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Analysis of the project and its implementation: Stage 2. Preparatory stage for setting a learning task At this stage, the teacher actually repeats everything that was done in the previous lesson. Moreover, this stage is carried out in the most ineffective form - frontal (children answer one at a time, mostly the teacher records the material being discussed on the board, most children are passive). As you know, the first 7-10 minutes are the most valuable time in a lesson; students are not yet tired, their concentration is maximum. This time is the most productive time for active work, setting or solving a new problem - in this lesson, unfortunately, it is almost wasted. After all, all those conclusions, the repetition of which took about 12 minutes at this stage, could be restored using the words that the children completed in the task at the next stage of the lesson ( elephant - elephants, bream - bream). Apparently unnecessary in this lesson was a discussion of the number of vowels and syllables in a word September, which the children wrote down in notebooks for class work. A lesson of this type should be extremely monolithic and contain only the material that is necessary to solve its problems. Otherwise, there is a big risk of “eroding” the main task being solved in this lesson, an unjustified loss of time, which is subsequently not enough at the end of the key lesson for the most important conclusions. Stage 3. Formulation of the educational task and its solution Despite the indication of the formulation of the lesson objective in the project, in the implementation this lesson It did not sound clear enough why and for what purpose children need to write down so many words and analyze them. The task of this stage is to check which sounds can work in unstressed syllables (after all, in the last lesson, the children discovered that some sounds cannot work in this position). It is good that the children do the work to a certain extent independently (1 student on the board, the rest in the notebook and check each other). However, it is a shame that a very significant part of the work - lists of vowel sounds working under stress and without stress - was not recorded on the board during the lesson. But this is precisely the material on the basis of which children must come to the conclusion that in some positions all sounds work (the entire list of vowel sounds known to children is presented), but not all in other positions. It was precisely because all the vowel sounds were not listed on the board that the main conclusion was not obvious to the children. Regarding the main conclusion, the project itself did not clearly define the main points: “Now let’s take a closer look and answer the following question: “In what position do all the sounds meet (“work”)? (under emphasis). In what position do not all sounds occur (“work”)? (in position without accents). People agreed to call one of these positions strong and the other weak. What position do you think is called strong? (strong is the position in which any sounds can occur). What about a weak position? (positions in which not all sounds are possible).” In fact, it was assumed that children would notice that all sounds work under stress, but not all sounds without stress. Here is the text from the textbook: “What vowel sounds are stressed in these words? And what vowels work in the same words without stress? Write down in one column all the vowel sounds that can occur under stress, and in the second column - the vowel sounds that occur in the unstressed position. Such positions in which any sounds can occur are called strong positions. Positions in which not all sounds are possible are called weak positions.» Thus, in the implementation of the lesson it turned out to be primary that a strong position is a position under stress, and a weak position is without stress. This is, of course, true when it comes to the sign of strong and weak positions for vowel sounds. However, it is clear that such a criterion is not applicable to the concept of strong and weak positions for consonants. The very concept of strong and weak positions (see the definition in the textbook) turned out to be secondary in the lesson, and due to insufficient fixation, not very understandable for children. Stage 4. Reflection stage. This stage was the last in the implementation of the lesson, it was carried out in accordance with the project and is only a fixation of the sign of strong and weak positions for vowel sounds. Brief summary: Of course, this lesson is one of the most difficult in the 2nd grade course. It must be admitted that the difficulties in designing and implementing this lesson are quite typical. And the main difficulty lies in the placement of accents. Naturally, for students (and for the teacher), the foreground is the sign of strong and weak positions for vowel sounds (stress) as a practical guide for further writing (with omission), and the general concept of strong and weak positions, which is a tool for their detection - on the second. The lesson introduces the general concept of strong and weak positions and the sign of these positions for vowels, however, the emphasis is still shifted. Hence the feeling that the main conclusion is being introduced as if in a ready-made form. It is positive that the lesson as a whole is conducted in a fairly active form, students do most of the work independently, check the student’s work at the board, object and ask questions to each other, and formulate their observations. Redesigned course of the lesson based on the results of the discussion of its video recording:
Speech sounds are studied in a branch of linguistics called phonetics. All speech sounds are divided into two groups: vowels and consonants. Vowel sounds can be in strong and weak positions. A strong position is a position under stress, in which the sound is pronounced clearly, for a long time, with greater force and does not require verification, for example: city, earth, greatness. In a weak position (without stress), the sound is pronounced indistinctly, briefly, with less force and requires verification, for example: head, forest, teacher. All six vowel sounds are distinguished under stress. In an unstressed position, instead of [a], [o], [z], other vowel sounds are pronounced in the same part of the word. So, instead of [o], a slightly weakened sound [a] - [vad]a is pronounced, instead of [e] and [a] in unstressed syllables, [ie] is pronounced - a sound intermediate between [i] and [e], for example: [ m"iesta], [h"iesy], [p"iet"brka], [s*ielo]. The alternation of strong and weak positions of vowel sounds in the same part of a word is called positional alternation of sounds. The pronunciation of vowel sounds depends on the syllable in which they are located in relation to the stressed one. In the first pre-stressed syllable, vowel sounds change less, for example: st[o]l - st[a]la. In other unstressed syllables, the vowels change more, and some do not differ at all and in pronunciation approach zero sound, for example^: transported - [p''riev'6s], gardener - [s'davot], water carrier - [v'davbs] (here ъ кь denote an unclear sound, zero sound). The alternation of vowel sounds