Speech therapy portal / Beginners / How to underline spelling (underline vowel and consonant letters, signs). Spelling grid for elementary school course Spelling 1 examples

How to underline spelling (underline vowel and consonant letters, signs). Spelling grid for elementary school course Spelling 1 examples

09.09.2021

Dear adults! You probably don't want to:

1) do Russian lessons and assignments with your child up to grade 11;

2) despite 5 hours of Russian a week - to get your own illiterate child (the wrong teacher, whom you scolded so much, will remain in school, and you will live with an illiterate member of the family);

3) on each of these 5 days (when the Russian language is on the schedule), expect a “grade” (and there are more than 30 academic weeks in a year. Multiply by all years of study. Very stressful);

4) have big problems with the GIA (exam in Russian, which is taken at the end of the ninth grade. And time flies, believe me, very quickly);

5) have big problems with the USE (I don't even explain about the USE).

All of this CANNOT BE AVOIDED

if your child

DOESN'T LEARN TO SEE SPELLS.

Spelling is a "dangerous" place in a word. For example, there are no spelling in the word MAMA. As we hear - so we write. And in the word WATER - it is not clear how to spell WATER or WADA.

And do not forget that if you personally understand this, then your child has yet to understand all this. And your usual explanations for the kid, like:

And what is there incomprehensible to you? The hedgehog (hare, ram, giraffe) is understandable!

Where did you go like that?

Since you are so stupid, I’ll take the tablet (I won’t let you watch the cartoon, I won’t let you walk, you’ll stand in the corner)

And what do they teach you at school?

All your similar explanations (I gave a very incomplete list) will not help. And what do they teach in school? Learn to highlight spelling. And this is necessary first of all for you and your child. The teacher herself is already quite literate, and she will not pass the GIA with the USE, as your child will soon.

Therefore, trust your teacher and make sure that your child does not forget to highlight spelling in homework.

And another very important thing. Those spellings that the child goes through from the first grade - they ALL ARE in the GIA and USE.

In the first grade, Russian lessons take a little over a couple of months. During this time, at least 10 spellings are passed in ANY PROGRAM IN RUSSIAN. Of course, they will be fixed hundreds of times more in the second grade. But in the second grade, new spellings will appear. And so with each next class. Therefore, you cannot run. Not at all.

Especially advanced parents - "users" of the Russian language can read an appeal to teachers, which explains the method of finding spelling.

MANDATORY Parsing of spelling. FIRST GRADE

For teachers

To achieve practically absolute literacy, the teacher must, starting from the first grade, plan the lessons of the Russian language so that at EACH LESSON several sentences are spoken by the CHILDREN IN A CHAIN IN ALL SPELLS.

If you do not start pronouncing spelling from the very BEGINNING of the 1st grade, then in the 2nd, and even more so in the 3rd and 4th grades, teach children to SEE ALL SPELLS, which means it will be very difficult to AVOID ERRORS, and the children will just write at random.

Below is a sample dictation for the end of the first grade. There are 20 words in the dictation. Of these, there are only 2 words WITHOUT ORTHOGRAM. IN ALL other words, CHILDREN SHOULD BE TEACHED TO SEE AND SPOT SPELLS. And even such a small dictation is "enough" to work along the chain for at least 31 people in the class.

If there are more children (or there are fewer orthograms in another dictation), then you can, for example, suggest children to return to words with the spelling "checked unstressed vowel at the root of the word" or "paired consonant in a weak position" and offer to come up with other test words.

At first, it takes even more time for children to pronounce all the spelling than to write a dictation. But doing this kind of work in the lesson SYSTEMATICALLY, children not only find spelling faster (which means they understand "dangerous" places), but also begin to write much more literately.

Each class has its own weak points. Therefore, the list of detailed pronunciation can be expanded. For the first grade, this is both an indicator of the softness of a consonant with vowels, and the spelling of Y, and word wrap, and much more - at the discretion of the teacher.

At first, it is better to give the child an asterisk, a sticker, etc. for finding EACH SPELLING, ITS SPELLING AND CHECKING. So that the process of finding such an important spelling will turn into an exciting game.

List of required spelling first class

to be spoken IN EVERY WORD

Big letter at the beginning of a sentence.
Proper names.
Combinations ZHI-SHI, CHA-SHCHA, CHU-SHCHU.
The soft sign is an indicator of softness.
Separating soft mark *.
Combinations of CHK-CHN.
Checked unstressed vowels at the root of the word.
Unchecked unstressed vowels at the root of a word (dictionary words).
Paired consonants in a weak position (doubtful consonants) at the end of a word.
Paired consonants in a weak position (doubtful consonants) at the end and middle of a word. *
Proper names.
Prepositions.

* Separating soft mark is not passed in all first grade programs.

* Paired consonants in a weak position (questionable consonants) at the end and middle of a word are not traced in all first grade programs.

A few words about writing a dictation

THE WORDS IN THE DICTANT IN THE FIRST CLASS CHILDREN WRITE DOWN, MANDATORY SPEECHING THEM IN LIPES OR WHISPERING.
WHEN WRITING, ALL SPELLS ARE HIGHLIGHTED WITH A GREEN PEN.
IF YOU WANT TO ACHIEVE ONE HUNDRED LITERACY, THEN MINI DICTANTS SHOULD BE WRITTEN IN THE CLASS EVERY DAY. AT LEAST 2 OFFERS OF 3 WORDS EACH. BUT WRITING EVEN SUCH MICRODICTANT EVERY DAY.

Dictation.

Masha and I are going for a walk in the thicket. Lilies of the valley are blooming. Here is a spiny hedgehog running fast. Fluffy mice squeak *. Birds build * nests. (20 words)

Sample Classroom Conversation

We
WITH
Masha- we write with a capital letter. Spelling - the proper name is written with a capital letter.
Let's go- no spelling.
Walking b- spelling - soft sign - an indicator of softness.
V is a pretext. Hence, it is written separately from the word.
Often schu- cha we write with A. Spelling - combinations are often written with the letter A.
Cha shu- chu we write with U. Spelling - combinations chu-schu are written with the letter U.
.
Ts vetut- we write with a capital letter. Spelling - the beginning of a sentence is capitalized.
Color e here- spelling - a checked unstressed vowel at the root of the word. Check word COLOR.
Landa shi
. - A full stop is put at the end of the sentence.
Here- we write with a capital letter. Spelling - the beginning of a sentence is capitalized.
Fast O- a dictionary word. Written FAST O.
B e lives- spelling - a checked unstressed vowel at the root of the word. The check word RUN.
Be zh t- we write with I. Spelling - combinations of zhi-shi are written with the letter I.
TO oh dear- spelling - a checked unstressed vowel at the root of the word. The check word UKOL.
Yo f- spelling - paired consonant in a weak position. The check word Hedgehog.
. - A full stop is put at the end of the sentence.
P looking for- we write with a capital letter. Spelling - the beginning of a sentence is capitalized.
NS and sht- spelling - a checked unstressed vowel at the root of the word. Check word PISK.
Pi ucha t- we write with A. Spelling - combinations are often written with the letter A.
Poo wide- we write with I. Spelling - combinations of zhi-shi are written with the letter I.
We sh ki- spelling paired consonant in a weak position. MOUSE check word.
. - A full stop is put at the end of the sentence.
P tic- we write with a capital letter. Spelling - the beginning of a sentence is capitalized.
Petit hk and- spelling - combinations of CHK-CHN are written without a soft sign.
V b yut- spelling - dividing soft sign.
Nests- no spelling.
. - A full stop is put at the end of the sentence

O. V. Uzorova

The Russian language is rich in spelling, every child knows this. Since childhood, in Russian language lessons, we learn numerous rules, which are countless, but all in order to know the correct spelling of words. All the orthograms of the Russian language can not be counted, there are so many of them that even philologists sometimes confuse and forget them. This article will help you understand the basic rules of spelling.

Unstressed verifiable vowels in the root and the spelling "cha, schha"

Children begin to learn this rule, as a rule, in the first grade or in kindergarten. The rule helps to find out which letter is spelled at the root of the word. For example, in the word "scoring" you can write both the letter "o" and the letter "a". To find out which letter is written in a word, you need to choose the right word is "char", because here the stress falls on the letter "a". This means that "charm" is written with the letter "a" at the root.

It should be borne in mind that spelling in Russian can overlap. For example, one more, no less important rule will be the spelling "cha, shcha". Words on "cha, schA" are always written with the letter "a". For example, thicket, chara, charm, cup, etc.

