Topic: Identification features of spelling patterns as a means of developing spelling vigilance. Spelling. identifying features of orthograms What phonetic identification features can be used
, teacher-speech therapist, BOU "Gymnasium No. 76"
Subject: Identification features of spelling patterns as a means of developing spelling vigilance
Among the areas of work to prevent and eliminate dysorthography in younger children, the development of spelling vigilance occupies an important place. As he writes, “the lack of spelling vigilance or its poor formation is one of the main reasons for mistakes made. This reason negates good knowledge of the rules and the ability to apply them: the student does not see spelling patterns in the writing process.”
Thus, the concept " spelling vigilance" implies the ability to quickly detect spelling patterns in text and determine their types. Spelling vigilance is inseparably linked with the ability to evaluate each sound in a word and distinguish in what position it is located. Having spelling vigilance means being able to evaluate a sounding word from the point of view of the presence of “problem spots” in the word - weak positions. The ability to detect and check spellings before writing them is a basic spelling skill.
It is impossible to develop stable spelling skills without developing the ability to detect identifying features of spelling patterns. Identification features of spellings are a kind of signals, signs of spellings. They force the student to listen carefully to the spoken speech and activate speech-auditory attention to search for spelling. Unfortunately, the reserves contained in knowledge of theoretical information about the identifying features of spellings and the ability of students to recognize spellings by ear based on these features are not sufficiently used in school practice.
The concept of “identifying features of spellings”
The concept of “identifying feature of a spelling pattern” was introduced into the methodology of teaching the Russian language in the mid-60s of the 20th century “to indicate the conditions for choosing a specific spelling pattern” in connection with the problem of spelling vigilance.
In 1970, he clarified the content of the concept, defining the identifying feature of a spelling pattern as a special signal of the presence of a spelling pattern in a word or between words and, at the same time, one of the conditions for choosing a specific spelling pattern. A general list of identification features was proposed different types spelling
1. Mismatch between letter and sound.
2. Sounds that produce the largest number of mismatches (dangerous sounds). It is necessary to teach children as early as possible to notice such “dangerous” sounds (letters) in words, such positions in words, such pairs of sounds:
Vowels - a, o, i, e;
Pairs of voiced and voiceless consonants;
Combinations: zhi-shi, cha-sha, chu-shu;
Combinations: stn-sn, zdn-zn, in which unpronounceable consonants may occur;
Consonants p, k, f, t, s, sh at the end of a word, which may turn out to be weak positions of the phonemes b, g, v, d, z, zh;
Letters i, e, e, yu;
Soft consonants;
The ending, the junction of the prefix and the root, and much more.
3. Morphemes: root, prefix, suffix, ending; connecting vowels in compound words; recurrent particle xia(s). Combination of morphemes - two prefixes, 2-3 suffixes.
General identifying features of spellings are:
1) discrepancy between sound and letter, between pronunciation and writing;
2) “dangerous” sounds and sound combinations (letters and letter combinations), memorizing them and constant attention to them;
3) morphemes, their isolation, prediction of spelling patterns in them and verification.
As for the discrepancy between letters and sounds, spelling and pronunciation - the main feature of a spelling pattern, this feature “works” only in cases where students hear a word and at the same time see its letter image. However, in the process of writing from dictation, a primary school student often cannot detect discrepancies between sounds and letters.
“Dangerous” sounds and sound combinations (letters and letter combinations) are the sounds themselves (sound combinations, the place of sounds in words, letters, letter combinations) that give the greatest number of mismatches. During the learning process, children memorize a set of those sounds and sound combinations (letters and letter combinations) that can represent spelling patterns and lead to errors. Students become familiar with most of these combinations already during the period of learning to read and write.
In order to learn to find the third identifying feature of orthograms - morphemes in words, combinations of morphemes, the student must master the topic “Word Formation”. Being able to identify a morpheme in a word, the student purposefully searches for a spelling, since he knows which spellings can be found in the prefix, which in the root, which in the ending or at the junction of morphemes. The “Minefield Diagram” table offered in the guide for parents “How to Teach Your Child to Write Without Errors” can help with this. The diagram clearly shows which spellings can be found in each part of the word. Armed with such a “mine detector” - an index of identifying features of spellings in various morphemes, a student can gradually master the skill of finding a spelling in any part of a word.
