jpg" alt=" drawing of a goat" width="204" height="185 src="> !} Koza Goat b) With a deaf consonant we read it, with a voiced consonant we live in it. https://pandia.ru/text/78/227/images/image015_38.gif" width="113" height="84"> The second group of exercises is aimed at developing the ability to find a consonant in a word that needs to be checked. In modern Russian, three weak positions for paired consonants are defined: at the end of a word (oak, sheaf), before a deaf consonant (hat, fur coat), before voiced consonants (request, carving). Only having mastered the ability to determine the position and quality of sound in a word, the student will understand, firstly, why paired consonants at the end of a word and before consonants need to be checked (because in these positions, paired voiced and voiceless consonants do not differ, and, therefore, the choice of letters is also possible); secondly, why it is necessary to check by the position before the vowel (because this position differs between paired consonants, sometimes voiced, then deaf is clearly heard). Find words with paired consonants whose spelling needs to be checked: hawk, rook, swift catfish, ruff, crab year, week, day 2) It snowed. The whole garden is white. Severe frost. The house has a big snowdrift. Our pond is frozen. Take care of your nose in a big frost. 3) Would you be a good hedgehog, just don't get your hands on it. Not good? So what? Without needles, I'm not a hedgehog. (L. Korchagina) 4. paper, skirt, coat, flags, birch, gazebo, mesh, paint. It is very useful to offer cheating and dictations with the task to skip letters whose spelling needs to be checked. The third group of exercises It is aimed at developing the ability to justify the choice of a test word. The test word must satisfy the following conditions: it must be close in meaning, after the consonant there must be a vowel. 1. One of the ways to check: many - one (knives - knife). This verification method can be varied: a) write the words in the following order: checking - checked: plant, eyes, watchman, sheepskin coat, sheepskin coats, factories, eye, watchman b) choose test words from the following row, prove the correctness of your answer: mushroom - mushrooms, fungi, fungus grandfather - grandfather, children sleeve - mitten, sleeve, sleeves watchman - watchman, guard hour - hour, partial Such tasks are aimed at establishing by students the semantic similarity of the tested and test words; the vocabulary of schoolchildren is expanding, which creates the basis for subsequent teaching of spelling. 2. "Choose a letter." a) Like the old ba (b / p) ki Once upon a time there were la (b / n) ki Ba (b / n) will get up early in the morning, Will come out in the cellar (b / p) for sour cream - La (b / n) ki follow her Everywhere ba (b / n) ku guard. b) Alenka is visiting Cockerel in sapo (w / w) kah, Hen in gray (w / w) kah, And the cow is in u (b / n) ke And in a warm shu (b / n) ke. c) Our y (d / t) ka is a quack, And Seryo (w / w) ka - yakalka: "I can I'll run faster!" Get some rest (w/w) Yakalka Seryo (w / w) ka! 4. Restore the poem: (Fill in the missing words using checklists) Near ( beds) – two ( shoulder blades) Near ( tub)- two buckets. After morning ( exercises) We worked on beds) – AND ( landings) all in (order), Now it's time to water them. (E. Blaginina.) 5. Choose words that differ in voiced or voiceless consonants. ball - heat year - code sing - ... tom - ... shadow - ... body - ... saw - ... shelf - ... dot - ... longing - ... Observations of work in elementary school show that children are interested in the proposed tasks, with which they successfully cope. (Appendix 10). A lesson is attached to the work on the topics: zhi, shi, cha, scha, chu, schu. (Appendix 11). The fourth stage is the final final - diagnostic. Goals of this stage: to check the ability of students to correctly write words with worked out spelling in various types of written work. We conducted different types of auditory dictations: vocabulary, diagnostic, control. When analyzing the mistakes made in words, the assimilation of the writing skill is determined and the percentage of the quality of knowledge increases, in comparison with the previously conducted sections of knowledge. It can be concluded that grade 3 students already have good vigilance, as they are taught this. I have done a lot of work in this direction. However, work on the development of spelling vigilance has not been stopped. It will continue in the next lessons. Work on the development of spelling literacy was carried out not only during the lessons. It also took place with my children in extracurricular classes in the Russian language. ( Appendix 12). Conclusion. So, the problem of improving the spelling literacy of students has always worried teachers, methodologists, and parents. It remains no less relevant today, because, despite the great efforts of teachers, the written language literacy of their pupils