Unchecked vowels at the root of a word

Unverifiable vowels at the root of the word are the least favorite rule of schoolchildren in primary grades. Indeed, when writing words with such a spelling, no rules will help. Spelling of the Russian language with an unchecked vowel is not fundamentally checked, the spelling of such words must be remembered. Vowels cannot be checked in such words as: birch, raspberry, vinaigrette, alley, plant, people, banana, chocolate, diamond, etc. The spelling of such words must be memorized once and for all so as not to make mistakes.

Unpronounceable consonants at the root of a word

It is very important to study the rule because this spelling is often found in writing. Most often, unpronounceable consonants are fundamentally checked. For example: dangerous - dangerous, heart - heart, sun - sun, giant - giant, happy - happiness, silence - rumor, etc.

ending in z-, s-

In fact, people often make mistakes in prefixes ending in s- and s-, even if they know Russian well. Prefix spellings are common, so you just need to remember what the spelling of the prefix depends on. The prefixes on z- and c- are: voz- / vos-, over- / over-, v- / sun-, vo- / vos-, from- / is-, times- / ras-, without- / without- and rose- / rose-.

In order to understand which letter is spelled, you need to look at the next one. If the consonant following the prefix is deaf (k, p, t, w, sch, f, x, h, s, c), then the prefix is written with the letter "s", such a rule is provided for by the Russian language. Spelling indicates that if the subsequent sound is voiced, then a prefix with the ending "z" is written. Examples with "s": flash, paint, discolor, endless, etc. Examples with "s": excessive, joyless, product, take a look, etc.

fundamentally

The alternation of vowels in the roots is an important rule that will accompany the student from the 5th to the 11th grade. There is no spelling in almost all exams, such as the OGE (GIA) and the Unified State Exam.

Spelling in the Russian language provides for the existence of four alternation groups, each must be considered in detail:

Roots in which the spelling of the vowel depends on the subsequent suffix:

Ber- / bir-, -ter - / - dash-, -per - / - feast-, -stel - / - steal-, -blast - / - blist-, -der - / - dir-.

At the root of the word, the letter "and" is written if the suffix - follows: freeze (but freeze), burn (but burn), shine (but shine), etc.

At the root of the word, "a" is written if the suffix in - follows: touch (but touch), offer (but offer), etc.

Roots in which the spelling of a vowel depends on the stress in the word:

Gar - / - hor-, -tvar - / - creator-, -clan - / - clone-, -zar - / - zor-.

If in the word the stress falls on the letter "a", then "a" is also written in the root: tan, bow, glow, dawn, etc.

If the stress in the word does not fall on the root, then it is written "about": creation, bow, sunbathe, dawn, etc.

The spelling of a vowel at the root of a word depends on the letter behind that vowel:

Rast - / - grow - / - grove-, -skak - / - skoch-.

The letter "a" is written before "st" and "u": plant, grown, etc. The letter "o" is written in all other cases. Exceptions: sprout, adolescent, growth, moneylender, Rostov, etc.

"A" is written before "k", and "o" is written before "h": jump, jump, etc. Exceptions: jump, jump, etc.

The spelling of a vowel is fundamentally dependent on the meaning:

Poppy - / - wet -, - equal - / - equal.

In the first case, "a" is written if the meaning of the word has the meaning of immersion in water: dip, dip, etc. It is written "o" with the meaning of liquid: wet, wet, wet, etc.

In the second case, "a" is written when the meaning is synonymous with the word "same": equal, equal, etc. It is written "o" when the meaning is synonymous with the word "straight": even, align, etc.

Letters "i", "s" after "c"

The Russian language is rich in various rules. Spellings are found here and there. This is exactly the case with the letters "and", "s" after the consonant "t", schoolchildren are very often confused in their spelling. In fact, in order to correctly spell words with such a spelling, you need to remember in which cases they write "and", and in which "s":

"and" write at the root of the word: number, quote, circus, cylinder, etc.
"and" are written in words in "tion": nation, lecture, conference, information, privatization, etc.
"s" are written in the endings and suffixes of the words: (no) queen, (headscarf) fox, (no) stepdaughter, etc.
"s" are written in exception words: gypsy, chicken, chick-chick, chuck, tiptoe, etc.

Spelling of prefixes pre- and pre-

The spelling of prefixes makes the Russian language quite complicated. Spells for this part of the word are very often and in large numbers. However, the rule is not easy to remember.

Used with the prefix pre- when:

It has the meaning to stop, block, successor, etc.
Gives the word the highest degree of quality: lovable, kind, exalt, surpass, exceed, etc.

The prefix is used when:

Proximity matters: seaside, household, courtier, station, etc.
Addition and approximation matters: to fasten, bring, etc.
Indicates the incompleteness of the action: close, lie down, start, calm down, etc.
Indicates the completeness of the action: cut, muffle, etc.

As you know, all spelling patterns of the Russian language have been studied for many years. In order to be literate and educated, you need to memorize these spelling rules and do practical exercises. Every spelling rule is carefully examined in schools.

Tamara Kuzmina. Tallinn. Pae gymnasium

ORPHOGRAPHY IN PRIMARY SCHOOL

1-2 CLASS

Spelling - the part of language science that studies the spelling of words.Russian spelling is based on phonemic and morphological principles, which are closely related. According to the phonemic principle, letters designate only sounds in strong positions (meaningful sounds, or phonemes). The letters denoting sounds in weak positions are spelling and require control in writing. According to the morphological principle, morphemes have a constant alphabetic composition, corresponding to a constant phonemic composition, that is, the phonetic alternation of sounds is not reflected in the alphabetic notation of morphemes. In addition to these principles, in special cases, phonetic, grammatical and traditional principles of writing are applied. (Kireeva, 2006)

Spelling Is the correct spelling you need select out of several possible. If we choose to spell a letter, then we have met a spelling.

It is necessary to distinguish between the concept of spelling and the rules of Russian writing. In the Russian writing system, there are the followingsound-letter matching rules:

1. Designation of consonant softness:The softness of consonants is indicated by:

a) with the help of paired vowels A-Z, O-Y, U-Yu, E-E, Y-I, if the consonant sound is followed by a vowel sound (ball, flax, hatch, forest, world);

This writing rule is the main focus in grade 1. After a period of learning to read and write in the section of the Russian language "Sounds and Letters", several lessons are specially highlighted in the designation of the softness of consonants. A special emphasis on distinguishing the letters A-Z (mal-myal), U-Yu (bow-hatch), O-Yo (Tyoma-Toma), since children at this age still poorly differentiate hard and soft consonants and confuse letters. To form the spelling skill, a set of training exercises for the development of phonemic hearing, sound-letter analysis, various types of dictations, writing from memory, various types of cheating, creative work are required.

b) with the help of a letter at the end of a word or in front of another consonant (khor-khor, chalk-stranded; shelf-polka, bank-bathhouse).

2. The designation of the sound J.

The sound Y is indicated by:

a) using the vowels I, E, Yu, E at the beginning of a word or before a vowel (apple, lighthouse, Yura, cabin, spruce, blowing, hedgehog, singing);

b) using the letter Y at the end of a word or in front of a consonant (May, T-shirt);

c) with the help of dividing soft and hard signs and letters of the letters Я, Е, Ю, Е between the consonant and vowel sounds (blizzard, edible). The spelling of the separating b and b signs is studied at the morphemic level after studying the topic "Composition of a word" in grade 2.

Thus, more attention is paid to these writing rules mainly in the 1st grade. In subsequent classes, spelling is consolidated and improved.

In most cases, the Russian writing system providesone-to-one matchbetween sounds and letters, however there isa few exceptions,which are the reason for graphic spelling.

Graphic spelling is solved using certain rules. Consider the spelling studied in grades 1-3.

Graphic orthograms or ofograms denoting a phoneme in a strong position. 1-2 grade

The reason for graphic spelling is thatone and the same sound, which does not require verification, can be denoted by two different letters. For example, after always solid F, W and after always soft H, Sha vowel sound can be denoted by any of the paired vowels. The letters E, Yu, I are practically not used after sibilants.

Spelling name	Examples (different parts of speech)	Period of acquaintance with the spelling
1. Spelling vowels after sibilants. Words with combinations JI-SHI (stressed vowel position)	spring, fluffy, live	Grade 1, 3-4 quarter
2. Spelling of vowels after sibilants. Words with combinations of CHA-SHA, CHU-SHU (stressed vowel position)	cup, sorrel, wonderful, looking	Grade 1, 3-4 quarter
3. Doubled consonants.	saturday, russian, buzz	1 grade 3-4 quarter or 2 grade 1 quarter

Attention should be paidgraphic spelling,associated with the alternation of soft and hard consonants. The spelling belongs to the group of dental consonants and is solved according to the rule. In elementary school textbooks, there is practically no emphasis on this spelling, which leads to frequent mistakes.