These groups of identification features can be classified as common to most spellings. In addition to general identifying features, each type of spelling also has private signs, inherent only in one type, sometimes in a group of similar spellings.
ClassificationAndidentifying features of spellings.
There are several classifications of identifying features of spellings, which not only do not contradict, but also complement each other.
Classification of identifying features of letter-type spellings according to weak and strong positions;
Classification of identifying features of orthograms according to their general and specific features;
Classification of identifying features of spellings (taking into account the principles of spelling);
1. Classification of identifying features of letter-type spellings according to weak and strong positions.
Letter type spelling | Identification features of spellings |
|
Weak positions | Strong positions |
|
Unstressed vowel | Presence of hissing and c before vowels |
|
consonants | End of the word Consonant cluster | H before the suffix, N before ending |
ь non-separating | Soft consonants | -[tsa] at the end of verbs, Hissing words at the end |
ь and ъ separating | Sound [th] after consonants and before vowels. |
|
2. Classification of identifying features of orthograms according to their general and particular characteristics
Spelling name | Identification features (general and specific) | ||
Unstressed vowels in the root (verifiable and unverifiable) | a) lack of emphasis; b) vowels a, o, i, e; c) place in a word | ||
Voiced and voiceless consonants | a) paired consonants b-p, g-k, v-f, d-t, z-s, w-sh; b) place in a word (at the root, at the absolute end of the word or before a consonant) | ||
Unpronounceable consonants | a) “dangerous” combinations of sounds or letters stn, zdn, sn, zn, etc.; b) place in a word | ||
Separating b | the presence of the sound [j] after a soft consonant, the presence of vowels i, e, yu, e | ||
Dividing ъ | a) the presence of a sound after a consonant, the presence of vowels e, i, yu, e (vowel sounds [e], [a], [y], [o] after [j]; b) place of the spelling: at the junction of the prefix ending to consonant and root | ||
Separate writing of prepositions, continuous writing of prefixes | a) the presence of a sound combination that may turn out to be a preposition or prefix; b) part of speech: the verb cannot have a preposition, the preposition refers to a noun or pronoun |
||
Capital letter in proper names | a) place in a word: first letter; b) the meaning of the word: title or name |
||
Capital letter at the beginning of a sentence | a) place in a word: first letter; b) place in a sentence: first word |
||
Combinations zhi, shi, cha, sha, chu, schu | presence of combinations in a word |
||
ь at the end of nouns after sibilants | a) the presence at the end of a word of always soft hissing ch and sh or always hard sh and zh; b) part of speech: noun; c) gender: male or female |
||
Unstressed endings of nouns | a) place of spelling: at the end; b) presence at the end unstressed e-i; c) part of speech: noun |
||
Spelling of adjective endings - wow, - his | a) the presence of such a combination; b) their place: at the end of the word; c) part of speech: adjective |
||
Spelling of unstressed personal endings of verbs | a) part of speech: verb; b) place: at the end of a word; c) the presence of familiar endings ut - yut, at-yat, lack of stress; d) verb tense: present or future |
3. Classification of identifying features of orthograms
A feature of the classification of identifying features of spellings presented in the educational manual “Speech therapy work on the correction of dysorthography in junior schoolchildren With general underdevelopment speech”, is that in addition to the general and particular identifying features of spellings, the principles of spelling to which these spellings correspond are indicated. So, for example, the spelling “Unstressed vowels (checked) in the root of the word” corresponds to the morphological principle of writing. Among the general and private identifying features of spellings (what children recognize), the author includes such as
A. Unstressed (lack of stress on the root vowel sound).
B. Vowels [a], [o], [e], [i] as the most “dangerous”. B. The unstressed vowel is in the root. The vowels [a], [o], [e], [i] are called the most “dangerous”.
However, in fact, in the unstressed position the sounds [o], [e] in the roots of words are not pronounced. Instead, either [a] or [i] are heard, and that is why there is a “danger” of choosing the wrong letter. The very presence of these sounds in the root of a word in an unstressed position indicates the need for verification. Children should pay attention to this fact.
