Spelling- This is the spelling in a word that corresponds to the spelling rule. Simply put, this is the part of the word where you can easily make a mistake. Translated from Greek spelling means "correct letter". where is the word orthos translated as "correct".

An example is writing, the basis of which is the distinction between voiceless and voiced paired consonants located at the root of the word. To write it correctly, you need to change the form or choose a suitable root word.

Consider the word oak. highlighting its root (i.e. in this case, the whole word). Here you can make a mistake by writing instead of the letter b letter P. Therefore the letter b is in a weak position, which means it is a spelling. By underlining this letter, you highlight the spelling. This case refers to “Writing voiceless consonants at the root of a word.”

By changing the form of the word and selecting a cognate for it, we will see the following:

Now the spelling began to match the pronunciation. Spellings in a word Oak trees No.

The spelling can be in different parts of the word, both in the prefix and root, and in the suffix and ending. If you need to highlight a spelling, then also indicate the part of the word in which it is located.

For example, if you come across a spelling that refers to “Alternating unstressed vowels at the root of a word,” highlight the root and underline the vowel at the root, which is the spelling.

In a word settled down often make fundamental mistakes lodge. here the spelling is considered to be the writing of a letter O. It is necessary to highlight the root, underline the letter O one line and a letter and two, because after an alternating unstressed vowel O followed by a consonant and. on which the spelling depends.

It happens that in a word settled down They also make mistakes when writing prefixes. The prefix should be highlighted, the letter should be underlined With and the following consonant P. because the spelling in this case depends on whether the consonant located after the prefix is ​​voiced or voiceless. Letter With one thing needs to be emphasized, P- two.

In the same word it is necessary to mark the spelling in the prefix By. To do this, select the prefix by underlining the letter O.

So it becomes clear that in the word settled down You should highlight not just one spelling, but several at once.

How to identify a spelling?

To be able to write correctly, you need to learn to detect spelling patterns. First of all, you should pay attention to:

unstressed vowel in the root, prefix, suffix and ending (it is important to know the composition of the word and have a good understanding of the principles of word formation),

the vowel following the sibilants and the letter ts ,

soft sign located after the hissing words at the end,

spelling Not in different parts of speech.

not this way. According to the Harmony program, there is a definition at the beginning of the textbook. Here is part of the concept of teaching literacy according to the same Soloveichik, cited from her lecture, in the sense of why all this is necessary :):
“Today the answer is already obvious: our students do not notice “error-dangerous” places (the expression of G.G. Granik) and therefore do not apply the rules known to them. According to many methodologists (N.S. Rozhdestvensky, M.R. Lvov, M.T. Baranov, M.M. Razumovskaya, etc.), “spelling blindness” of schoolchildren is one of the main reasons for spelling errors.
The question arises: why do students, knowing the rules, not notice those places that require the application of these rules? The answer is simple. In the traditional education system, there was no targeted formation of the corresponding skill, called spelling vigilance. To verify this, just remember: what spelling exercise used to be the most common in school textbooks? Exercise to insert missing letters. What did it train in? In the application of one or another spelling rule. The place in the word requiring the application of the rule has always already been shown.
The ability to detect “error-dangerous” places, i.e. spelling should be the subject of targeted training. Only it can help overcome the “spelling blindness” of our students and increase the practical significance of learning the rules.
Lack of spelling vigilance makes another operation unproductive, which teachers always remind us of when completing any written work. The call to “Check!” encourages students to reread what they have written. But again, the inability to detect spellings prevents children from fully using their knowledge of the rules to eliminate possible errors.
Thus, the need to complete the existing system of teaching spelling with the missing link - the formation of spelling vigilance in students - becomes obvious. At the same time, it is also obvious that such important work needs to be started in advance, before studying the basic spelling rules, since applying the rule is a solution to the spelling task that has already been discovered and set for oneself. In the textbook “To the Secrets of Our Language,” the development of children’s spelling vigilance begins in the 1st grade. "