The reason for the spelling: some sounds are always pronounced the same (hard or soft): In this case, the first soft sound has an improper softness. The designation of the softness of consonants is also studied in the 1st grade of the 3rd and 4th quarters.

spelling	"dangerous place"	examples
The soft sign is written	1) to indicate softness [L ’], [T’], [P ’], [P’], In the case of one dental [S ’], [Z’] in front of a hard	1.orange, steel, teach, mother, notebook, swamp, bittern, fight, dawn, elk, letter, carving, request October (but: January!)
The soft sign is not written	1) to indicate soft consonants Ч and Щ, in combination with sibilants: ChK-ChN-ChT-ShchN, NCH-NShch-RShch. 2) in combination of two soft dental consonants Т, Д, З, С, Н (НТ, СТ, СН, ЗД, ЗН)	1.pen, urgent, mail, donut, powerful, drummer, lamplighter 2. umbrella, Nastya, Kostya, song,
Separating soft mark (does not indicate soft consonants)	serves to indicate the sound Y between a consonant and a vowel and is written before the vowels I, YU, E, E, I.	1.written in native Russian words:trees, fox, wolf, pouring, drinking, sewing 2.in words of foreign language origin: play, monkey 3. in words in -LON: medallion, postman, broth.

The soft sign (as noted above) is not always an orthogram and can be written by ear: horse, album ... There is no choice of spelling, since you cannot read a word without a soft sign. Only the variant when both dental consonants are soft is considered an orthogram.

Letter spellings associated with phonetic interleaving.

Weak position of a vowel phoneme.

Unstressed vowels at the root of a word are orthograms, that is, they are not written by ear, but require preliminary verification. The reason for the spelling is the phonetic alternation of sounds denoted by the letters A-O and E-Z-I when changing the stressed (strong) and unstressed (weak) vowel position. A strong position for vowels is the stressed position.

spelling name	name of the topic being studied	spelling examples	spelling period
Unstressed vowels, checked by stress.	Stress. Stressed and unstressed vowels. The test word is the form of a word.	observation of a weak position and verification only in words-objects: countries - country, home - at home	1st grade 4th quarter (theme propaedeutics)
Unstressed vowel roots, checked by stress	The composition of the word. Root	field - field, darken - dark, lie - lying	2nd grade 3rd quarter
Unstressed vowel roots, unchecked by stress (dictionary words)	Stress. The composition of the word. Root.	guys, duty officer, student	1-2 grade

Spelling task

General solution to spelling problem

Ways or ways of solving a spelling problem (grade 2)

Attention danger: sounds [a], [and, e] in a weak position!

1.What part of the word?

2.If in the root, I am looking for a test word:

I will change the word "one-many", "many-one"
I will find a single-root word with a diminutive suffix
I will pick up a single-root word for questions (what? - what?, which - what?)
I will pick up a single-root word on the questions (what to do? - what? what does it do? what will it do? what did it do? what did it do?)
I'll see the meaning of the word (bitter-bitter)

Rhythm rule for first graders:

If a vowel letter is in doubt,

Put it under stress immediately.

1.Changing the form of a word: word-word

2. "I will say the word kindly": starling

3. words-objects, words-signsand words - actionshelp each other to search for the same root verification word; help questions:

Who? what? - which? old man - old, sea - sea

What? - what to do? NS laska - dance

4. words-actionshelp each other to search for the same root test word;help questions

What to do? - what is he doing? pull - pull

What did you do? What did you do?lucky - delivered, brought out - brought

5.words with the letter E at the root which is verified by the letter Yo: sister-sisters

6 . words with two unstressedvowels are checked with two test words:gold-gold-plated

7.determination of the etymology of the word(for example, the origin of the word ink)

8.Observation of homophonic roots:reconcile, try on, lick off, get off

Weak position of a consonant phoneme.

The spelling of consonants is associated with their phonetic alternation in strong and weak positions. Strong the position for most consonants is the position before the vowel(tooth o k) or before a voiced consonant(tooth oh).

The reason for the spelling is the change in consonants in weak positions

voiced or stunned in front of a noisy consonant or at the end of a word (circles, prompts);
with a confluence of three or more consonants, some consonants are not pronounced (praZDNik)

Consonants in weak positions are spelling and require prior control in writing. For paired voiced and voiceless and unpronounceable consonants, the spelling is solved by changing the weak position of the sound to a strong one.

spelling name	name of the topic being studied	spelling examples and solutions (check)	familiarization with the spelling
Paired consonants at the end and in the middle of a word (doubtful consonants).	Voiced and voiceless consonants. Their designation by letters.	1.tooth-teeth (one-to-many test method);jumping - jump ("many-one") 2. spoon-spoon (“say the word kindly” method); 3. friend - no friend ("helper word" method)	Grade 1 3-4 quarter
Paired (doubtful) consonants at the root of the word.	Root of the word.	1. sweet - sweet (the method of checking "the same root word is an object"); 2. oak - oak (the method of checking "a single root word is a sign of an object"), timid - cork ("what is"); 3. slippery - to slide (the same root word is the action of an object);	Grade 2 2-3 quarter
Unpronounceable consonants.	Root of the word.	1.dangerous combinations of consonants [sn] and [c`n`] messenger - news, sad - sadness; 2.dangerous consonants[zn] [z`n`] stellar - stars, serious - serious 3. words where the unpronounceable got lost in the combinations [nts] [rts]. partly - wait t rain, the sun - with l nce, heart - gray d tse	2nd grade 3rd quarter

Sample Spelling Problem Solution: Doubtful consonant

Sample spelling problem solution: unpronounceable consonant

1.Attention the danger at the root:

I hear a consonant sound [n, f, k, t, w, s] at the end of a word or before [k]!

2. Look for the test word so that I can hear the sound clearly.

1. change the form of the word or select the same root words

1.Attention hazard:

I hear the combination [sn] [s`n`] [zn] [z`n`] [nts] [rts] - there may be an unpronounceable consonant here!
I am looking for a test word in familiar ways, so that the unpronounceable can be heard clearly: the sun is sunny, clear-clear

Let's summarize the spelling and writing rules studied in grade 1and fixed at subsequent levels. In accordance with the principles of the traditional methodology of the Russian language in elementary school, the logic of studying these spelling patterns and rules is as follows:

1. Consonant sounds and letters. Soft and hard consonant sounds of the letter. Consonant sound and letter J.

2. Hissing consonants Ж, Ш, Ч, Щ. Words with combinations ЖИ-ШИ.

3. Words with combinations CHA-SHCHA, CHU-SHCHU.

4. Words with combinations of CHK-CHN-NCH-SCHN, NCH-NSCH-RSH.

5.Designation of the hardness and softness of consonants by the letters I, Yu, E (E, I)

6.Designation of the softness of consonants using a soft sign. Acquaintance with the dividing soft sign.

7. Impact. Stressed and unstressed vowels. Weak and strong sound position. Check word.

8. Consonants are paired voiced and voiceless. Weak and strong sound position. Check word.

When studying the spelling of unstressed vowels, attention is drawn to the spelling of words with combinations JI-SHI, CHA-SHA, when the vowel is in a weak position, without stress: watch, belly.

Spelling taught in grade 2, is based on the morphemic composition of the word. The methodological logic of studying spelling is as follows:

The composition of the word.
Spelling of unstressed vowels at the root of the word.
Spelling of paired consonants at the root of the word.
Spelling of unpronounceable consonants.
Vowels and consonants in prefixes.
Prefixes and prepositions.
Separating solid mark

Detailed material on the formation of these spelling skills is in the section Methodological piggy bank of the blog "Pedagogical workshop". (Russian language. Composition of the word. Grade 2)

3. Orthograms not related to the designation of phonemes

Spelling "Capital letter".

spelling	examples	start acquaintance
Start of the sentence.	Autumn has come. It became cold.	literacy period
	name, surname, patronymic: Anna Ivanovna Petrova	Grade 1 3-4 quarter
Spelling proper names	animal nicknames: horse Ryzhka, cow Zorka, cat Vaska	Grade 1 3-4 quarter
Spelling proper names	place names: Tallinn city, Pirita river	Grade 1 3-4 quarter
Spelling of proper names. In addition to the capital letter, quotes are added.	title of works: story "Bishka", name of firms, products: shop "Prism", sweets "Little Mermaid"	2nd grade