Very effective for learning to recognize spelling signs modeling technique . When modeling an orthogram, its general and specific identifying features are taken into account. Symbols generally accepted in school practice are used: the root of the word is an arc, a strong position of a vowel or consonant is a plus sign, a weak position is a minus sign. The use of models is based on theory formation of mental actionsand goes through the following stages:
Finding identifying features of orthograms in terms of external speech using material supports (symbols, diagrams)
Finding identifying features of spellings only in speech terms;
Finding identifying features of spellings in terms of internal speech (in mental terms).
This sequence of work allows you to develop the skill of determining essential identifying features and the minimum orthographic field of an orthogram with a gradual transfer of the process of finding them to the internal plane. This is due to the fact that visual-figurative thinking is typical for younger schoolchildren. The introduction of a schematic image of an orthogram allows you to transform the orthogram into a model or diagram, which creates conditions for the development of visual-schematic, logical thinking. Recognition skill features spelling patterns will be stable if the students themselves took part in their “discovery”.
The compiled spelling model will help you comprehend and easily reproduce the spelling rule. Based on the identifying features of spelling patterns, algorithms for spelling actions are compiled.
Thus, knowledge of the identifying features of spelling patterns and the ability to find them is an indispensable condition for the formation of spelling vigilance. It is especially important to develop the ability to detect spelling in the system of work to prevent and correct dysorthography in schoolchildren.
BIBLIOGRAPHY
1. Azov’s work on the correction of dysorthography in primary schoolchildren with general speech underdevelopment: Educational and methodological manual. - M., Russian University Friendship of Peoples, 2007
2. Algazina spelling skills: A manual for teachers. – M., 1987
4. Epiphany mastery of spelling. / – M., 1966
5. Epiphany principles of mastering spelling, teaching spelling/// Primary School. –2003 - No. 4-S.39
6. and others. Problems of forming knowledge, knowledge and skills in schoolchildren // Questions of psychology, - 1983 - No. 5-P.64
7. Zhedek teaching spelling/ Theoretical basis teaching the Russian language in primary school //Ed. . –M.: Enlightenment. With.
8. and others. Methods of teaching the Russian language in primary school/ ,. Svetlovskaya – M.: Education, 19 p.
9. Lvov spelling in primary school///Elementary school. –1984. No. 12-S.67
10. Lviv in primary school/. –M.: Enlightenment, p.
11. Shklyarova teach your child to write without mistakes. Publishing house "Gramotey", 2003, p.4
Smaller units than spellings are considered to be identification features of spellings. And large spelling units are spelling rules.
A spelling is a spelling in a word and between words that can be depicted by different graphic signs, but only one of them is accepted as correct, i.e. it is a spelling that corresponds to a certain spelling rule.
In order to find spellings in a word, you need to know their identifying features.
Vowels: – unstressed, after sibilants and C before vowels.
Consonants: - at the end of a word, a group of consonants, N before vowels at the end of a word.
Not denoting sounds (b) – soft consonants.
Non-separating ь – hissing words at the end of words [ca] at the end of verbs.
ъ and ь are separating – the sound [th] after consonants and before vowels [e], [yu], [ya], [e], [u], [a]
Capital letters – the beginning of a sentence, text, the presence of proper names and proper names.
Hyphen – Difficult words; prefixes ko-, v-, po-; suffixes -something, -or, -what; particles.
A dash (when hyphenated) is the end of the line.
After an identifying feature has been determined by which the spelling can be found, it is necessary to determine what needs to be written in a particular case.
The choice of the correct spelling of words is carried out taking into account morphological, syntactic, phonetic features, word-formation and semantic features of words. All this contributes the right choice letters when writing words.
A spelling rule usually combines 2-3 selection conditions. For example, in the rule about the spelling of vowels o and e in the suffix of adjectives -ov– (-ev-), their choice depends on the stress (phonetic condition), on the position of the vowel after the sibilant (phonetic condition), on its location in the suffix (word-formation condition). There are three of them in total. The rule is formed in such a way that in the suffixes of adjectives, after hissing ones, the letter o is written under stress, and the letter e without stress. For example, penny, hedgehog, watchdog, shoulder.