in strong and weak positions is not reflected in writing, for example: to be surprised is a miracle; in the unstressed position, the letter is written that denotes the stressed sound in this root: to be surprised means “to meet with a marvel (miracle).” This is the leading principle of Russian orthography - morphological, providing for uniform spelling of significant parts of a word - root, prefix, suffix, ending, regardless of position. The designation of unstressed vowels, verified by stress, is subject to the morphological principle. There are 36 consonant sounds in the Russian language. The consonant sounds of the Russian language are those sounds during the formation of which the air encounters some kind of obstacle in the oral cavity; they consist of voice and noise or only noise. In the first case, voiced consonants are formed, in the second - voiceless consonants. Most often, voiced and voiceless consonants form pairs based on voicedness-voicelessness: [b] - [p], [v] - [f], [g] - [k], [d] - [t], [zh] - [ w], [h] - [s]. However, some consonants are only voiceless: [x], [ts], [ch"], [sh] or only voiced: [l], [m], [n], [r], [G]. There are also hard and soft consonants. Most of them form pairs: [b] - [b"], [c] - [c"], [d] - [g"], [d] - [d"], [z] - [z"] , [k] - [k"], [l] - [l"], [m] - [m*], [n] - [n*], [p] - [p"], [r] - [p"], [s] - [s"], [t] - [t"], [f] - [f"], [x] - [x"]. Hard consonants [zh], [sh], [ts] and soft consonants [h"], [t"] do not have paired sounds. In a word, consonant sounds can occupy different positions, that is, the location of the sound among other sounds in the word. A position in which the sound does not change is strong. For a consonant sound, this is the position before the vowel (weak), sonorant (true), before [v] and [v*] (twist). All other positions are weak for consonants. At the same time, the consonant sound changes: the voiced sound in front of the deaf becomes voiceless: hem - [patshyt"]; the deaf before the voiced becomes voiced: request - [prbz"ba]; the voiced one is deafened at the end of the word: oak - [dup]; no sound is pronounced: holiday - [praz"n"ik]; hard before soft can become soft: power - [vlas"t"]. Question No. 14 Speech sounds, when used as part of a syllable, word and phrase, influence each other, undergoing changes. The modification of sounds in the speech chain is called phonetic (sound) processes. Assimilation- this is the likening of one sound to another in the flow of speech, the acquisition of phonetic similarity. For example, if the preceding sound is voiced and the following one is voiceless, then the preceding one may become voiceless; if the preceding sound is hard, and the subsequent one is soft, then the previous one can become soft, etc. In the Russian language, assimilation is observed quite often and variedly: [мълаdoi], but [maloch"ik]. Usually this is incomplete assimilation, in which, despite Despite the similarity of some characteristics, the difference of others is preserved and the identity of interacting sounds does not arise. But complete assimilation also occurs, when interacting sounds become completely identical and often merge into one. Dissimilation- a phenomenon that is the opposite of assimilation: it is the dissimilarity of sounds, i.e. their loss of common phonetic features. Dissimilation is usually characteristic of living, non-standardized, i.e., not ordered by strict rules literary language, speeches. For example, [bonba] instead of bomb, is lost here common feature- labial pronunciation; or [dilekhtor] instead of director, here are two cases of dissimilarity (dissimilation); [kt] turned into [xt], therefore, the general sign of closure was lost, and [p] turned into [l] - the sign of trembling was lost. The main positional phonetic processes are reduction of unstressed vowels, vowel harmony, deafening of voiced consonants at the end of a word, adding or, conversely, dropping sounds at the beginning of a word. Emphasis, accent, highlighting certain units in speech using phonetic means. Usually highlighted syllables, as well as words and phrases. There are differences between verbal stress, tact (syntagmatic) and phrasal stress. These types of stress are associated with the linear structure of the utterance, divided into certain segments. A special type of instruction is logical, associated with semantic emphasis. the most important word offers. Phonetically, U. can be realized by increasing the intensity of the stressed syllable, achieved by increasing muscle tension and increasing exhalation - forceful stress; by changing the pitch of the voice - musical stress; by lengthening the sound - quantitative sound. The most common type of sound is forceful (in Russian, English, French, Polish, Hungarian, Arabic and many other languages). Musical culture is known in a number of languages (Lithuanian, Serbian, Scandinavian, Burmese, Vietnamese, Chinese, Japanese, etc.). Quantitative U. in pure form, probably does not occur, but the duration feature plays an important role in the implementation of other types of U. Accommodation(from lat. accommodation- adaptation) is one of the types of combinatorial changes in sounds, consisting in partial adaptation of the articulations of adjacent consonants and vowels. A. can be progressive or regressive. In the first case, the excursion of the subsequent sound adapts to the recursion of the previous one, in the second case - vice versa. Some languages are characterized by accommodation of vowels with consonants, as, for example, in the Russian language, where the back or middle vowels [a], [o], [у] after soft consonants they become more frontal (rad-row, lot-ice, bow-luk), for others - consonants become vowels, for example, in the Persian language, where before front vowels the consonants are palatalized. Sometimes accommodation is contrasted with coarticulation as a partial overlap of articulation (covers only excursion or recursion of sound) complete (superimposed on all stages of sound articulation). However, these terms are often used as synonyms. The alternation of vowel sounds depends primarily on their position in relation to the stressed syllable. In it, vowels sound most clearly, so the position of the vowel in a stressed syllable is called strong . In the strong position, the following vowels are distinguished: [a] - [dam], [o] - [house], [e] - [em] (letter name), [s] - [smoke], [i] - [im] , [y] – [mind]. In unstressed syllables, vowels are pronounced less clearly, shorter, therefore the position of the vowel in an unstressed syllable is called weak position. Let's compare the pronunciation of root vowels in words run, run, run out. In the first case, the vowel [e] is in a strong position, in a stressed syllable, so it is heard clearly. It cannot be confused with any other. In words run And run out vowels in the root are in a weak position, because the stress shifted to other syllables. We can no longer say that in this case we hear the vowel [e], because its sound weakens, decreases in duration, and its pronunciation approaches [and]. And in the word run out the vowel is pronounced even shorter, losing its main features. This positional change of vowels is called reduction . Reduction is a weakening of the pronunciation of a vowel, associated