Savenysheva Irina Vladimirovna

Despite the fact that the Russian language program, both in primary and secondary schools, pays enough attention to the study of words with unverifiable spellings, the percentage of errors in their spelling is quite high and, when faced with learned words in the conditions of writing cognate words, dictations, in presentations and essays, etc., many children do not recognize them, do not remember their writing. Why is this happening? What is the reason for the difficulties in mastering the words of this group?

Starting from the idea "Every violation of the rule is a mistake", let's try to determine what mistakes can be made by children. To do this, we will determine the composition of the words proposed for memorization from a spelling point of view. Conventionally, they can be divided into 3 groups.

1. words with unverifiable spellings: unstressed vowels, with double consonants, with voiced and deaf consonants, with unpronounceable consonants.

2. words that obey the rules, but the spelling of which junior schoolchildren should be remembered, since these rules are studied only in high school.

These include:

Words with alternating vowels at the root

Compound words with connecting vowels

Words with vowels after hissing in root black

Some adverbs (continuous spelling; with prefixes from and to; with suffixes a - o at the end)

3. Words that are testable, but finding the test word can be difficult for this age group.

Based on these spelling differences between words with unverifiable and hard-to-verify spellings, two types of errors can be identified:

Errors in the designation of phonemes by letters

Calligraphic errors, distortions and omissions of letters

The teacher needs to clearly know which group the word being studied belongs to both in order to form the skill to differentiate and designate graphically the spelling, and to choose the way in organizing the work to correct and prevent errors, which is based on the analysis of written works and generalizations. Work on mistakes should be developed individually, since each mistake depends on the specific problem of a particular child.

Let us designate the possible causes of errors on the part of the student and determine the possible options for correcting them.

causes of errors	possible fixes
misunderstanding or inaccurate understanding of the meaning of a word	Explanation or Clarification lexical meaning words Presentation of an etymological certificate
inability to find an identifying feature, to differentiate between checked and unverified spellings	Development of spelling vigilance Exercises to determine the position of the phoneme in words (strong / weak) Work on the morphemic composition of the word
"memory errors" [3]	Determination of the dominant type of memory (visual, auditory, motor, motor speech) Development of all types of memory
low level of general speech development, insufficient erudition, poor vocabulary	Working with dictionaries, reference books, etc. Speech development
inattention expressed by random substitutions, typos	Development of attention
the passive role of mental skills, due to the lack of training in the methods of mental work in practice. "... we demand active mental work from the student ... and at the same time nothing is being done to teach the student those methods of mental work that lead to the goal in the shortest way" - wrote D.N. Bogoyavlensky	At various stages of work with the words of this group, when selecting exercises, be guided by the principle of activation cognitive processes child
"a wrong guess, an overestimation of one's linguistic instinct"	Develop skills of self-control, criticality
underdevelopment of fine motor skills of the hand (calligraphic errors)	Develop fine motor skills(sculpting, cutting, shading) Calligraphy Skills Exercises
speech therapy problems

There are a number of reasons that cause errors that arise on the part of the teacher.

One of the reasons that make it difficult to learn words with unchecked spellings is that work on unchecked unstressed vowels is often carried out in isolation, in isolation from all other spelling work. To solve this problem, it is necessary to “conduct” such words through the entire lesson, including them in exercises of a different nature and systematically reinforce their spelling in subsequent lessons.

Another reason can be attributed to the monotony of methods and the assignment of a passive role to the child: the word is presented and analyzed by the teacher himself, the student is asked to copy and mechanically learn its spelling. The use of picture and selective dictations, solving crosswords and puzzles, didactic games, creative tasks and much more will not leave the student indifferent, and difficult words will not be learned.

N.N. Algazina defines another reason as an unsuccessful selection of didactic material for exercises that does not correspond to age and the principle of accessibility. Selection of didactic material taking into account age features, program requirements and variance (that is, taking into account typical difficulties) is an important condition for the formation of the skill of literate writing, therefore, the responsibility for meeting these requirements and for mistakes lies only with the teacher.

According to the traditional position, all errors must be corrected. In connection with this provision, work on errors can be carried out:

· Individual - the teacher and the student together find, analyze and correct the error;

· Partially independent - the teacher is limited to a conventional sign in the margins, the student himself finds, analyzes and corrects the error;

· Frontal - oral commenting on the general text with independent search and correction of errors by each student.

When correcting errors in words with unchecked spellings, it is useful to work with spelling dictionary. It is advisable for the teacher to record the children's mistakes in a special journal that will help analyze the results of the work and the dynamics of each student. Children effectively maintain individual dictionaries of difficult words.

With a competent organization of work on errors, which takes into account errors and the reasons for their occurrence, preventive work is included and effective ways to correct them are determined, the level of spelling literacy will certainly increase.