Phonetic features of words are the position and nature of the phoneme (softness, stressed and unstressed, voiced and unvoiced).
Word formation method - the dependence of the method of checking spelling on the location in the word.
Morphological conditions - indicate the part of speech and its characteristics. For example: debt (noun, 2nd sentence, i.p.).
Syntactic conditions indicate the connection between words, for example: high skill (skill - what? - high).
Semantic conditions - determine the meaning of a word or the meaning of a part of a word, for example: sit on a bench, turn gray early, coastal (proximity).
Spelling patterns in a word can be found by identifying features (signs)…
| Spelling type | Identification marks |
| Letters | |
| Vowels | unstressed sibilants and c before vowels |
| Consonants | the end of a word is a sequence of consonants n before vowels at the end of a word |
| Large | the beginning of a sentence and text the presence of proper names and titles |
| not denoting sounds | |
| b non-separating | soft consonants hissing at the end of words [ca] at the end of verbs |
| b and b separating | sound [th] after consonants and before vowels e, e, yu, i, and |
| hyphen | compound words prefixes some-, in-, in- suffixes something, something, or particles -that's it |
| merged and separate spellings(space) | no, nor, would, same; |
| prepositions; | Difficult words |
- dash (when transferred)
- end of line
- What is studied in phonetics?
17. Give examples of words that have stressed and unstressed vowels.
Give examples of words with soft and hard consonants, with voiced, voiceless and sonorant consonants.
Read the poem by N. Rubtsov expressively. Select from it examples of the use of the same letters to represent different sounds.
Notice the rhyming consonants in the last stanza. What feature of Russian phonetics explains the possibility of such a rhyme?
THE SOUL KEEPS
Water is more motionless than glass.
And in its depths it is light.
And only the pike, like an arrow,
Pierces water glass.
Oh, the look of humbleness and familiarity!
Like a hundred-year-old dream, God's temple.
Oh, Rus' is a great astrologer!
How can the stars not be toppled from above?
So the century will pass silently,
Without touching this beauty,
Looks like this is ancient
Sealed once and for all
In the soul that keeps
All the beauty of bygone times...
18. Copy using missing punctuation marks. Do phonetic analysis highlighted words. (For the order of parsing, see the “Appendix”) Indicate the sounds in place of the highlighted letters. Indicate the words used in a figurative meaning.
GOOD MORNING!
The golden stars fell asleep
The backwater mirror stuck...
The light is shining on the river backwaters
And it blushes the sky.
The sleepy berets smiled...
The silk braids were ruffled.
Sh..green silvers are flattering..
And the silver dews burn.
The fence has overgrown nettles
Dressed in bright mother of pearl
And, swaying, she whispers briskly:
Good morning!
(S. Yesenin)
- What is studied in spelling?
- The choice of which spelling letters depends on the characteristics of neighboring vowels and consonants?
- Give examples of words in which there is a discrepancy between pronunciation and spelling.
- What phonetic identification features can be used to find spelling letters in a word? (See Attachment")
19. Name the types of spelling in place of gaps. When copying, identify parts of words with spellings. Outline the third sentence.
1. If you don’t crack a nut, you can’t eat the kernels. 2. Unexplained (in)means inexplicable. 3. Caring (didn’t) eat - boredom overcame. 4. They kill the wolf not because he is gray, but because he killed the sheep. 5. Go to work with joy..y, and from work with pride..y. 6. The work of the battle (t, t)sya - fortunately I can’t see it.
(Proverbs)
20. ABOUT or e? Copy and mark the spelling in place of the gaps. Make up three or four phrases “noun + noun”, “adjective + noun”, “verb + noun” with any words.
Yellow, black, fontanel..k, reed..m, hook..check, mouse..nok, sh..pot, frost..m, cap..nka, attract..t, print..t, brocade..w, sh..l, card..fabric, sc..roh, goose..berry, canvas..w, kum..w, hedgehog..w, paper..nka, hare..nok, in the big..m (house), doctor..m, comrade..m, hair..ska, abroad..m, with a raincoat..m, in someone else's..m (garden).