with a change in its length and sound quality in a weak position. All vowels in unstressed syllables are subject to reduction, but the degree of reduction and its nature are different for different vowels. There are reductions quantitative and qualitative . At quantitative reduction Although the vowels are not pronounced so clearly, losing part of their length (i.e. changing quantitatively), they do not lose their basic quality and do not become completely unclear: n at t - p at type at yours; l And ́ tsa – l And tso - l And forearm; pr s ́ bend - pr s zhok - vypr s bend. High vowels [i], [ы], [у] are subject to quantitative reduction. In any position they are pronounced quite recognizable. At quality reduction The very nature of the sound of vowels changes: they lose their basic quality, becoming practically unrecognizable. Yes, in words get sick And enemies there are no vowels [o] and [a] found in a strong position ([bol`], [vrak]). Instead, a sound similar to a weakened [a] is pronounced, and therefore, it needs its own designation - [L] (a-tent). In a word price the vowel sound in a weak position is similar to both [s] and [e]. In transcription it is designated [ы е] ([ы] with the overtone [е]). If you compare the words painful,quarrel, price, it turns out that the vowels in the roots, being quite far from the stressed syllables, become very short and indistinguishable. In transcription, such a vowel is designated [ъ] (er). (By the way, changes in weak positions depend not only on the distance from the stressed syllable, but also on the position of the vowel after a hard or soft consonant. So, in the same position as hurt, enemies, in a word watch a sound is pronounced, middle between [and] and [e] - [and e], and in the word hourly- sound denoted [ь] (er)). Thus, depending on the position of the vowel in relation to the stressed syllable, 2 types of qualitative reduction are distinguished: they are called the 1st degree of reduction (or 1st weak position) and the 2nd degree of reduction (2nd weak position). 1st degree reduction vowels in the following positions are affected: a) 1st pre-stressed syllable: [пLл`а́] (fields), [trLva] (grass), [p`i so] (nickel), [shy e stand] (sixth); b) 1st uncovered syllable, regardless of distance from the stressed syllable: (one), (lonely), [y e tash] (floor), [s e tLzhy]́ (floors); C) adjacent identical vowels (the so-called “gap” of vowels): [зLLл`е́т`] (become pale), [nLLgLrot] (to the garden). 2nd degree reduction vowels are exposed in other cases: a) 2nd, 3rd, etc. pre-stressed syllable: [karLndash] (pencil), [karandLshy] (pencils), [s`d`ina] (gray hair), [t`l`i e fon] (telephone); b) all stressed syllables: [mаmъ] (Mother), [lozh'k] (spoon), [sea] (sea), [fighting] (we are fighting). Designation in phonetic transcription vowels undergoing qualitative reduction can be schematically represented as follows: Let us remind you that the vowels [i], [s], [y] are not subject to qualitative reduction, therefore in phonetic transcription they will be designated in any position as [i], [s], [y]: [l`is`itsъ] (fox), [k`irp`ich`i] (bricks), [s`in`i`] (blue), [roar] (lever), [growl e zhok] (lever), [bald`] (bald), [corn] (corn). Questions and tasks 1. What determines the positional alternation of vowels? 2. What is reduction? What is it connected with? 3. Name the types of reduction. How are they different? 4. Which vowels are subject to quantitative reduction? 5. What is the essence of qualitative reduction? 6. What is the reason for the existence of two degrees of qualitative reduction? 7. How are vowels of the 1st degree of reduction changed and indicated? vowels of the 2nd degree of reduction? 8. Change the words or select words with the same root so that the vowels in the strong position first appear in the 1st weak position, and then in the 2nd weak position: house, six, king, stretches, whole, dark. 9. Determine the positions of vowel sounds. Transcribe the words. Divide them into syllables: watery, carefree, gear, phenomenon, frozen, holiday, language, happiness, station, forget-me-not. 10. What phonetic phenomenon underlies the appearance of homophones: company - campaign, dedicate - dedicate, awl - awl, caress - rinse, purity - frequency? Transcribe the words. 11. Read the words. Write them down in letters: [l`ul`k], [y`i e ntar`], [r`i e shen`i`y], [b`i e r`osk], [y`i e sh`:o], [razr`i e d`it`], [tsy e poch`k], [pаdrLzhat`]. Is only one type of letter writing possible in all cases? 12. Transcribe text1. Indicate cases of quantitative and qualitative reduction. Give full description vowel sounds in underlined words. One day Dunno was walking around the city and wandered into a field. There wasn't a soul around. At this time was flying cockchafer. He I'll go blind ran into Dunno and hit him on the back of the head. Shorty rolled head over heels to the ground. The beetle immediately flew away and disappeared into the distance. Dunno jumped up, began to look around and see who hit him. But there was no one around. Coursework on the topic: “Root spellings. Spelling of unstressed vowels at the root of the word.” Work completed: Davydova Nadezhda Nikolaevna, teacher primary classes school number 1446 North-Eastern Administrative District. Moscow 2012 If a sound is pronounced and heard clearly and can be meaningful, then it is in a strong position. The strong position for vowel phonemes is their position under stress. It is in this position that five vowel phonemes are distinguished: (i), (e), (o), (a), (u). For example: salt - (o), rivers - (e), crushed - (a). Stressed vowels are affected by preceding and following consonants. ny, and therefore strong vowel phonemes appear in their different allophones. Such an impact is expressed in various kinds of movement of vowels across the formation zone or in the acquisition of a tense, closed character by the vowel. Unstressed positions are weak for vowel phonemes. Weak vowel phonemes appear in these positions. In this case, it is necessary to distinguish between the weak vowel phonemes of the first pre-stressed syllable and the weak vowel phonemes of the remaining unstressed syllables, since they are characterized by a different composition of allophones. Let's compare the weak vowel phonemes (o), (e), (a) in the first pre-stressed syllable: glass (st^kan), home (d^my), nickel (p'ietak). From the comparison it is clear that the weak vowel phoneme implements xia in the allophone (^) after a hard consonant and in the allophone (ie) - after a soft consonant. So Thus, the vowels (^) and (ie) are allophones of one weak vowel phoneme. The procedure for determining the main variant of a vowel phoneme:
For example: (dragoy) - (d'or'k), on (v'i e tr'u) - (v'e't'r), (str^na) - (str'anna). Although children's classrooms are constantly working to improve children's literacy, it cannot be said that they never break spelling rules. This is especially true for unstressed vowels of the root, verified by stress; windows- meanings of nouns; not with various parts speeches; verb endings. There is also a paradoxical fact that errors increase after learning the rule, although before that the situation was prosperous. Let's try to determine the main reasons for spelling errors that schoolchildren make.