2. Spelling "Word hyphenation"

transfer rule	sample	familiarity with the rule
1.Words carry over syllables	grass, bag, car, car, wrong: thunder ( there - not a syllable, it has no vowel)	1st grade 3rd quarter
2.One letter cannot be wrapped or left on one line	incorrect: Yulia, Yuli-ya, u-lei	1st grade 3rd quarter
3. The letter Y is not wrapped, it remains on the line	ruler, build	1st grade 3rd quarter
4 letters b and b do not wrap to another line	small-cue, se-my, Ul-yana, ru-whose, drive-in	1 grade 3-4 quarter
5. In words with doubled consonants, one letter remains on the line, and the other is wrapped	classy, sub-bot, autumn	2nd grade
6. Morphemic transfer or transfer based on knowledge of the composition of the word	Prefix and root:over-went, warmed up root and suffix:desertion, estonian	2 - 3 grade

The spelling "Word transfer" is repeated and improved at each lesson of the Russian language, as it is the most difficult to learn. Most often this is due to the problem of the syllable section. The transition to reading with whole words often leads to the problem of forgetting the division of words into syllables, breathing is lost, frequent mistakes: ud-achny, joy, a position where several consonants accumulate, but there is no syllable. Transfer errors are also associated with the nondiscrimination of open and closed syllables (a typical mistakesu-mka, red, hot).As an additional technique, it is recommended to use a vertical bar to divide words into hyphenation: study | mi | tel | This allows you to save lesson time, differentiate tasks for practicing carrying skills. Each new topic of grade 1 involves an addition to the rules for hyphenating words, for example, the separator b, b, or double consonants.

3. Orthogram "Space"

spelling	examples	start acquaintance
1.separate spelling of words in a sentence	It's_ late_ autumn has come.	Grade 1 literacy period
2.separate spelling of prepositions with words	with _ friend (proof: with good friend or insert a question: with(by whom?) friend)	2nd grade, 3rd quarter
3.separable spelling of unions A, I, BUT with words	Lena and Vera are friends, but they often quarrel.	1, 3 grade
4.Separate spelling of a particle NOT with words	I don't_ love, I won't	Grade 3

4. Orthogram "Punctuation marks".

Acquaintance with the spelling begins in grade 1 during the literacy period. At the end of a declarative sentence, a period is put, at the end of an exclamation point, an exclamation mark, at the end of an interrogative sentence, a question mark. In grade 3, when studying homogeneous members of a sentence, familiarity with a comma.

http://cor.edu.27.ru
http://window.edu.ru/window_catalog/pdf2txt?p_id=28027&p_page=2 T spelling tables for schoolchildren and applicants. - M .: 2006. Compiled by N. Kireeva.
http://www.prosv.ru/ebooks/Klimanova_Rus_Metod/4.html

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Based on the morphological principle:

1) writing testable unstressed vowels and voiced final consonants in the roots of words: sa d [sat], gardens [s d], satovod, move [ho t];

2) spelling of prefixes, excluding prefixes in z-: n O play [pygrat], prop at steal [missed], entry [zhot].

3) spelling of unstressed endings of nouns: in the city [in - proud], above the table [nt - stlom];

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

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

6) spelling of assimilated consonants: carry [n and s t and], grass [trafk].

7) writing AND after prefixes on a solid consonant and the first root starting with –И- in a compound-abbreviated word: pedagogical institute [pdyns t and tu t], disinformation [dzynf rmatsjь].

Based on the phonetic principle:

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

2) spelling of the struck vowels: house, forest, garden;

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

4) spelling Y instead of the initial I, at the root after the prefixes for a strong consonant: play, but play, search, but find, history, but prehistory;

5) spelling under the stress O and in the unstressed position E in the endings of nouns, adjectives and adverbs after sibilants: soul, but porridge, big, but red, hot, fresh, but melodious, brighter;

6) spelling under stress - ОЙ, in unstressed position - ОЙ in the endings of adjectives, participles and ordinal numbers: big, but new, eighth, but fifth;

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

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

The traditional-historical principle is based on:

1) writing Г in genus, singular adjectives, participles, impersonal pronouns, ordinal masculine and neuter: young (pronounced - in), fifth (pronounced - in). The writing of Г has survived from those distant eras when these forms were pronounced with [г] .;

2) according to tradition, the letter I is written after the hissing F 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 have hardened, but the spelling And continues according to tradition, although the consonants are pronounced firmly and Y is heard, not I: live, sew;

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

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

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

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Spelling (from the Greek orthos - correct and grapho - I write) and punctuation (from the Latin punctum - point) is a section of the science of Russian studies, in which a set of rules is fixed that establish the uniformity of the methods of transmitting speech in writing. Spelling subsections are large groups of rules associated with various types of difficulties in translating words from spoken language into writing.

The following subsections are distinguished in Russian spelling:

spelling of significant parts of the word (morphemes) - roots, prefixes, suffixes, endings;
continuous, separate or hyphenated spelling;
the use of lowercase and uppercase letters;
word hyphenation rules;
graphic abbreviations of words.

In Russian punctuation, punctuation marks have two functions:

separator (single signs): period, exclamation and question marks, comma, semicolon, dash, colon, ellipsis;
excretory (paired characters): commas, dashes, brackets, quotes.

In grades I - IV, students become familiar with punctuation marks practically, that is, with such setting conditions as dot, interrogative and exclamation marksat the end of the sentence, comma between homogeneous members, not connected and connected by unions a, and, but. In the same period, there is a propaedeutics of the study of punctuation in secondary school, therefore, it is inappropriate to bypass other punctuation marks, especially since when reading texts they play an important role in understanding its content. Each subsection of spelling is characterized by certain principles. A principle is a kind of mechanism that allows someone who understands its structure well to use it correctly in relation to their field of activity. If a teacher understands the essence of the principles of Russian graphics, he will be able to effectively use them to develop spelling skills in children.

Spelling principlesAre linguistic patterns underlying one or more rules.

Phonetic principleallows you to use the rule "as you hear it, so it is written", i.e. is responsible for the exact translation of the heard sound into a letter: words that do not have difficulties in writing obey him, for example: moon, ball, chair. This principle corresponds to the rule of spelling prefixes on-z / -s (for example: tell, but talk -, consider, but see ", measure, but explore; useless but unknown), the rule for changing the initial vowel in the root after the prefix to a solid consonant (background, pranketc.). These rules have their own difficulties for the perception of younger students, and, since at the initial stage of learning to write, it is important to instill in children the skill of checking a word before writing it, the rules based on the phonetic principle (“as it is heard and written”) are studied in grade 5 ...

Phonemic principleprovides the same spelling of letters denoting phonemes that can be in both strong and weak positions. As is known, phonemes Are linguistic units represented by a series of positionally alternating sounds. For example, the word table in the initial form it is written according to the phonetic principle, i.e. as you hear. But here are its forms tables, (on) a table etc. cause difficulties, since the vowel is fundamentally unstressed and is not heard clearly. A phoneme is a linguistic abstraction that allows you to explain the spelling of different sounds using the same letter. One letter is used in writing to designate one phoneme, which has variants - sounds in a word either in a strong position (this means that it is clearly heard and there is no problem to write it down correctly), or in a weak position (this means that it is is not clearly heard and, before choosing a letter to write, it should be checked by putting it in a strong position in one morpheme). Phonemic rules include many of those that are studied in elementary grades: spelling of unstressed vowels in the root, consonants at the end of a word and in the middle, separating b, b.

Morphological principleis to require uniform spelling of morphemes, regardless of their pronunciation: along the track (end of noun 1st word, singular, Dat.p.), to the news (you hear s at the beginning of the word), gate (full agreement / disagreement), to bison (voiced to).

Many linguistic scientists, noticing the similarity of phonemic and morphological principles, combine them intomorponemic principle.Indeed, Russian graphics are based on a phoneme that has a meaningful function and thus "preserves" the morpheme as a unit that has its own meaning and form. For example, in the word coat in the middle sounds [n], which is the phoneme [b] in its weak position. At the same time, the root of the given word-coat- retains its written appearance in all its single-root words and their word forms, regardless of the weak or strong position of the phoneme [b]:shu [b \ a, in shu [p \ ke, shu [b ') eika, half-head [b \ ok, without half-head \ p] ka etc.

Traditional (or historical) the principle influences the traditional spelling of words: traditional spellings must be memorized(thicket, live, miracle, dog, apparatus, kalach, parachuteetc.). In primary school, this principle dictates the requirement to pay great attention to the so-called vocabulary words, the spelling of which should be memorized.

Differentiating principleWriting delimits homonyms in writing - words that sound the same, but have different meanings and, in this regard, a different spelling: carcass (musical greeting; m.r., 2nd floor) - ink (paint; f.s., 3rd floor), eagle (bird) - Eagle (city in Russia), Bordeaux (city in France) - burgundy (color), rinse (linen) - caress (child).