21. Read the texts. What do they say: the same thing or different things? As they say - the same or differently? In what situation can each of the texts be used? Retell the second text concisely, in two or three sentences.
1. The sound of speech is the smallest, further indecomposable element of human speech, perceived by ear. The famous Russian linguist Lev Vladimirovich Shcherba wrote: “... in living speech a much larger number of different sounds are pronounced than we usually think, which are in each given language are combined into a relatively small number of sound types capable of differentiating words and their forms...”
2. For a sensitive person, the world consists of colors, smells and sounds. A stream gurgles, birds sing, a car snorts, a bull mooed in the meadow... All these are sounds. And the crow of the rooster, and your answer in class. Although these sounds are different.
But here we are talking. The sounds we make are the sounds of speech. They differ from cockcrow in that they are understood. Such sounds do not just sound and be heard, they have some meaning associated with them. We sometimes attribute some meaning to chicken clucking and humanize “chicken language.” For example, we say: “Where to where?” But this is just the cry of a frightened laying hen. But for human speech, not just sounds are important, but only those sounds that distinguish words. Sounds with meaning.
You may make a mistake, for example: You pronounce O through your nose or stretch your lips forward, but you will no longer get O, but U, and instead of the word “house” you will get the word “dum”. The meaning of the word will change. And this should not be allowed, because you may be misunderstood.
(According to V. Kolesov)
22. Did you manage to provide a brief and accurate retelling of the second text from ex. 21? Evaluate it in terms of logic, consistency, coherence, etc.
Now on my table, in crystal vases under electric lights, this fragrant, sweet, aromatic and healing substance is playing with reflections, known to man a long time ago. But it was brought to us from a place where bees had never been - from the tundra. This honey was created not only by bees, but also by the efforts of people who arranged for our native Russian bee of the Trans-Oka meadows to work in the Arctic.
In the north, beyond the Arctic Circle, sometimes there are whole mountains of flowers: there is a mountain all white - cloudberries and blueberries are blooming. And sometimes in July the mountain is all pink - fireweed has begun to bloom, or rowan, wild rosemary, geranium, and who knows what! And just think, every flower here has two to three times more nectar than ours, and every flower was waiting for a bee, and there were no bees in the Arctic Circle.
What is attractive is that we discovered polar honey, not at a loss to nature, that millions of pounds of honey were in flowers only to attract bees for pollination, but there were no bees, and we brought them.
There are things in the world, original in their goodness and understandable to everyone, uniting nature and man in an ancient union, and among these things is bread. But you just have to be very hungry to feel the sun in bread, and it’s easier for us to see this in the substance of honey.
Writings not according to pronunciation are called spellings, i.e. correct spellings (in words tr A wow, but and highlighted letters are spellings). Instead of a spelling, another letter may be written in a word - incorrect spelling, i.e. an error: lo and ka - highlighted letter - spelling (correct spelling); "lo w ka" - the highlighted letter is a spelling error (i.e. incorrect spelling). A writing student has a constant competition in his mind, a choice between spelling and an error. There are many reasons for the appearance of errors (instead of spellings) (see them below).
Each type of spelling has its own easily remembered signs, or identifying features:
For orthograms - vowel letters: unstressed vowels ( To A current,st e on, position of vowels after sibilants and ts (and e people,ts And rk);
For spellings - consonant letters: a confluence of consonants ( I sn th,boom residential complex A), end of word ( holo d ,But and );
For spellings - letters b And ъ : a) for separating ъ And b the presence of the sound [th’] after a consonant ( With[y'e] m, seven[y'a]); b) in non-separating b the presence of soft consonants in a consonant cluster (But chn oh, sir[l’] duh, ko[n’] ki, ba[n’] teak), the presence of sibilants at the end of a word ( ro and b,grief h ,spinning h b,e w b,completely w b,whether w b), the presence in the pronunciation of verbs [ca] ( Koopa ts I,bathe ts I);
Orthograms have capital letters: the beginning of a sentence, the presence of proper names ( B aikal) and proper names ( IN great ABOUT political war);
For non-letter spellings: presence Not And neither , prepositions and conjunctions, prefixes V- , some , By- , suffixes -or , someday , -yes , -s(s) , -oh , -to him , compound words, end of line.