First of all, it is necessary to determine the range of issues related to the spelling literacy of schoolchildren. The concept of spelling literacy should reflect the ability of students to write independently or under dictation in accordance with program requirements, subject to the possibility of checking what they have written by anyone in an accessible way: use textbook rules and algorithms, dictionaries and reference books, seek help from classmates and the teacher. The concept of spelling literacy should reflect the ability of students to write independently or under dictation in accordance with program requirements, subject to the possibility of checking what they have written in any available way: using textbook rules and algorithms, dictionaries and reference books, seeking help from classmates and the teacher. We must strive not to achieve absolute literacy, which is observed more as an exception than as a rule, but to potential literacy, i.e., one whose basis is spelling ability. It includes the ability to observe the linguistic facts of written speech, is characterized by the degree of confidence and doubt when writing, the desire and the realized possibility of proactively checking “difficult” words. Speech skill at this level is determined by the presence of orthographic experience (knowledge + intuition) and orthographic action (a set of operations adequate to language norms). Research by psychologists and didactics shows that the process of mastering literacy causes the formation of the most important intellectual skill necessary for a person in his professional activity - the ability of self-control. The general educational skill of self-control is the most important factor increasing the spelling literacy of schoolchildren. The formation of spelling skills should be considered in two interrelated plans: 1.) developing the ability of schoolchildren to compare oral and written speech and choose correct option writing in conditions of strong phonetic interference between the writer and the dictator; 2) equipping students with rational techniques for learning and applying spelling rules within a tight time frame. A Russian language teacher needs to know and be able to reduce sound interference. 1. He himself turns out to be the source of such interference. When reading the text of a dictation, the teacher draws students' attention to the sound side of speech to the detriment of the graphic side. 2. Each student, following the teacher, internally (“to himself”) repeats the text. The sound rather than the graphic form of speech is fixed in consciousness for the second time. 3. Serious interference occurs when translating the audio form of speech into a graphic form under an extremely strict time limit: the student needs to know the spelling rules, remember the one that is in at the moment it is necessary to have time to apply it. 4. Writing during dictation is also complicated by constant memory tension: the student must remember the text all the time, grasping it when the teacher reads it, and try to keep up with writing. 5. The main type of exercise, which involves placing the necessary letters instead of dots, does not prevent phonetic interference. This exercise is artificial in nature, since in speech practice a person deals with the translation of the audio form of speech into a graphic form in conditions of constant sound interference. A system of measures should be developed to weaken the influence of phonetic interference when choosing the correct spelling. First, the teacher weakens the internal interference that is associated with the translation of the student’s oral form of speech into its graphic equivalent. The first recording of a word that a student makes should be made based on a graphic image. The teacher shows and explains cases of discrepancy between the phonetic and graphic forms of a word, and also teaches the technique of orthographic pronunciation. Gradual mastery of error-free writing. Copying text, Spelling pronunciation and spelling analysis Every student should be able to copy text without errors. primary school. From the very first days of school, a vocabulary teacher teaching in the fifth grade checks whether all students have mastered this skill. The text is offered without missing letters. The only task is to write it down without errors. The work is assessed as excellent if it contains no errors, and unsatisfactory if it has at least one error. The ability to pronounce the text is also tested, that is, to pronounce words as they are written. Speaking precedes the writing process. Students who make mistakes when cheating continue training until they master error-free cheating. Along with simple copying, the dictionary offers cheating with spelling analysis. In this case, the student chooses the text from a number proposed by the teacher. Here the needs, inclinations, and interests of each student are fully taken into account and the adverse impact of monotonous activities on his psyche is reduced. At the same time, the diverse cognitive interests of boys and girls can be taken into account. Already at this stage, the teacher can indicate spelling patterns that are difficult for each student, which will provide an individual approach to preventing spelling errors. Let's consider the options for tasks that can be offered to students for independent work. 1. When copying, rely on spelling pronunciation. Do a spelling analysis of the selected spellings. All night it rustled and made noise, Whispered, went into the darkness, Flowed, broke, rustled And wanted to tell me something To the sound of the rain, to the sound of the rain. And it seemed to me that someone, strictly counting the days that had passed away, stood at the dark threshold, irresistible, like alarm, To the sound of the rain, to the sound of the rain. The dawn flared up misty, and begging and shaming, And I tried to understand him, I fell asleep and woke up To the sound of the rain, to the sound of the rain. (Sunday Christmas Day.) 2. Do a spelling analysis of the selected spellings. Encrypt “difficult” words, for example: dog - s..baka or s (o/a) tank. The assessment will be given after you write a vocabulary dictation based on the words you encrypted. Every hour and a half in our country a child dies under the wheels of a car. Every year the road takes the lives of several thousand children and injures and maims several tens of thousands. A boy died on the street of a Japanese city. No, he (didn’t) break the rules: he waited for the green light, raised his hand, as is customary in this country for children, and ran across the pedestrian crossing. At that moment, the boy was hit by a car... The injuries turned out to be too severe, and the last words of the boy, when he came to his senses before his death, were: “But I kept my hand raised, so why was he driving at me?!” The conclusion of the author of the article in the magazine where this case is