And here's the definition:
Spelling is a place in a word: 1) where it is written differently from how it is heard; 2) where the sound is heard is unclear; 3) where an error is possible; 4) where difficulty arises when writing; 5) where the application of the rule is required; 6) where you need to select a letter to indicate a specific sound.
If you settled on the last interpretation, then you are right, but let’s consider all the ones that precede it.
We pay special attention to the first interpretation (it is written differently from how it is heard): it is not only incorrect, but also dangerous from the point of view of practical consequences. Having mastered the words spoken by the teacher and taking them as a guide to action, schoolchildren can write trova (vm. grass), shabki (vm. hats), krod (vm. mole), etc. In addition, for finding “mistaken” places by ear, this definition is ineffective: the student can determine how a word is heard, but he can compare it with the spelling only when he sees it.
The errors shown here are caused not only by an incorrect understanding (primarily by the teacher) of the essence of spelling problems, but also by incorrect organization of teaching at its very first stages. So, during the period of learning to read and write, reading “columns” of words, the teacher, remembering how many problems, for example, unstressed vowels will cause later, begins to draw attention to the spelling of words. Considering that in words whose spelling and pronunciation do not differ (grass, back), errors are unlikely, he stops only at words like pine, mountain, pencil case, while saying: “You see, we say..., but we write...”. Over time, children make a false generalization: what is written is always different from how it is heard. If this generalization is also supported by the above interpretation of “dangerous” places when writing, then the errors of the types shown will be ensured.
The second formulation (the sound is heard unclearly) is simply meaningless, since under the above condition the word will most often be incomprehensible. In this definition, a confusion of the concepts of sound and letter is clearly visible, since, apparently, it is meant that it is not clear which letter is needed for the sound.
The third and fourth formulations (where an error is possible, where a difficulty arises) are close. There is nothing incorrect in them, but they reflect only the subjective perception of the written appearance of words: how often do we encounter errors where the student did not “have any difficulties” and where he did not in any way expect an error. Spelling vigilance is the ability to notice almost all spellings. It is needed in order to differentiate between “difficult” and “easy” cases – those where the writing is immediately clear, and where you need to think. To develop spelling vigilance, we need not subjective, but objective signs of spelling patterns.
The fifth definition (where the application of a rule is required) contains such an objective sign (the correlation of spelling with a specific rule), but when using it, you must first of all study all spelling rules. If a student does not know the rules, for example, the choice of case or personal endings, then when writing he will not notice the “danger” that awaits him of writing the wrong letter. It was this definition of spelling that corresponded to the morphological theory of writing; it formed the basis of the traditional approach to mastering spelling. This is how it happened in practice: until the rule was learned, it was not possible to attract the attention of schoolchildren to the corresponding spelling. With such an organization of learning, the development of spelling vigilance can only follow the study of rules, but not precede it. But then the question arises: how, when starting to learn this or that rule, motivate students to study it?!
The last formulation (where you need to select a letter to indicate a certain sound), as already mentioned, is optimal.
If children are “discovered” that when writing, in the place of the same unstressed vowel sound (or a consonant paired in deafness-voicedness, for example, at the end of a word) there are different letters (o or a, e or i, b or p...) , but for a particular word only one of them is correct, and it must be selected, and then the named identifying signs of such “dangerous” places when writing are recorded in their minds, then the basis for the development of spelling vigilance in younger schoolchildren in the early stages of education will be provided.

Literacy is one of the main requirements for written work performed by schoolchildren throughout the entire period of study. The level of mastery of error-free writing skills is also tested among school graduates at the State State Examination and the Unified State Examination. An analysis of the works shows that most often the spellings at the root of the word are subject to incorrect spelling. And this is despite the fact that mastering the spelling of roots begins from the moment the child enters school and continues until graduation.

What is a spelling?

The place in a word where an erroneous spelling may occur is called a spelling. It usually reveals itself when the spelling does not match the pronunciation. Error-dangerous places can be in any of the parts - prefix, suffix, root, ending or between words.

To correctly write parts of a word, it is not enough for a student to simply memorize a rule that will indicate how to write a letter or check it. A child must accurately determine the composition of a word, which, in turn, is a very difficult task. In addition, he needs to see the “dangerous” place in the word itself.

Root concept

Correct and timely familiarization with the term “root word” will help to avoid spelling errors in children’s work. An important point is how schoolchildren operate with this concept in their further learning of the Russian language.