Identification features are acquired gradually as one becomes familiar with new types of spelling patterns. They perform a huge teaching role if the teacher does the appropriate work.
45. Methodology for working on a spelling rule.
Psychological science has raised the extremely important question of the need to teach schoolchildren methods of mental work. This is stated in the article by D.N. Bogoyavlensky: “... the methods of mental work on the application of theoretical knowledge in practice should be given no less attention in teaching than the assimilation of the content of scientific concepts or rules.” Algazina N.N. Formation of spelling skills. - M. “Enlightenment”. 1987
That's why it's important to find ways to learn spelling that help students develop thinking skills. To do this, it is necessary to explain not only the essence of spelling rules, but also how to use them practically, i.e. determine when to apply a rule; determine which rule should be applied; in what sequence the word must be parsed in order to apply the corresponding rule to this particular case.
To this end, when studying each spelling rule, the teacher introduces students to the schemes of written and oral spelling analysis and its sample, and also uses explanatory writing.
The spelling parsing scheme is determined by:
Subsequence.
It is important to note that sometimes individual points of analysis, indicating what operation, what action the student must perform, provide for a step that is far from elementary. This operation itself may consist of a number of steps.
Let's say the parsing scheme says: “Determine the declension of a noun.” Can this operation be considered elementary? Obviously not.
The student must:
Put the noun he is interested in in Nominative case singular;
Pay attention to the ending;
Determine the gender of the noun.
The complex operation of determining the declension of a noun is worked out before it is included in the spelling analysis scheme (during the study of grammatical material).
So, a parsing scheme is a prescription that determines what essential features spelling patterns and in what sequence the writer needs to identify them in order to correctly apply the corresponding spelling rule; in other words, the spelling analysis scheme is a prescription that determines the content and sequence of mental actions for the application of spelling rules in the practice of writing.
First of all, let us dwell on the content of the analysis, i.e. on what essential features the student must establish in order to correctly apply the rules. These essential features are indicated in the formulation of spelling rules. For example:
After hissing and C in the suffixes of adjectives, O is written under stress, without stress -E: penny, hedgehog, but: plush, calico.
According to the wording of this rule, the student must determine:
a) in which morpheme there is a vowel that follows the sibilant;
b) part of speech;
c) place of stress.
As for the parsing sequence, it is advisable to take into account the following: firstly, the identifying feature is called; secondly, such an essential feature or such essential features with the help of which the student must bring the spelling under the rule; thirdly, such an essential feature or such essential features, the definition of which will make it possible to resolve the issue of writing a given spelling.
The question arises in what order these essential features should be considered. When deciding it, you must be guided by the following: first, those essential features of the spelling are considered, the clarification of which, under certain circumstances, may eliminate the need to determine other essential features.
So, when determining the sequence of spelling analysis, the following must be taken into account: first, the identifying feature of the spelling is indicated, then the “selective” feature (or “selective” features), then the “final” feature (or “final” features).
There can only be one identifying feature of an orthogram, for example an unstressed vowel, the sound [n] in a suffix. Therefore, at the identification stage, the sequence of spelling analysis does not need to be established. As for the “selective” and “final” features of the spelling, there may be two or more of them. In this case, at the “selective” and “final” stages it is necessary to find out the sequence of spelling analysis. In this case, one must be guided by the following: first, a sign is determined, the establishment of which can eliminate the need to clarify another sign or other signs.
Explanatory letter.
Explanatory writing helps teach students to use spelling rules.
An explanatory letter is understood as a letter from students with an oral or written explanation of spelling patterns (V.A. Dobromyslov). In the experience of Lipetsk teachers, the oral explanation of spelling immediately before writing a word and during its writing received the name of commented writing. More acceptable, from our point of view, is the term “explanatory letter”.
When performing exercises such as cheating and writing dictations, students explain spellings orally or in writing, i.e. indicate in a certain sequence all the essential features, the totality of which determines the correct spelling (perform a spelling analysis).
When giving a written explanation, conventional abbreviations and underlining are used, which is communicated to students when a sample of the written analysis is given.