described will seem unexpected to us: educating the child in the family and at school was completely wrong! It’s not enough to follow the rules, you need to be able to make sure there are no real danger, look around the street and assess the situation. An analysis of hundreds of cases of children on the roads showed that almost all of them - 95 percent - occur in just 30 repeating situations that can be recognized and foreseen. Among the many habits necessary for the road, the main one is the ability to foresee the possible appearance of a previously hidden danger. A child who has such a habit, automatically, without thinking about it specifically, perceives any object that prevents him from inspecting the road as a “hiding object.” He’ll pause and look, “What’s that...?” What an elementary habit, you say. And you'll be right. The trouble is that our children do not have this habit... And as a result, the absence of this habit is associated with accidents in 15 situations - “limited view traps”, including running out in front of a bus standing at a bus stop (about 700 fatalities every year ), behind a standing tram (about 300 deaths annually). (From newspapers.) Preparation of self-dictations. The next stage is the preparation of self-dictations. Students are offered the following tasks, for example. 1. Find all the studied spellings. Perform a spelling analysis of these words. Encrypt them for self-dictation. Remember that the mark will be given only if you write the vocabulary dictation without errors. Ancient armored personnel carrier Ancient chronicles report that the Mongol commander Subudai Bagatur during the campaigns of Genghis Khan and Batu rested in a special arrow-proof metal carriage. During excavations near the South Korean city of Busan, Japanese archaeologists recently discovered a two-wheeled enclosed metal chariot described as similar to an old Mongolian "armored personnel carrier." Chemical analysis The metal showed that it was alloyed steel with the addition of tungsten and molybdenum. Its casing is strong enough: even a rifle shot cannot penetrate it. (From magazines.) The teacher can also use texts to complete individual tasks, for example, for the first text a task on vocabulary is created, in the second one he is asked to write numbers in words, after reading the third one he is asked to talk about the adjective as a part of speech, supporting the message with examples from the text. Punctuation and syntactic tasks may be proposed. 2. Insert the missing letters instead of the dots. Do a spelling analysis. Prepare a self-dictation card using these spellings. The work is assessed after writing the self-dictation. Electric...ka A girl with a pussy sat in an electric train. Next to her is a nurse in a pink beret.., a grandmother with a basket, and in a basket.. - a cat. Fat boy with a book. Everything is chewing k..vri(f/w)ku. The Station..ya Uskovo, the Station..ya (F/f) abrich..naya, the Station..ya (P/p) Erovo flow by - Gray buildings, Gray names. A girl with a pussy says to her fellow traveler: “How boring is this electric train! I wish I could drive past the Station.. and (V/v) atrushka, From the platform (S/s) Vinkino TO THE STOP..NOVK.. (H/x) ryushka!” And funny s.s.d.. In a pink beret... Sprayed into my face Grandmother with a basket The boy forgot About St.yu k..vri (f/w) ku, Ex..people lived Newspapers and v..zanye, They began to think New names. What a laugh it was! And after a minute The train was moving (On) the new route: With stop..new.. (M/m) arm..la (t/d) To the platform (L/l) ..monad. And from the station..and (P/p)odushka Up to the platform (R/R) folding bed! Speaks to his neighbors Fat toddler: “Soon we will go... At the station..yu (A/a) rbu..!” Fun s.sedk..: “Stan..I’m (B/b) heretical!” The boy says: “Stan..I (K/k) ..lie (f/w) ka!” And the important dad said: “Stop station (Sh/sh) blooper!” (V. Ivanova.) If you have difficulty writing a self-dictation, you can turn to a spelling dictionary, textbook rules, for help from friends, a teacher, or to a version prepared at home. It is possible for children to work together in pairs (within the table). “Difficult” words are written in workbook and in the dictionary. Repeated recording of a difficult word under conditions of positive motivation enhances the effect of consciousness control with the participation of the most active analyzers - visual and kinetic. This weakens the effect of the auditory analyzer, which in this case acts as an obstacle. Transferring students to visual and motor levels of control turns out to be the most economical and effective means of developing spelling skills. Recorded texts for self-dictation can be accumulated in the Russian language classroom. They can be repeatedly offered to test the developed spelling skill. In this way, the “bank” of didactic materials is constantly replenished. Students select and prepare texts for dictation themselves. At the same time, the cognitive interests of schoolchildren are taken into account. Thematic selections of texts are possible. Development of interdicts. To do this, it is necessary that schoolchildren master some techniques of joint learning activities. Special texts are prepared for working in pairs. Students are asked to explain the spelling of the highlighted letters; think about which letters are missing; you don’t need to insert them. I. Not I. (Not) in a hurry in the rain “What does a person do when the pouring rain finds him on the streets... wonders ama “Rican popular science magazine “Discovery.” “As right..lo, he’s trying to get to the nearest shelter as quickly as possible.” And this, the magazine writes, is (not) easy to do. It turns out that the faster you run, the faster you will get wet. Physicists came to this conclusion by calculating how many drops fall on a running and walking person. If you get caught in the rain, walk at a calm pace and you will get wet less - this is the conclusion of the study. II. Treasure on ter/zhtori.. Kr..mlya For centuries, the legendary Borovitsky Hill has attracted treasure seekers. But today the treasure of the ancient Moscow Castle, which had been kept since the time of Batu’s invasion, was returned. Carrying out earthworks in the areas where the eastern defensive line of the ancient fortress, besieged by the hordes of Batu, passed, the builders stumbled upon a site of urban development of those years. When examining it, archaeologists discovered at a depth of six meters a wooden casket decorated with metal plaques. sleep under the rain..wait “What does a man do when torrential rain stops him on the street? - asks the American popular science magazine “Discovery”. “As a rule, he tries ... to run to the nearest shelter as quickly as possible.” And this, the magazine writes, is not necessary. It turns out that the faster you press, the faster you get wet. Physicists came to this conclusion by calculating how many drops fall on a running and walking person. If