As you know, the root is a part of related words, it is in it that their main lexical meaning is contained, and it is common to the entire group. Therefore, before introducing the concept, it is necessary to teach children to form a chain of related words. The richer the vocabulary that the child actively uses, the easier and more interesting this work is. Examples of such series are the following:

• sea, sailor, marine, sailor;
• forest, forester, forester, woodsman;
• school, schoolboy, schoolgirl, school.

Children themselves notice that related words contain the same combination of letters. It carries the main semantic load, as a result of which all the words in the chain are close in meaning, and the common part is called the root.

Spellings at the root of a word

Seeing all the error-prone places when writing words is the main thing that needs to be taught to children. And this work needs to begin in first grade. By the end of the school year, first-graders should know about ten spelling rules, including those that indicate spelling patterns at the root of a word. These include paired consonants in terms of voicing - deafness in a weak position, unstressed vowels in the root of a word, verified and unverified by stress.

In the second and subsequent grades, the number and variety of spelling patterns increases significantly. Experience shows that if a child is not taught to see dangerous places in words at the very beginning of learning to spell, then in the future it will be very difficult to do so. The result of such a methodological error is a low level of literacy among students.
The most reliable way to teach how to see spelling in the root of a word and its other parts is daily exercises in writing down sentences under dictation with pronouncing all error-prone places. Explanatory dictations can contain no more than three short sentences, but they must be daily. This is a prerequisite for achieving one hundred percent literacy when performing written work.

In addition, during spelling minutes, which are also recommended to be held daily, it is necessary to complete tasks where you need to emphasize spellings in the root of a word.

Checked spellings

In school practice today, there are several approaches to classifying words based on the presence of error-prone places in them. One of the groups contains checkable spellings at the root of the word.

These include:

• vowels in weak position;
• paired voiceless and voiced consonants;
• consonants that are not pronounced when combined.

It should be noted that it is the tested spellings at the root of the word that cause the greatest difficulties for schoolchildren of all ages. To be sure that a particular letter is chosen correctly when writing a word, you need to select a test letter. To do this, the child must know exactly where the letter he is going to check is located. Only after making sure that it is at the root will he select a test word. This is where the child’s entire vocabulary and ability to form new words will come in handy.

Unverifiable spellings

A special group consists of words that contain unverifiable spellings at the root of the word. Most often, their spelling needs to be memorized. Teachers have a system of special tasks, the implementation of which leads to strong memorization of words and their correct spelling during subsequent use.

For students in each grade, lists of words for memorization are recommended, which include unchecked spelling at the root of the word. Students, having such reference books, get used to using them when checking their writing or when difficulties arise.

Vowel spellings

Spelling of unstressed vowels, tested and untested, in the school curriculum is the most difficult spelling to master. Vowels in the root of a word, prefix, suffix or ending, in the student’s opinion, can have several spelling options, for example, phenomenon, event, event. The teacher’s task is to ensure that children, using the appropriate algorithm, learn to choose the correct spelling.

Unstressed vowels a, o, e, and, i require verification if they are at the root of a word. To make sure they are spelled correctly, you need to select a test word. It must be of the same root (related) or have other forms of what is being verified. A word can be called a test word only when the unstressed vowel is in a strong position.

Correct writing of an unstressed vowel at the root of a word can be achieved if the student can:

• identify the stressed word in a word and find unstressed vowels;
• highlight the root;
• select related words or their forms;
• know the rules of spell checking.

Spelling of consonants

The spelling of a consonant depends on its location in the word. Being in a weak position, consonants can be replaced by pairs of voicedness - deafness, which indicates the presence of an orthogram in the root of the word.

Consonants, both voiced and voiceless, require verification if:

• they are at the end of a word;
• voiced consonants come before voiceless consonants;
• voiceless paired consonants are located before voiced consonants.

In addition, words where there is a combination of three or four consonants, and one of them is not pronounced, require special attention. The unpronounceable consonant at the root of a word belongs to the group of spelling patterns being checked. Spelling double consonants in the root of a word requires students to memorize them or know the composition of the word.

Dear adults! You probably don't want:

1) do lessons and assignments in Russian with your child until grade 11;

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

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

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

5) have big problems with the Unified State Exam (I won’t even explain about the Unified State Exam).

All this CANNOT BE AVOIDED

if your child

WILL NOT LEARN TO SEE SPELLING GRAPHICS.