Conventional abbreviations and graphic notations allow students to explain in writing all the spellings considered in school, i.e. record mental actions in the process of applying rules according to the schemes proposed by the teacher.
As for the oral explanation of the spelling, it usually represents a coherent statement of the reasoning type. In this case, students’ thinking and speech develop and spelling rules are deeply comprehended.
An oral explanation of the spelling, which is a detailed reasoning in accordance with the spelling analysis scheme, is especially appropriate to carry out immediately after the explanation of the corresponding spelling rule (when students master the detailed reasoning leading to the determination of the desired spelling), during repetition and during work on errors.
The same must be said regarding the written explanation of spelling. However, a written explanation also takes place when the need for detailed reasoning disappears. Students, when determining the spelling, only establish essential phonetic and grammatical features, using conventional abbreviations (see Appendix No.) and underlining. At the same time, a written explanation obliges all schoolchildren to analyze spellings, i.e. learn to apply the rules, and helps the teacher identify errors in the analysis that give rise to incorrect spelling. In the latter case, it is possible, when working on errors and further consolidating spelling rules, to pay attention to what the students have not yet learned and what is the cause of errors.
It is important to emphasize the following: in order for schoolchildren to learn to apply spelling rules, they must, during exercises, explain spellings before writing words that contain the corresponding spellings.
And one more circumstance needs to be paid attention to. It is necessary to train students in explaining spellings during auditory perception of text.
“For spelling purposes,” writes D.N. Bogoyavlensky, - it is absolutely necessary to develop the ability to quickly, in the course of work (for example, when dictating), recognize morphemes and grammatical categories. At the same time, it should be noted that both during dictations and during all kinds of creative written work, the student has to determine all this either by auditory perception of the text or by internal pronunciation of it. Therefore, it seems natural to teach students to perform grammatical analysis by ear during grammar classes.” Algazina N.N. Formation of spelling skills. - M. “Enlightenment”. 1987.
Smaller units than spellings are considered to be identification features of spellings. And large spelling units are spelling rules.
Spelling- this is a spelling in a word and between words that can be depicted by different graphic signs, but only one of them is accepted as correct, i.e. it is a spelling that corresponds to a certain spelling rule.
In order to find spelling patterns in a word, you need to know them identifying marks.
Vowels: – unstressed, after sibilants and C before vowels.
Consonants: - at the end of a word, a group of consonants, N before vowels at the end of a word.
Not denoting sounds (b) – soft consonants.
Non-separating ь – hissing words at the end of words [ca] at the end of verbs.
ъ and ь are separating – the sound [th] after consonants and before vowels [e], [yu], [ya], [e], [u], [a]
Capital letters – the beginning of a sentence, text, the presence of proper names and proper names.
Hyphen – Compound words; consoles some-, in-, in-; suffixes -something, -or, -what; particles -that's it.
A dash (when hyphenated) is the end of the line.
After an identifying feature has been determined by which the spelling can be found, it is necessary to determine what needs to be written in a particular case.
The choice of the correct spelling of words is carried out taking into account morphological, syntactic, phonetic features, word-formation and semantic features of words. All this contributes to the correct choice of letters when writing words.
A spelling rule usually combines 2-3 selection conditions. For example, in the rule about spelling vowels O And e in the suffix of adjectives -ov–(-ev-) their choice depends on the stress (phonetic condition), on the position of the vowel after the sibilant (phonetic condition), on its location in the suffix (word-formation condition). There are three of them in total. The rule is formed in such a way that in suffixes of adjectives after sibilants the letter is written under stress O, unaccented letter - e. For example, penny, hedgehog, guard, shoulder.
Phonetic features of words– this is the position and nature of the phoneme (softness, stressed and unstressed, voiced and unvoiced).
Word formation method– dependence of the spelling check method on its location in the word.
Morphological conditions– indicate the part of speech and its characteristics. For example: duty(noun, 2nd sentence, i.p.).
Syntactic conditions indicate the connection of words, for example: high skill(skill - what kind? – high).
Semantic conditions– determine the meaning of a word or the meaning of a part of a word, for example: sit on the bench, early turn grey, coastal(closeness).