you get caught in the rain, walk at a leisurely pace, and you will get less wet - this is the conclusion of the study. II. Kla.. on the territory of the Kremlin (In) over the centuries there have been treasure seekers... Borovitsky Hill, covered with legends. But today the land of the ancient Moscow Kremlin has returned to the land... which it had kept since the time of Batu’s invasion. Conducting earthworks in places where the passage..passed into the..s..defensive line ancient fortress, condemned by the hordes of Batu, the builders stumbled upon a site of urban development... of those years. When examining it, archaeologists discovered a wooden chessboard decorated with metallic plaques at the six-MoTrovaya depth. It is easy to notice that each student is preparing to explain those spellings that his friend has missed. Errors in this case are excluded. During joint learning activities, schoolchildren explain to each other the spelling of missing letters or check each other's work, finding out Knowledge of the rules governing the spelling of missing letters. The results of such joint activities are monitored using an overhead projector: a vocabulary or dictation is offered, including words with missing letters. An excellent mark is given if each student in the pair completed the work without errors. When writing a dictation, students can turn to each other for help. This creates a sense of responsibility not only for the quality of one’s work, but also for the results of one’s friend. Gradually, the teacher instructs students to prepare texts for the student’s interdictations. First, for those who cope with self-dictations without errors. These guys become teaching assistants. They select texts from newspapers and magazines, encrypt them in accordance with the instructions of the teacher; offer cards with tasks to their friend, and then check and evaluate the work. The teacher controls the activities of both. If the examiner does not follow the teacher’s instructions or misses a friend’s mistakes, then he is temporarily deprived of the right to prepare the text for the interdict. He is forced to carry out the tasks of other students. This approach supports healthy competition between the guys: everyone wants not to complete the task prepared by the other, but to cook it themselves and test the other. This stage of joint activity of schoolchildren should be long-lasting. All students must master the ability to find studied spellings in a text, encrypt them, write self- and mutual dictations without errors, and check the work of their comrades. The development of texts and tasks for interdictation is of particular interest to boys, who, as a rule, do not like tasks according to the established pattern. To maintain the achieved level of spelling literacy when working with encrypted texts, the teacher can use various reminders for students. To write without errors. 1. Learn to copy any text without errors. Remember that the spelling very rarely matches the pronunciation. Try to justify the choice of one letter or another, check according to the rule. Carry out a spelling analysis. 2. When reading newspapers, magazines, school textbooks, look for examples of the learned rule or words in which you previously made mistakes. Explain the spelling of these words, write them down in the “Difficult Words” dictionary, doing a spelling analysis (v..d (e/i/ya) noy - water - water): 3. Encrypt these words for self-dictation. 4. The next day, write down these words, choosing the correct spelling. If you have any difficulty, refer to the rule you learned or the dictionary. And only after that check using the unencrypted version. 5. Constantly copy out short texts (excerpts) from school textbooks, works you are studying, newspapers, magazines, and prepare for self- and mutual dictation. Students who choose this method of developing spelling skills are exempt from other homework. The teacher can constantly monitor the children using individual cards. Perhaps, only now can we move on to regular dictations conducted by the teacher, since the children have learned to compare oral and written forms of speech, to write without errors in the face of their own sound interference. Systematic and consistent work begins to overcome the sound interference of the dictator. New look activities should not differ greatly from the already familiar preparation. The teacher warns students that they are starting to write down a text from dictation, that errors may appear, but they must try to have as few errors as possible. The text of the individual warning dictation is given for homework. Each student chooses a convenient way of working with the text: 1) copies the entire text; 2) writes down those words that he considers “difficult”: 3) conducts a spelling analysis with “difficult” words; 4) writes down on a separate piece of paper the number of “difficult” words determined by the teacher; this sheet can be used when writing a dictation. The teacher can underline “difficult” spellings, and later encrypt them (known, with (ь/ъ) is). Students receive an assignment for the text: prepare for the dictation in class, make sure you are prepared using the self-control sheet. Let's give an example. Three “gray robbers” We will talk about three “gray robbers” who are now thriving at the expense of man. They are united by high “rational” activity, the ability to adapt to a person, including easily escaping persecution. For many years there has been a fight against the wolf and the gray rat - pasyuk. And the end of this war is (not) in sight. There are only temporary reliefs. The third robber is the gray crow. This is a relatively young Sinanthropus - this is the name given to animals that exist around humans and at their expense..t. In the last decade, the ...rona (not) has adapted poorly; its numbers (not) usually grow. The gray crown is quickly taking over the urban environment. In green suburban areas, it destroys the nests of songbirds, kills young starlings, blackbirds and squirrels, deadening our gardens and parks. The wolf is also gray and, perhaps, the most generally recognized “robber”. The history of the fight with him is much shorter than the history of his relationship with the person. The destruction by people of natural food - wild ungulates - turned the wolf into a consumer of livestock and determined a long-term war with the predator and its destruction in many countries. (146 words) Control sheet. Test yourself. Rewrite by inserting or selecting the necessary letters. If you have any difficulties, check the text and perform a spelling analysis of difficult words. Speech,., prosperous, count..t, about (b/b) unit (i/e) t, ra (s/ss) convenient, pr.khposable (e/i) to be , w..dit, pr..trace (o/s) vaniye, in..is, super.., temporary, relief, comparatively, young, with (i/e) nantrop, existing, last, for ten..years, pr..was able..was, r.htet, masters..is, green..y, ruins..t, kills..is, sq..rtsov, etc. ..heal, die..death. Before the dictation, students hand in the blanks, and leave the self-control sheets (those with “difficult” words) in order to avoid mistakes in “difficult” words when writing the dictation. For the first dictation, you can allow the children to bring sheets of paper with a record of any number of words of the dictation in order to reduce the risk of mistakes, maintain confidence in their abilities, and not weaken interest in the work. If a student has doubts about the spelling of a word, and it is not among those written out, he should be allowed to look at it. spelling dictionary or even give a hint. The teenager writes this word not only in the dictation, but also in the sheet of “difficult” words. These sheets are submitted for checking along with the dictation. Checking the dictation is preparation for further work. 1. If the text is written without errors, the work is scored five points. 