remains generally very low. This is evidenced by numerous errors in the written works of schoolchildren, applicants, and students. What is the way out of this situation? The way out, I think, should be sought in improving the methods of teaching spelling in the broadest sense, that is, not only in using more effective methods of work, but, above all, in strengthening the base on which this work is built. The analysis of psychological, pedagogical, linguistic and educational literature on the problem of the formation of spelling vigilance allowed me to conclude that the requirements for the development of spelling vigilance in the Russian language lessons and the lack of proper attention to it in school practice. The significance of the Russian language as an academic subject is determined by the social function of the language in the life of society: it is the most important means human communication. In our society, with a wide written communication between people, knowledge of the rules of Russian spelling and the ability to apply them becomes of great importance. Therefore, it becomes clear why one of the central issues of school teaching of the Russian language is the issue of spelling literacy of students. In this regard, there is a need to improve our methodological science, to intensify the search for new, more effective means and directions for solving problems in the field of teaching spelling. In the process of working on the project, I got acquainted with a number of new sources of methodological and scientific literature, deepened my knowledge of the basics of spelling skills. Based on the analysis and generalization of their own experience and the experience of other teachers who are successfully working on the formation of spelling skills in younger students and studying the linguistic and psychological-pedagogical foundations of studying spelling at school, the following conclusions can be drawn: 1. When working on the formation of spelling skills in younger students, it is necessary to rely on knowledge of the basic principles of spelling at school, as well as take into account the age and psychological characteristics of children, the characteristics of the topic being studied, etc. 2. The techniques, methods, forms used in the course of this work are very diverse: this is the development of phonemic hearing as a result of sound-letter analysis, the solution of spelling problems by memorization, and others; systematic and purposeful work on spelling errors. 3. As practice shows, educational material in spelling, children learn better, more firmly when it is presented not in the “dry” form of the rule from the textbook, but by playing out the situation, entertaining, and visual. Such techniques are successful and achieve their goal - the conscious assimilation of even the most difficult rules and concepts. Spelling vigilance develops gradually, in the process of performing a variety of exercises that provide visual, auditory, articulatory, motor perception and memorization of spelling material. Visual perception is carried out in the course of visual, explanatory dictations, writing from memory, selective copying, graphical selection of orthograms, analysis of tasks and text of exercises, and correction of writing. Auditory perception occurs during selective, warning dictations, using signal cards. For speech perception and memorization, spelling is of particular importance. Manual-motor perception takes place during the written performance of all exercises. It is important to begin work on the development of spelling vigilance during the period of learning to read and write, when work is underway on the syllable and word, phonemic hearing and the ability to replace phonemes with the corresponding letters develop. It should be remembered that the speed and strength of the assimilation of spelling skills is directly and directly dependent on general development students, from the development of their abilities: observation, attention, memory, will, ability to analyze. And the success of all work depends on a number of conditions, in my opinion, the main ones are: Clear planning of all work; Training exercises; The systematic and versatile nature of work on spelling; Constant monitoring of the assimilation of the passed spelling. Literature Bargamen of memory at the lessons of the Russian language. Primary School, 1996, No. 1, p.32. Zakharov with words with unverifiable spellings. Primary School, 1993, No. 11, p. 53–57. Kitaeva dictation, or short-term commentary. Primary School, 1992, No. 4, pp. 21–26. diversify tasks when working on words from the “Dictionary”. Primary School, 1988, No. 3, p. 29., Zinchenko on the formation of literate writing skills. Primary School, 1992, No. 4, p. 26–28. Savinov works on the formation of spelling vigilance. Primary School, 1996, No. 1, p. 22–27. Tsvetkov's RAM and spelling vigilance in students. Primary School, 1996, No. 1, pp. 31–32.