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Principles of Russian punctuation

PUNCTUATION is a collection of rules for the placement of punctuation marks, as well as the punctuation mark system itself.

Principles of Russian punctuationare the basics of modern punctuation rules governing the use of punctuation marks. It must be remembered that the purpose of punctuation marks is to help transfer the sounding speech to the letter so that it can be understood, reproduced unambiguously. Signs reflect the semantic and structural division of speech, as well as its rhythmic and intonational structure.

The punctuation system of the Russian language is built on a syntactic basis, almost all punctuation rules are formulated depending on the structure of the sentence.

Although there are many rules for the mandatory setting of punctuation marks in the Russian language, Russian punctuation is very flexible: there are various punctuation options that are associated not only with the meaning, but also with the stylistic features of the text.

Functions of punctuation marks.

Punctuation marks indicate the semantic division of the text, they also help to identify the syntactic structure of the text and its rhythm melody.

Types of punctuation marks:

emphasis marks (their functions are designation of the boundaries of syntactic structures that complement, explain the members of the sentence; intonational and semantic highlighting of parts of a sentence, structures containing an appeal or the speaker's attitude to his utterance): two commas and two dashes (single paired sign), brackets, quotes;
separation signs (their functions are designation of boundaries between separate independent sentences, between homogeneous members of a sentence, between simple sentences as part of a complex; indication of the type of sentence according to the purpose of the statement, according to emotional coloring): period, question and exclamation marks, comma, semicolon , colon, dash, ellipsis;
a special punctuation mark is the red line (denotes the beginning of a new turn in the narrative).

Punctuation marks are single and paired. Paired punctuation marks indicate that the setting of the first punctuation mark requires the setting of the second. These include two commas and two dashes (as single characters), brackets, and quotes.

Punctuation principles:

structural-syntactic
syntactic
semantic
intonational

Structural and syntactic principleargues that punctuation marks are, as it were, involved in the construction of sentences and text. A dot is a signal of the end of a sentence, a comma separates homogeneous members, separates subordinate clauses from the main one, distinguishes separate structures, references.

Syntactic principleis the leading and principal in high school. In elementary school, it is presented with only a few general themes. Instructs to put signs in a sentence in accordance with its grammatical structure.

Semantic principleinvolves the design of punctuation marks for the very thought of the writer, its shades:

is the meaning of the question or exclamation conveyed? or!
a point divides the text into relatively complete lines
the incompleteness and uncertainty of thought is fixed by the ellipsis
in large sentences, relatively independent parts are separated by a semicolon
dash denotes opposition or abrupt transition from one event to another
the speech of the characters in the story is highlighted in quotation marks.

The intonation principle presupposes the assimilation of punctuation as a means of conveying the nuances of the voice; the basis of such training is expressive speech.

Enumerative intonation
Excretory
Contrastive
Unfinished intonation
The intonation of the completeness of thought

Punctuation marks also reflect the nature of pauses, logical stress.

It is impossible to build all the rules on one principle - semantic, syntactic or intonation.

For example, the desire to reflect all the structural components of intonation would greatly complicate punctuation, it would be necessary to mark all pauses with signs.

Not reflected by signs with full consistency and the formal structure of the sentence; for example, homogeneous compositional rows for single and: Signs are associated with everything: with the color of the sky, with dew and fogs, with the cry of birds and the brightness of starlight (Paust.).

Modern punctuation is based on meaning, structure, and rhythmic-intonational segmentation in their interaction.

Thus:

The combination of principles is an indicator of the development of modern punctuation, its flexibility, which allows it to reflect the subtle shades of meaning and structural diversity

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PROPERTIES OF RUSSIAN SPELLING AS THE BASIS OF ITS METHODS General concept

In the elementary grades, the foundations of literate writing are laid. What is included in this concept?

First, the mastery of all letters in written and oral versions, i.e. alphabet and calligraphy basics.

Secondly, the designation by letters and their combinations of all speech sounds (more precisely, phonemes), i.e. graphics, all its rules and subtleties.

Thirdly, mastering the spelling and punctuation itself, i.e. systems of rules for their application, spelling and punctogram checking using rules based on understanding the meanings of words, grammatical forms, and text.

In scientific literature spelling is defined as a system of rules to ensure consistency of spellings in cases where it would seem that different spellings are possible.

So, the word city can be written from the point of view of graphics in several ways: "gorat", "gorot", "gorod", and in all these cases it will be read the same: [gorot].

But several different spellings of the same word are not needed, they can lead to misunderstanding; spelling justifies the choice of the option that (in this case) allows uniformly denoting the root of the word ( suburban, urban, small town ), preserve the designation of the phoneme in a weak position, checking it with a strong position, and in this case, preserve the historical consistency-oro-.

It is important for the children to understand that the spelling of the word forms is motivated (apart from unverifiable words, which are also essentially tradition motivated). Examples of motivation: a capital letter allows you to distinguish first and last names from homonymous words(Our Sonya is not sleepy at all!);we write the root in related words in the same way, so as not to distort the meaning of the word, so that the relationship of words is clearer; we always write the prefix uniformly so as not to distort its meaning(put and framed), or suffix (moon and lunar).

Students can understand the conditional motivation of some spellings: this method of teaching is also known. Students are put in the position of inventors of spelling methods (rules) - such as the capital letter at the beginning of a sentence ("How will we mark the beginning of a sentence so that the reader can immediately understand?"). Children also "invent" signs that indicate the end of a sentence. The same expediency justifies the continuous spelling of prefixes and the separate spelling of homonymous prepositions (“How will we distinguish between a preposition and a prefix in writing?”). This technique gives the highest consciousness in the mastery of spelling: let the children themselves "invent" the rules where they can do it.

Alphabet

Letters are graphic signs with the help of which the sounding speech is fixed on paper.

Schoolchildren should distinguish between letters in different style variants, write them, connect them, relate them unmistakably with sounds - strong positions of phonemes: [house] - house, [moon] - moon, and this is not spelling yet: weak positions of phonemes are its area. All types of writing and reading are involved in mastering the letters of the alphabet: reading aloud and to oneself, types of writing - cheating, dictation, written expression of thought, calligraphic writing.

Alphabetical errors are a distortion of letters in writing, incorrect writing, ignorance of any letters ...

It would be enough to master the alphabet for error-free writing, if there were no positional alternations, weak positions of phonemes. We speak and we write hedgehog. This means that knowledge of the alphabet and letters is not enough, you need to know the system of rules for denoting sounds with letters, and especially - their combinations. This is the responsibility of the schedule.

Graphics

It establishes the rules for the relationship between the letters of the alphabet and the sound composition of words.

Graphic rules dictate that the softness of the consonants is indicated by the subsequent vowel. u, e, i, t, e, u; consonant hardness is indicated by vowels a, oh, s, y, eh. Graphic rules also indicate in which cases the softness of consonants is indicated by the letter b. All this complex set of rules is necessary because in the Russian alphabet hard and soft consonants are denoted by the same letter.

V in the Russian alphabet there is no letter denoting the phoneme [j]; a complex system of rules is applied to designate this phoneme: in combination with vowels:,,, - e. i, y.

The whole system of designating sounding speech with letters, their combinations is mastered by children practically, in the process of mastering reading and writing. Moreover, they do not always go from sound to letter, as the sound method of teaching literacy requires, more often - from letter to sound, from combination of letters to combination of sounds, because they are familiar with letters, as a rule, even before school through letter games. This is the same, especially for reading, and should not be fought with.

When first graders go from sound to letter, it is difficult for them to understand cases in which there is no direct match: [ш "from] - count, [myts) - wash, [sting] - squeezed, - it and many others. etc. Reading, ie the path from letter to sound, in such cases contributes to the assimilation of graphics, and spelling.

In the practical work of a teacher, there is no need to distinguish between graphic and spelling rules proper: a distinction is required only for the teacher to understand the nature, the mechanism of the student's spelling actions.

Spelling

Its rules, based on the linguistic nature of the spelling phenomenon, on grammar, phonology, morphemics, word formation, etymology, help to choose an appropriate, reasonable spelling, provide a correct, accurate understanding of the meaning of the text, serve as a guarantor of uniform spellings of morphemes, grammatical forms, related words, proper names unlike common nouns, the uniformity of word wrapping from line to line.

Spelling provides semantic delimitation of words and their combinations. In other words, it provides mutual understanding, communication. Schoolchildren should make sure of this in practice in order to treat spelling meaningfully, with an understanding of its system (which is greatly hampered by numerous exceptions to the rules, deviations from the basic principles of spelling: such a deviation is the spelling rules for prefixes in z, it is not by chance that they are not studied in the initial school).