2. Students’ preparation for dictation is analyzed: who copied the entire text, who wrote down “difficult” words and performed a spelling analysis. 3. A list of “difficult” words is compiled for schoolchildren’s individual work. The students helped the teacher in selecting these words. These are those that each of the children wrote down before the dictation on a self-control sheet, as well as those words whose spelling was specified in the dictionary during the dictation. Gradually, the range of such words for each student will be determined, and spelling work will cease to be spontaneous. At the next stage preliminary work with the text of the upcoming dictation, it is also offered to students for homework. However, you cannot copy the text. You can only perform a spelling analysis of “difficult” words and prepare a self-control sheet with a number of words determined by the teacher. The teacher checks the children's home preparation for the dictation and a self-control sheet. An excellent grade is given to a student only if he did not use a hint, did not use a control sheet when writing, and wrote the dictation without errors. In case of doubt, the student can skip a letter, check it in a dictionary after the dictation, or refer to the textbook rule. When students' literacy increases significantly and they acquire sufficiently strong skills in preliminary work with the dictation text, you can limit yourself to preliminary acquaintance with it 10 minutes before writing the auditory dictation. In this case, the student is allowed to write down 5-6 “difficult” words on a self-control sheet and use it during the dictation. It is necessary to gradually lead schoolchildren to refuse to write out words, but still allow them to use a certain amount once spelling dictionary. In this case, the student checks what is written in the dictionary, writes down the “difficult” word on the control sheet and writes it down in a notebook. At the end of the dictation, students hand in notebooks with dictation and checklists that will help the teacher outline individual work to prevent spelling errors. It is necessary to develop and support in schoolchildren the desire to constantly check themselves in the dictionary, which “will help create conditions for self-education. Suitable for control dictations Allow the children to use a spelling dictionary so that the risk of mistakes is completely eliminated and the student develops a sense of rejection of mistakes. When assessing such a dictation, take into account the children's reference to the dictionary and lower the mark based on those criteria that are optimal for this class. Ask strictly for mistakes. The student should know that he should only write correctly, check in any way (you can ask classmates or a teacher for help), and submit only fully checked work, since a mistake is easier to prevent than to correct. Checking the dictation by the teacher should stimulate independent search activity in schoolchildren, form stable cognitive interests, and a sense of responsibility for the quality of the work performed. A variety of testing methods should ensure variability in the educational activities of schoolchildren, which implements an individual approach. I. Normal way checks. The teacher corrects the incorrect spelling, underlines the spelling and places the corresponding icon in the margins. At this stage, working on mistakes does not present any particular difficulties for the student: it is impossible to repeat the error, the student can only perform a spelling analysis, remembering necessary rule and selecting the necessary examples. In this case, students’ work on mistakes is stimulated by systematic vocabulary dictations “Following the Trail of Errors.” II. Unconventional verification methods. 1. The teacher does not correct incorrect spelling, but only underlines the spelling and puts in the margins the letter that should be written. This type of recording requires more complex independent activity from the student and allows the correct spelling to be imprinted in memory: you need to mentally transfer the letter into a word, which will allow you to remember the correct spelling. Then the student performs a spelling analysis. 2. The teacher does not mark errors in the word, but only puts the corresponding icon in the margin next to the line where the error was made. This option turns out to be quite difficult: schoolchildren often do not find the place of the incorrect spelling. Some children should be helped: the numbers of spelling patterns or textbook pages with the rule are placed in the margins, and all incorrectly spelled words are underlined in the text. It is necessary to gradually transfer students to more difficult level independent work, which requires spelling vigilance: finding a word with an error, correcting it and spelling analysis. 3. Errors are not marked in any way, and at the end of the dictation the total number or types of spellings is indicated. The student can refer to the rules corresponding to these spellings and repeat the search for incorrectly spelled words. At this stage, the teacher writes down all the student’s mistakes on a control sheet (card): a) without missing letters, b) encrypted in any way (c..yes, c..yes). Using the proposed card, students correct errors in the text and then conduct a spelling analysis. These words should also be written down by schoolchildren in the Difficult Words dictionary. Based on such work, the teacher should create vocabulary dictations and conduct them regularly. At all stages of error correction and prevention, joint activities of students can be organized, in which the individual capabilities of each student in preventing errors are strengthened and interest in this type of work is strengthened. Individual preventive dictation is a system of measures aimed at preventing students’ spelling (and punctuation) errors. A high level of literacy among schoolchildren can be achieved under conditions of an individual approach, when not only