Spelling is a “mistaken” place in a word. For example, there are no spellings in the word MAMA. As we hear, we write. And in the word WATER, it is not clear how to spell WATER or WADA.

And don’t forget that if this is clear to you personally, then your child has yet to understand all this. And your usual explanations to the baby, like:

What is there that you don’t understand? The hedgehog (hare, ram, giraffe) understands!

Who did you look like?

Since you’re so stupid, I’ll take your tablet (I won’t let you watch a cartoon, I won’t let you go for a 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. What do they teach at school? They learn to highlight spellings. And this is necessary, first of all, for you and your child. The teacher herself is already quite literate, and she won’t be able to pass the State Examination with the Unified State Exam, as your child will soon be able to do.

Therefore, trust your teacher and make sure that your child never forgets to highlight spelling patterns in his homework.

And another very important thing. Those spelling tests that a child goes through starting from the first grade - ALL OF THEM ARE IN THE GIA and USE.

In the first grade, Russian lessons last a little over a couple of months. During this time, you will study at least 10 spellings in ANY RUSSIAN PROGRAM. Of course, they will be reinforced hundreds of times in second grade. But in second grade new spelling patterns will appear. And so on with each subsequent class. Therefore it cannot be launched. Not at all.

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

MANDATORY SPELLING REVIEW. FIRST GRADE

For teachers

To achieve practically absolute literacy, the teacher needs, starting from the first grade, to plan Russian language lessons so that at EACH LESSON several sentences are pronounced by the CHILDREN IN A CHAIN ​​IN ALL SPELLING GRAMS.

If you don’t start pronouncing spellings from the VERY BEGINNING of 1st grade, then in 2nd, and even more so in 3rd and 4th grades, teaching children to SEE ALL SPELLINGS, which means it will be very difficult to AVOID MISTAKES, and children will just write at random.

Below is an example dictation for the end of first grade. There are 20 words in the dictation. Of these, only 2 words are WITHOUT SPELLING. In ALL other words, IT IS NECESSARY TO TEACH CHILDREN TO SEE AND SPEAK SPELLING GRAMS. 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 spellings in another dictation), then you can, for example, invite the children to return to words with the spelling “tested unstressed vowel at the root of the word” or “paired consonant in a weak position” and ask them to come up with other test words.

At first, it takes children even more time to pronounce all the spellings than to write a dictation. But by doing this type of work SYSTEMATICALLY in class, children not only find spelling patterns faster (and therefore understand “mistaken” places), but also begin to write much more competently.

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

At first, it is better to give the child a star, a sticker, etc. for finding EACH SPELLING, SPEAKING AND CHECKING IT. So that the very process of such an important finding of spellings turns into an exciting game.

List of required first grade spellings

to pronounce IN EVERY WORD

1. Capital letter at the beginning of a sentence.
2. Proper names.
3. Combinations ZHI-SHI, CHA-SHA, CHU-SCHU.
4. A soft sign is an indicator of softness.
5. Separating soft sign*.
6. Combinations CHK-CHN.
7. Tested unstressed vowels at the root of the word.
8. Unverifiable unstressed vowels at the root of a word (dictionary words).
9. Paired consonants in a weak position (doubtful consonants) at the end of a word.
10. Paired consonants in a weak position (doubtful consonants) at the end and middle of a word.*
11. Proper names.
12. Prepositions.

* The separating soft sign is not accepted in all first class programs.

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

A few words about writing a dictation

1. CHILDREN WILL RECORD THE WORDS IN THE DICTANT IN THE FIRST GRADE, ALWAYS SPEAKING THEM SYLLABLE-BY-SYLLABLE WITH THEIR LIPS OR WHISPERING.
2. WHEN WRITING, ALL SPELLINGS ARE HIGHLIGHTED WITH A GREEN PEN.
3. IF YOU WANT TO ACHIEVE ONE HUNDRED PERCENT LITERACY, THEN YOU MUST WRITE MINI-DICTANTS IN CLASS EVERY DAY. AT LEAST 2 SENTENCES WITH 3 WORDS EACH. BUT WRITE EVEN SUCH A MICRODICTANT EVERY DAY.

Dictation.