Spelling rules determine the choice of spellings in the following cases:

a) when denoting sounds with letters in words, these are the spelling rules for vowels and consonants in weak positions (unstressed vowels, voiced and voiceless, unpronounceable consonants), in roots, prefixes, suffixes and endings;

b) when choosing a continuous or separate spelling of words;

c) when using capital letters (signals of the beginning of a sentence and proper names);

d) when transferring parts of a word from one line to another;

e) in the spelling of abbreviations, i.e. in abbreviations,

In elementary grades, more than half of the most important spelling rules are studied; historical alternations of sounds are not studied, prefixes onз, suffixes -н- and -нн- and many others. etc. But the application of the rules is usually limited to available cases, without complication, in the vocabulary understandable to children. Many spellings that can be checked in high school are learned practically here, based on memorization or linguistic flair (intuition, which is formed on the basis of the cultural speech environment, attentive reading, error-free writing). Spelling material in primary grades is extensive and diverse enough to understand the spelling system, the logic of the subject, the validity of both the rules, and specific spellings, and ways of checking spelling,

At the same time, there are contradictions in the spelling system that, at first glance, violate it. Far from all cases are regulated by rules, there are hundreds of unverifiable words that should be remembered; hyphenation of words is not always unambiguous (especially in newspapers), capital letters are used. It also makes it difficult for younger students that many spelling difficulties that inevitably occur in their writing practice, especially in essays, are not studied in primary grades. Errors of this kind are inevitable, the teacher warns them, tactfully helps in the correct spelling.

Spelling, unlike graphics, is closely related to the meanings of words, morphemes, word forms, combinations, sentences and even text. Solving a spelling problem, i.e. spell checking is usually based on understanding linguistic meanings.

Punctuation

In elementary grades, students learn the use of a period, interrogative and exclamation marks and several cases of setting a comma based on the meaning of sentences, their intonation and understanding of their structure. But in their practice, they need knowledge of the rules for formalizing direct speech (quotation marks, dashes); often they use a colon, ellipsis, less often - stapleskami, semicolon. They meet all these signs in the process of reading books and, naturally, are aware of the situations of their use.

Punctuation marks also include the division of the text into paragraphs and the corresponding indentation at the beginning of the line. Close in function to punctuation are various font emphasis, underlines, and techniques for placing text on the page.

Schoolchildren gradually develop a punctuation flair, similar to the spelling flair.

Principles of Russian spelling.

Morphological principle

The nature and system of Russian spelling are revealed using its principles: morphological, phonemic, traditional-historical, phonetic and the principle of differentiation of meanings. The modern spelling teaching method is focused on these principles. They help to understand the meaning of each rule, each way of checking spelling, to comprehend each spelling as a link in the general system, as a derivative of the laws of the language.

Younger schoolchildren are not introduced to the principles themselves, only to the rules and their application, but the teacher needs knowledge of the principles and the ability to apply them both in the practice of testing and in the methodology for teaching this to children.

Morphologicalthe principle requires that the spell check be focused on the morphemic composition of the word, it assumes a uniform, identical spelling of morphemes: root, prefix, suffix, ending, regardless of positional alternations (phonetic changes) in the sounding word that occur during the formation of related words or word forms. Such inconsistencies in writing and pronunciation include: unstressed vowels in different morphemes - in the root, prefix, suffix, ending; stunning voiced and voicing voiceless consonants in weak positions; unpronounceable consonants; orthoepic, traditional pronunciation of many words and combinations: blue, [kan'eshn] - of course and many others. dr.

According to the morphological principle, the letter outwardly differs from the pronunciation: we pronounce [gort], [wada], [zdal], [pt 'in'ays] - we write year , water, passed, pull yourself up.Spellings according to the morphological principle retain in the literal composition of the word, its morpheme the original sound, which is revealed through the strong positions of the phonemes within the morpheme - root, prefix, suffix, ending: for the root-year- in words one year old, new year, anniversary; for the root -vod- in words aqueous, anhydrous, flood, flood; for the prefix c- in words moved out, copied, drove, collected ", for prefix / year - in wordsplanted, came up. Pull up in the word morphemic approach allows you to "highlight" and the root-tyan-, the first sound of which in pronunciation merges with the prefix under- [sweat], and postfix-s. The constant, systematic work of students to check spelling in the described way (based on checking morphemes) contributes to the assimilation of the composition of the word, word formation, the simplest cases of etymology, enrichment and mobility of the dictionary. The morphological principle also provides verification of endings, i.e. writing morphological forms of the word - unstressed case endings of nouns and adjectives: the ending is checked by the struck ending in the same word form of the same declension type. The same approach applies to other parts of speech as well.

Checking spellings written according to the morphological principle includes:

a) firstly, understanding the meaning of the word being checked or a combination of words (sometimes the whole sentence or even the text), without which it is impossible to find a related test word, determine the grammatical form of the word, and the like;

b) secondly, the analysis of the morphemic composition of the word, the ability to determine the place of the spelling - at the root, in the prefix, in the suffix, in the ending, which is necessary for the choice and application of the rule;

c) thirdly, phonetic analysis, determination of stressed and unstressed syllables, highlighting vowels and consonants, understanding the strong and weak positions of phonemes, positional alternations and their causes; for example, alternation of o / a, o / b, etc., alternation of a voiced consonant with a paired voiceless one, alternation of a consonant with a zero sound: [l'esn'its] - ladder. Further - the solution of the spelling problem by the algorithm.

The assimilation of spellings corresponding to the morphological principle cannot be effective without strong speech skills of students: the choice of words, the formation of their forms, the construction of phrases, sentences. So, in a word stand ("What is substituted for something, what is put on") root-stav-, the prefix is pronounced [sweat], but the letter retains the same morpheme appearance that is observed in the strong position [p'dyskat ']. But every time there is no need to make such a complex check, since schoolchildren remember morphemes, especially prefixes: there are not many of them. Mixable attachments - pri- and pre-, but they are not taught in primary school; there is a prefixpa- (stepson, pasture, flood),but it is always, as a rule, stressed, and also unproductive.

Not you should forget that memorizing a word, his spelling often precedes verification and proof.

In a word form down the street [Paulitz] the ending sounds like a vowel [ъ s], but in another word of the same grammatical class (noun 1st skl,) water in the same dative case, the ending is under stress - but go [p'vad'e]. The morpheme, in this case the ending, retains its uniform spelling regardless of positional alternations.

Spell checking is often hampered by historical sound alternations, which, unlike positional alternations, are reflected in writing: run - run, drag - drag, growth - grow, end- to finish. Sometimes, with alternations, the root takes on an unrecognizable appearance: hearing - hearing, burning - burning - burning. Historical alternations are not studied in elementary grades, the authors of textbooks try to avoid words with them. But it is impossible to completely get away from them, since these are common words, they are often found both in read texts and in the speech of children. The teacher willy-nilly has to explain to the children that bake and bake - forms of one word, run and run - related words.

For a long time, the morphological principle in spelling has been considered the main, leading, because it provides the leading role of semantics in teaching a language. But v in recent decades, a new, phonemic, principle.

Phonemic principle

In modern phonology, it is generally accepted that if two or more sounds alternate positionally, then v to the system of the language, they are identity. It is a phoneme - a linguistic unit represented by a series of positionally alternating sounds. So, the phoneme [o] can be represented by the following sounds regularly reproduced in the speech of native speakers of the Russian language:

strong position - under stress [home];

weak position, unstressed [lady];

weak position, reduced [molako], [oblk].

The phonemic principle of spelling (more precisely - graphics) says: the same letter denotes a phoneme (not a sound!) In strong and weak positions.

Russian graphics - phonemic: the letter denotes a phoneme in its strong version and in a weak position also in the same morpheme, of course. A phoneme is a sense-discriminator. The letter, fixing a phoneme, provides a unified understanding of the meaning of a morpheme (for example, a root), regardless of the variants of its sound.

The phonemic principle explains basically the same orthograms as the morphological principle, but from a different point of view, and this allows a deeper understanding of the nature of spelling. He more definitely explains why, when checking an unstressed vowel, one should focus on the struck variant, on the strong position of the phoneme.

The phonemic principle allows you to combine many disparate rules: checks for unstressed vowels, voiced and voiceless consonants, unpronounceable consonants; promotes understanding of consistency in spelling; introduces teachers and teaching going to new linguistic teaching - phonology.