typical, but also individual errors and the reasons for their occurrence are prevented. Each student should keep a sheet (notebook) of “difficult” words and regularly create vocabulary self-dictations for themselves in order to ensure the maximum possible number of spellings of these words. At the same time, error-free writing should be encouraged and the desire to check what has been written in any available way, for example, you can reduce the volume homework or abandon it altogether, you can also transfer some students to teacher assistants to monitor and evaluate performance various works students of the class. Of course, these teenagers must constantly confirm the achieved level of literacy, and for this they should regularly (once a week) offer them cards with individual tasks on spelling and grammar. Students who fail to complete the assignments will be transferred back to normal working conditions. Thus, the group of teaching assistants will be mobile, and getting into it will be competitive. In this way, students will develop a sense of responsibility for the results of their work, maintain a healthy spirit of competition, captivating boys and girls and ensuring sustainable cognitive interest in the subject. Working with the proposed system significantly improves students' literacy. And many of them master almost error-free writing. Practical work. In my work with children, first of all, I rely on expanding their vocabulary, as well as on various exercises aimed at developing spelling vigilance. Very important point When working with spelling patterns, constant and systematic work in this direction is essential. For example, at the beginning of the lesson you can offer a number of words, after reading which you need to compare them, find a common spelling, name the topic of the lesson. For example: soft, wall, howling, sharp, pouring. 2. Divide words into parts, depending on spelling. 3. Formulate the topic of the lesson on the largest number words and Spelling in these words. Work on vocabulary is carried out from the first minutes of the Russian language lesson at the stage of penmanship. For example: g k ga ik ge ka 2. Make up words that begin with these letters and syllables. (Russian language 1st grade). Working on cognate words in more simple version starts from the first grade. For example: The crow missed the crow. 2. Explain how words in a tongue twister are similar. 3. Come up with a chain of similar words. Already from the first grade are given vocabulary words, which can be partially verified by selecting cognates related words. For example: morko. .b, p.. rot, thief.. hit, v.. rona, etc.. Task: 1. Select test words in which the letters you are looking for will be clearly audible. Similar work is carried out in subsequent lessons; it becomes a habit for children; they gradually develop the need to select related words and make comparisons based on the similarity of sound: For example: Kitten - cat, cat; The girl has a braid - braids; wear – wears, they wear; skating rink - rolling; thin - thin; The rope is thick - the thread is thin; young - young - young; milk – milk soup, etc. It is very important at the very first stage of learning the Russian language to introduce the rule of spelling words when writing them down, especially those words that cannot be verified using related words. By pronouncing, children learn the letter composition of endings. The rule about zhi, shi intersects with the verification of unstressed vowels: there are often cases when students write in these combinations and instead of e -, ... (as if according to the rule). In these cases, it is necessary to apply the method of checking using stress: yellow, rustling, whispering; the last word is checked in the dictionary. Schoolchildren must remember that in combinations zhi, shi is opposed only to the sound [s]. Errors on zhi, shi, cha, sha, chu, schu are very stable. Therefore, it is recommended to systematically, approximately once every two weeks, repeat both the rule and the practical solution to the problem (orally or in writing). For example: The mouse says to Murka: Well, then let's play blind man's buff. Blindfold your eyes with a scarf And catch me later. (S. Marshak) Task: find words in the texts with combinations shi, zhi, cha, chu. On the topic “Spelling zhi, shi, cha, shcha, chu, shchu”, in the post-ABC period, a general lesson is held, in which the rules are repeated, and the rules developed over the course of two are checked. three months spelling vigilance - the ability to quickly and accurately detect these combinations in the text and in words, a spelling analysis of 10 - 20 words is carried out with the combinations zhi, shi, cha, shcha, chu, shchu (orally), a few words and a small sentence are written down. Emphasis. This topic is very important for mastering the spelling topic that runs through the entire spelling course: spelling unstressed vowels in the root of a word, in a prefix, in a suffix, in an ending. The success of testing unstressed vowels depends primarily on the ability to hear stress and detect unstressed vowel sounds. For example: 1. Teacher demonstration - the teacher pronounces the word syllable by syllable, the children repeat after the teacher. 2. Observation of the movement of the speech organs: there are as many syllables in a word as the number of times the mouth opens, i.e., the lower jaw drops. 3. Division into syllables according to the number of vowels in a word. For example: 1. Pronounce words with emphasis on the stressed syllable. 2. Find unstressed vowels in words. 3. Spell the words (as we write them), then pronounce them Orthoepic, according to literary standards(as we say). To increase the level of children's knowledge, not only children's reading techniques are systematically checked, but also the volume and content of books read. A direct pattern can be drawn: children who read a lot make much fewer spelling errors than children who read little.
Russian language. Collection of exercises and dictations: For schoolchildren Art. classes and entering universities/LLC "Publishing house "World and Education", 2007.
Spelling in primary school: Guidelines to all topics of Russian language programs.- Tula: LLC “Publishing house “Rodnichok”; M. LLC "Publishing House Astrel", LLC "Publishing House AST", 2001. - 256 pp. - (Teacher's Library).
In-depth study of the Russian language: Book. For the teacher: From work experience. - M.: Education, 1996. - 271 pp.: ill. - ISBN 5-09-005973-X.
Vocabulary work in primary grades: A teacher's manual. - M.: Gummanit. Ed. VLADOS Center, 2004.- 96 p.- (B-ka teachers of primary school).
Methods of teaching Russian in primary school: Textbook for pedagogical students. Inst. on special. No. 2121 “Pedagogy and methods of primary education” / M.R. Lvov, T.G. Ramzaeva, N.N. Svetlovskaya.- 2nd ed., revised.- M.: Education, 1987.- 415 p. |
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