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

Sample of oral debriefing in class

1. We
2. WITH
3. Mashey- we write with a capital letter. Spelling - a proper name is written with a capital letter.
4. Let's go- there are no spellings.
5. They're partying b- spelling - soft sign - an indicator of softness.
6. IN- this is a pretext. This means that it is written separately from the word.
7. Cha shu- we write cha with A. Spelling - the combinations cha-sha are written with the letter A.
8. Cha I feel- we write chu with U. Spelling - the combinations chu-shu are written with the letter U.
9. .
10. Ts vetut- we write with a capital letter. Spelling - the beginning of a sentence is written with a capital letter.
11. Color it's here- spelling - the unstressed vowel at the root of the word being checked. Test word COLOR.
12. Landes shi
13. . - At the end of the sentence there is a period.
14. Here- we write with a capital letter. Spelling - the beginning of a sentence is written with a capital letter.
15. Fast O- a dictionary word. Spelled FAST ABOUT.
16. B e lives- spelling - the unstressed vowel at the root of the word being checked. Test word RUN.
17. Be life- we write zhi with I. Spelling - combinations zhi-shi are written with the letter I.
18. TO oh darling- spelling - the unstressed vowel at the root of the word being checked. Test word INJECTION.
19. Yo and- spelling - paired consonant in weak position. Test word HEDGEHOG.
20. . - At the end of the sentence there is a period.
21. P are looking- we write with a capital letter. Spelling - the beginning of a sentence is written with a capital letter.
22. P and chat- spelling - the unstressed vowel at the root of the word being checked. Test word SEEK.
23. Pi now- now we write with A. Spelling - combinations of cha-sha are written with the letter A.
24. Pu Shitty- we write shi with I. Spelling - combinations zhi-shi are written with the letter I.
25. We sh ki- spelling paired consonant in weak position. Test word MOUSE.
26. . - At the end of the sentence there is a period.
27. Birds- we write with a capital letter. Spelling - the beginning of a sentence is written with a capital letter.
28. Petit chk and- spelling - combinations CHK-CHN are written without a soft sign.
29. IN there- spelling - soft separating sign.
30. Nests- there are no spellings.
31. . - At the end of the sentence there is a period

Uzorova O.V.

Today, the great and mighty Russian language has many different rules. Some of them may seem incomprehensible and even incorrect. But they all necessarily obey spelling patterns. What is this - spelling? The word itself comes from two Greek words:

Orphos - correct gramma - letter

A literary translation will look like this: “I’m writing correctly.”
This is where a whole science came from - spelling, which studies all spelling patterns and contains the entire set of rules of the Russian language.

What is the choice of spelling based on?

On special principles. Here they are:
- Phonetic.
The main requirement here is to write in accordance with the pronunciation. For example, ownerless, again, immediately.
- Morphological.
According to it, all morphemes in a word are written the same way. Example, mountain - mountain, water - aquatic.
- Traditional.
If the spelling is difficult to determine and cannot be explained by modern rules, then the old rules are used in such words, that is, they are written according to tradition. For example - Mirage, Heel, Dog.
- Differentiating.
One should not discount the fact that the Russian language has a lot of words borrowed from other languages ​​of the world. At the same time, the language already had a word with the same spelling and pronunciation. And this is where the differentiating principle comes into play. For example, a company - a campaign, a ball-ball.

How to highlight and mark the spelling?!

The spelling can be located in different parts of the word: prefix, root, suffix, ending.
To highlight a spelling found in a word, simply mark the part of the word in which the spelling is located. Next to it, also graphically explain the spelling.
For example, consider the spelling “Alternating unstressed vowels at the root of a word” on the word “Application”. The spelling in this case is the spelling of the letter “O” at the root - “lie”. We will denote it this way: we highlight the root, underline the letter O with one line, and the letter Z with two lines. In this case, the spelling of this alternating unstressed vowel completely depends on the subsequent consonant.
The second example is the word “steamed”. Here we are interested in the spelling of the prefix. To indicate the spelling in a word, you need to emphasize the letter C and the subsequent consonant letter P. In this case, the spelling depends on whether the consonant is voiced or voiceless after the prefix. Let’s underline the letter “C” with one line and the letter “P” with two lines.
One word can contain several spellings at once. If you label them correctly, you will also write words correctly.