The morphological and phonemic principles do not contradict one another, but deepen each other. Checking vowels and consonants in a weak position through a strong one - from phonemic; reliance on the morphemic composition of the elephant, on the part of speech and their forms - from the morphological (morphematic) principle. Some modern programs and textbooks of the Russian language (for example, V.V.Repkin's school) provide basic information on phonology, and in those schools where V.V. V. Repkin, the interaction of the two considered principles and practical techniques are already being implemented.

Traditional spelling principle

V There are many words in the Russian language that are impossible (or difficult) to check by rules, and they are written the way it is customary, that is, traditionally. This is a historical tradition of the Russian language(kalach, dog), or such words retain the alphabetic composition of the source language(checkout, shop, passenger). Among the unverifiable are also Russian words with a "darkened" etymology, too complex for primary school students: rooster - from the root n e-, from the verb sing., express, stiretc. Among the unverifiable v primary school includes words with alternating vowels:scatter - scatter, throw- throwing away. In terms of spelling theory, these spellings not are traditional.

Unverifiable words are learned on the basis of memorizing the letter composition, the whole "image" of the word, comparison and opposition. those. visually, by speaking, based on kinesthesia. on speech motor memory, through the use of writing in speech and orally, compiling nests of related words, compiling dictionaries etc.

Traditional spellings are usually foreign languages: the carriage is from German, hockey, computer- from English, October. line - from Latin, logic - from ancient greek, watermelon, balyk - from the Turkic languages. Therefore, knowledge of languages (even elementary) facilitates their assimilation in spelling orientation, many borrowed words can be checked on the basis of the source language - neat from latin accurallis, passenger from French passages.

Most of the traditional spellings do not contradict either morphological or phonemic principles, or the rules of graphics. But there is a rule about spelling combinations live. shi, cha. schA. chu. shu, which (at the level of children's thinking) is perceived as a contradiction. Children have just learned, and not without difficulty, that the hardness of consonants is indicated by the subsequent vowel letters s, a, y. O, and softness - vowels and, I, s, yo, yu, their natural reaction is to write “zhy, shy, cha. schya, chyu, schyu ", which leads to frequent mistakes. In elementary grades, the rulezhi, shi, cha, schA. wow wowlearns without explanation, justification, which, of course, cannot but damage the formation of the spelling system in children,

There are also words in which the tradition of writing can be supported by an understanding of the morphological composition of the word and the way of word formation; this is the spelling of complex numbers:five + ten (five tens), six + hundred, nine+ honeycomb Or the product of the merger of the whole phrase:crazy, now, abyss.

There are languages in whose spelling tradition plays a much greater role than in Russian; such is the English letter, which, as you know, in schools in Great Britain does not lead to "spelling terror" (the term of V.P., Sheremetsvsky, 1883).

The principle of differentiation of values

This principle is also called logical, semantic, ideographic. Differentiating spellings are used when the writer wants to differentiate with the help of spelling the concepts denoted by homonyms (homophones): company - "a group of people united by something" and campaign - "the totality of the military or any other event"; committed arson - noun and set fire to straw - a verb; The eagle is the city and the eagle is the bird; the elevator went up- adverb and the arrow hits the top of the target- noun.

The differentiating function also belongs to the soft sign: rye, daughter - feminine, knife, stag - male (in these cases b does not indicate softness, since [f] is always hard).

The differentiating principle also comprehends the fused-separating spellings: plantain and running down the path, nowTowhat time is it now?;in these cases syntactic relations play a certain role. Writing conveys the shades of the speaker's thoughts, writing.

For the spelling technique, the principle of meaning differentiation is especially important. We can say that the methodology is interested in it: using the example of differentiating spellings, it is easy to show schoolchildren that spelling is an active means of expressing the thoughts of the writer. (Later, schoolchildren will understand the no less active role of punctuation: by putting this or that sign, we change the meaning of the text.) Differentiating spellings demonstrate to students the importance of spelling in mutual understanding between the reader and the writer, the reader and the author.

This principle appears in unity with the morphological and phonemic:Fox - foxandwoods near the fishing rod-, turned gray - became gray-hairedandsat on a bench; fluttersfrom the wordwestandis developingfrom the worddevelopment.The scope of its application is not so small.

Phonetic principle

Its essence, in contrast to the phonemic, is in the maximum correspondence of the spellings to the sound composition of the spoken speech.

It can be assumed that the sound-letter writing was originally phonetic: they wrote as they heard. Mistakes of first-graders of the type: "rain liyot", "sat". "Skaska", "shitayet", "chisy", "chyashya" - testify to this. They have not yet overcome the phonetic tendency of writing. And in modern writing there are many such spellings in which there will be no discrepancy between sound and writing:moon, walk, table, fog, wings, horseand many others. others. In most words, only spelling is required to be checked, and the rest of the letters are written phonetically, ie. by sound:lo-w-coy, s-e-lazy(spellings are highlighted). Writing letters that are not included in the spelling, in practice, does not give errors. They all reflect the phonemic composition of words. Such spellings are called phonetic-graphic, they do not contradict other principles of spelling. But nevertheless, there is some danger for learning in them: they create the illusion of correspondence of a letter to a sound (and not a phoneme), which in fact is not always the case.

In the spelling system there are also rules that, based on the phonetic principle, are in sharp contradiction with the morphological and phonemic principles and. So, prefixes for -z(from- - is-, times- - races- etc.) are not written uniformly, in themsis written in a strong phoneme position, andwith -in a weak position.

The same logic applies to the vowela / oin consolesraz- / rose ras- / rose:under stress -rose- - rose-,in an unstressed position, in accordance with the pronunciation, -ras- - times-.Such a spelling would make sense, it would be justified if the prefixes ons / s,changing the sound and the letter, they would also change the meaning (then the principle of differentiation of meanings would operate). But this is not happening. So, the prefixwithout- / without-denotes negation regardless of spelling.

Spells written according to the phonetic principle are not studied in elementary grades, but words that have prefixes ons / s, it is impossible to avoid. All these circumstances, which make it difficult to master the spelling, must be known to the teacher in order to prevent difficulties.

Consideration of the principles of Russian spelling leads to the conclusion about the need for a differentiated approach in teaching each type of spelling, creating a variable methodology. Obviously, the morphological principle requires the creation of a solid grammatical and morphematic basis in the work of students, the phonemic principle requires free mastery of phonemes, a clear distinction between strong and weak positions; both of these principles provide a rich and mobile vocabulary for quick and error-free checking of unstressed vowels and voiced / voiceless consonants; traditional relies on meaningful memorization, on the strength of memory; the principle of differentiating spellings requires an accurate and sometimes very subtle understanding of linguistic units - words, combinations, text.

ABOUT THESE HERE ... Mysterious Spelling

For parents

(a short course of psychotherapy + explanation in human language -

what are spellings and is it really impossible to cancel them)

My dear, beloved parents, as well as grandmothers and grandfathers - in general, all adults who went to school this year in the first grade. Over the many years of work at school, I have been convinced many times that the whole family goes to school with the first grader. Moreover, each family member will soon be assigned some honorable role. Someone draws well, someone remembers something in mathematics, someone in English, someone is trusted (also honorably) to print projects in the evenings (because the child remembered about this 10 minutes ago before bedtime, but it is necessary to pass tomorrow, and what was asked 2 weeks ago), someone (especially happy) writes these projects!

This is my appeal - for those who do Russian lessons with their children (usually in a family this is either the unfortunate person who: a) or remembers something in Russian; b) either does all the lessons with the child, well, Russian at the same time).

So…

Dear parents, as well as all those responsible representatives of the family, in which there is already such a miracle as a first grader, and who were entrusted with doing homework with him. Doing lessons with your child for a year in all subjects, you, of course, understood and realized a lot. In particular, that in your time there were no Russian language lessons:

These stupid orthograms and their underlines and highlights in pencil or green pen;

Phonetics and all this sound-letter analysis, which not only harms your child, but also eats up all your nerves.

The teachers taught well, and therefore you did your homework yourself, and no one sat with you like you did with your first grader, emphasizing and highlighting these unnecessary spelling, which your child's teacher must have come up with, since she has nothing to do.

And the textbooks were also written in human language. And the rules there, in the textbooks, were also clear. Although you have never personally taught the rules, but just like that - you wrote competently (or illiterate, but still you definitely did not learn the rules).

I KNOW all these conclusions of yours, because I heard this from you all hundreds of times in different expressions, but absolutely identical in essence! The next generation of parents will come for you. And they will also discover this school world for themselves with their child.

BUT! My dear adults! You probably don't want to:

1) do Russian lessons and assignments with your child up to grade 11;

3) on each of these 5 days (when the Russian language is on the schedule), expect a “grade” (and there are more than 30 academic weeks in a year. Multiply by all years of study. Very stressful);

4) have big problems with the GIA (exam in Russian, which is taken at the end of the ninth grade. And time flies, believe me, very quickly);

5) have big problems with the USE (I don't even explain about the USE).

All of this CANNOT BE AVOIDED

if your child

DOESN'T LEARN TO SEE SPELLS.

Spelling is a "dangerous" place in a word. For example, there are no spelling in the word MAMA. As we hear - so we write. And in the word WATER - it is not clear how to spell WATER or WADA.

And do not forget that if you personally understand this, then your child has yet to understand all this. And your usual explanations for the kid, like:

And what is there incomprehensible to you? The hedgehog (hare, ram, giraffe) is understandable!

Where did you go like that?

Since you are so stupid, I’ll take the tablet (I won’t let you watch the cartoon, I won’t let you walk, you’ll stand in the corner)

And what do they teach you at school?

Therefore, trust your teacher and make sure that your child does not forget to highlight spelling in homework.

And another very important thing. Those spellings that the child goes through from the first grade - they ALL ARE in the GIA and USE.

Especially advanced parents - "users" of the Russian language can read an appeal to teachers, which explains the method of finding spelling.

MANDATORY Parsing of spelling. FIRST GRADE

For teachers

List of required spelling first class

to be spoken IN EVERY WORD

Big letter at the beginning of a sentence.
Proper names.
Combinations ZHI-SHI, CHA-SHCHA, CHU-SHCHU.
The soft sign is an indicator of softness.
Separating soft mark *.
Combinations of CHK-CHN.
Checked unstressed vowels at the root of the word.
Unchecked unstressed vowels at the root of a word (dictionary words).
Paired consonants in a weak position (doubtful consonants) at the end of a word.
Paired consonants in a weak position (doubtful consonants) at the end and middle of a word. *
Proper names.
Prepositions.

* Separating soft mark is not passed in all first grade programs.

* Paired consonants in a weak position (questionable consonants) at the end and middle of a word are not traced in all first grade programs.

A few words about writing a dictation

1. The children write down the words in the dictation in the first grade, be sure to pronounce them by syllables lips or in a whisper.

2. When writing, all spellings are highlighted with a green pen.

3. If you want to achieve one hundred percent literacy, then mini-dictations should be written in class every day. At least two sentences of three words each. But even writing such a micro-dictation everyday.

Dictation.

Masha and I are going for a walk in the thicket. Lilies of the valley are blooming. Here is a spiny hedgehog running fast. Fluffy mice squeak *. Birds build * nests. (20 words)

Sample Classroom Conversation

MNS
WITH
Mashi- we write with a capital letter. Spelling - the proper name is written with a capital letter.
Let's go- no spelling.
Walking b- spelling - soft sign - an indicator of softness.
V is a pretext. Hence, it is written separately from the word.
Chashu- cha we write with A. Spelling - combinations are often written with the letter A.
Cha shu- chu we write with U. Spelling - combinations chu-schu are written with the letter U.
.
Cveto- we write with a capital letter. Spelling - the beginning of a sentence is capitalized.
Color e here- spelling - a checked unstressed vowel at the root of the word. Check word COLOR.
Landa shi
. - A full stop is put at the end of the sentence.
Vfrom- we write with a capital letter. Spelling - the beginning of a sentence is capitalized.
Fast O- a dictionary word. Written FAST O.
B e lives- spelling - a checked unstressed vowel at the root of the word. The check word RUN.
Be zh t- we write with I. Spelling - combinations of zhi-shi are written with the letter I.
TO oh dear- spelling - a checked unstressed vowel at the root of the word. The check word UKOL.
Yo f- spelling - paired consonant in a weak position. The check word Hedgehog.
. - A full stop is put at the end of the sentence.
NSlooking for- we write with a capital letter. Spelling - the beginning of a sentence is capitalized.
NS and sht- spelling - a checked unstressed vowel at the root of the word. Check word PISK.
Pi ucha t- we write with A. Spelling - combinations are often written with the letter A.
Poo wide- we write with I. Spelling - combinations of zhi-shi are written with the letter I.
We sh ki- spelling paired consonant in a weak position. MOUSE check word.
. - A full stop is put at the end of the sentence.
NSticks- we write with a capital letter. Spelling - the beginning of a sentence is capitalized.
Petit hk and- spelling - combinations of CHK-CHN are written without a soft sign.
V b yut- spelling - dividing soft sign.
Nests- no spelling.
. - A full stop is put at the end of the sentence.

Children forget exactly these basic spelling, before the VPR (All-Russian test work).

If you do not pay enough attention to them during training in grades 1-4, then parents will have to get nervous while the child takes CDF in the fourth grade, and the child will sit for several hours repeating them.

Spelling to repeat before VLOOKUP

1. Spelling "Letters I, A, U after hissing" — children pass this rule in the 1st grade, but many do not remember it at all by the 4th grade.

Combinations ZhI, SHI written with a letter AND(Live, snake, Shirma, kamyshi).
Combinations CHA, SCHA written with a letter A(Seagull, dacha, grove, chascha).
Combinations CHU, SCHU written with a letter Have(MIRACLE, SCREAMING, PIKE, DRAGGING).

2. Spelling "Letter combinations CHK, CHN, NCH, SCHN" — In general, few people remember about this spelling and often children make mistakes in it.

Combinations CHK, CHN, NCH, SCHN are written WITHOUT soft sign (b)(fishing rod, night, tip, powerful).

3. Spelling "Letters I and Y after the letter C"

Write S- in the endings of words and in the suffix - EUN(merchants, knitting needles, fighters, martens, Spitsyn).
Write and- in other cases after C written and (Compass, Numbers, Citrus).

Exclusion words

It is very easy to remember with a short tongue twister.

Gypsy Gypsy Gypsy Gypsy Gypsy

4. Spelling "Separating b and b"

The b sign is written- front E, E, I, Y, I at the root of the word or before the end (vyuga, serious, friends, family). In some foreign words before O(medal, postman, champignon)

Written bj sign- front E, Yo, Yu, I

After prefixes that end in a consonant (drive, Shoot, Explain).
In foreign words(object, adjutant, subject).
In compound words with the first part TWO-, THREE-, FOUR- (TWO-anchor, THREE-tiered).

5. Spelling "Unstressed vowels at the root of the word" -more often than not they just forget to check.

To check which letter denotes an unstressed vowel in a word, you need to change the word so that an unstressed vowel becomes a stressed one (sova - sows; try on (measure) clothes; reconcile (the world) of friends).

6. Spelling "Checked consonants at the root of the word" -always ask your child to pronounce the words, and if in doubt how to write, be sure to check this spelling.

To check which letter to designate a consonant sound paired in deafness - voicedness, you need to change the word so that after the consonant sound there is a vowel: eye - eyes, mushroom - mushrooms, boat - boat, hint - prompt.

7. Spelling "-TSYA and -SYA in verbs" -children often make mistakes in this spelling, because they cannot correctly pose the question.

In order not to miss the spelling -Ya and -See, you need to put questions to the verbs: what to do? laugh, what is he doing? laughs.

If soft sign (b) is in the question, then he WRITTEN and in the verb.
If the question NO soft sign (b) no, then in the verb he NOT is written.

8. Spelling "Vowels and consonants in prefixes" -one of the often forgotten spelling.

In unstressed consoles DO-, O-, OT-, PO-, POD-, PRO- a letter is written O(I flew, I was late, I sailed, I spoke, I signed, I passed).
In unstressed consoles ZA-, HA-, OVER- a letter is written A(I got sad, I wrote it, I took a bite).
There is a prefix in the Russian language WITH- and NO prefix Z-(Hand over, Burn out, Go off) - it's prAvilo needs to be remembered.

9. Spelling "Spelling of prefixes PRE- and PRI-" -one of the most difficult spelling for younger students to memorize.

AT-
— closeness to something: School area (area near the school), Roadside grass (grass near the road);
— approximation, addition, suctionunity to something: I ran to the finish line (approached
to the finish, Sew on a button (attach a button to the fabric);
— incomplete action: Cover (not completely close), Mute the sound (mute a little, without turning it off completely);

PRE-
— close to the word very or too: PREVIL (very angry), PREMNO (a lot);
— close to the prefix PERE-: Block the road (block the road with something).

10. Spelling "Unpronounceable consonants at the root of the word"

To correctly denote an unpronounceable consonant at the root of a word with a letter, you need pick up one-rootword, in which this consonant is pronounced clearly (locality (place), late (late), BUT: horrible (horrible), interesting (interesting), beautiful (perfect).

THEN. The article contains a selection of basic spellings that children often forget on VLOOKUP.

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