Literature
1. Agafonov V.V. Wrong rules: How to memorize vocabulary words. Associative spelling dictionary. - Ed. 2nd, revised, additional - M: Yuventa, 2004. - 64 p.
2. Algazina N.N. Prevention of spelling mistakes for students in grades V-VIII: A teacher's guide. - 3rd ed. - M.: Education, 2001. - 280 p.
3. Luria A.R. Writing and Speech: Neurolinguistic Research. Uch.pos. Tutorial for psychology universities. monograph. Series: Classical educational book. - Academy, 2002. - 352s.
4. Kanakina V.P. Working with difficult words primary school: Teacher's Guide. M.: Education, 2007. - 159 p.
5. Gafitulina M.S. A word about the dictionary word / Gafitulina M.S.,
6. Kokhichko A.N. Etymological analysis as a methodological technique in teaching spelling // Elementary school. - 1998. - No. 1. - p. 55-60
7. Kuprov V.D. vocabulary work at the lesson of the Russian language // Primary school. - 1990. - No. 3. - p. 37-39.
8. Lvov M.R. Spelling in primary school. - M.: Astrel: AST, 2001. - 256 p.

The correct spelling of the dictionary word "problem", which contains a foreign root, with dubious letters:

problem

It should be remembered that the dictionary word "about the problem" is written with the letter " O".

Words-images for memorization:

complexity - about the problem
question with - about problem
zagvo zdka - about the problem

In image words, the letter that is doubtful in the dictionary word "problem" is under stress. Therefore, in order to correctly write the dictionary word "problem", it is necessary to remember the word-image "complexity" and other similar word-images.

Phrases and sentences with other words:

When checking documents, he could have problems.
Just because things didn't mean there weren't problems.
In the expanses of the Motherland, he began to have serious problems.

Combining a dictionary word into phrases and sentences with other dictionary words in which the same letter is doubtful allows you to remember the spelling of several words at once.

Phraseologisms and quotes with a dictionary word:

There are no unsolvable problems, but there are already successes in creating them! (Aphorism,

You will never solve a problem until you admit you have it. (Aphorism,

Each solved problem generates a new unsolvable problem. (A law formulated by employees of the US Department of Labor)

Phraseologisms and quotes with the word "problem" help to remember the spelling of a dictionary word in an interesting expression.

Poems with a dictionary word for memorization:

How I want sometimes to forget about all the problems.
How I want to forget about the hustle and bustle of people.
How I want not to know about malice and self-interest
And about the "knives" that everyone hides behind their backs.

(Poem by Irina Kameneva)

We give birth to ideas, children and problems,
And we endure all the pain, parting, betrayal ...
We are waiting for a miracle, weather and flights,
We look at the skies, at the outgoing rails ...

(Poem by Marina Boikova)

Let us all be a little crazy
Forgive us this sin, Lord.
How will I live - my problems,
But always keep HIM on the way.

(Poem by Natalia Nepetrova)

Reading poems using a dictionary word with a foreign root is a fun way to remember the spelling of a word.

See also in the spelling dictionary:

The problem is how the word is spelled, stress
spelling or how to write a word correctly, stressed and unstressed vowels in it, various forms the words "problem"

See also in the explanatory dictionary:

Problem - what does the word mean, its interpretation and meaning
definition and meaning, explanation of the meaning and what the word means
The problem is, feminine 1. Difficult question, task, tr...

Other vocabulary words on the topic "state".

transcript

1 Mikitchuk N.B., Sarlay T.V. teacher of the highest category of the secondary school lyceum 1, Grodno The system of work on spelling dictionary words With words with unchecked spelling, younger students meet at every lesson. The number of words by the end of the elementary school course is more than 500 units. Unfortunately, observations show that students make mistakes in writing a large number of very common vocabulary words. One of the reasons for this situation is the undeveloped methodology for teaching work on vocabulary words, the disorder of the didactic material, which includes the most common vocabulary words. Words with unchecked spellings are studied in elementary school "in dictionary order", i.e. students are encouraged to simply write and memorize the appropriate words. Practice has shown that such work is ineffective. The best practices of teachers and specially conducted experiments show that work on words with unverifiable spellings can be rationalized. This is achieved through special training techniques. A strong assimilation of the spelling of vocabulary words is achieved through their frequent use in various tasks and exercises. For better memorization, words in dictionaries can be grouped by topic. For example, in grade 1, the following thematic groups can be distinguished: - "School" - "Animals" - "Garden and vegetable garden" - "In the store" - "Nature" Checking vocabulary words can be carried out both orally and in writing. It is good if the teacher allocates one day a week (for example, Monday) for vocabulary dictation. Such a system ensures a strong assimilation of the spelling of dictionary words. The language material for each word includes the following sections: 1) Phonetic exercises. Word interpretation. 2). to the origins of the word. 3). One-word words. 4). Word compatibility. 5). Synonyms, antonyms. 6). When do they say so? Thus, conditions are created under which students develop a versatile approach to the word.

2 1. Write the words in alphabetical order, insert the missing letter, put the stress in the words: sch..nok, s..baka. k..rova, v..rona, v..r..bey, s..l..way 2. Write down the words, following the alphabetical arrangement of not only the first, but also the subsequent letters. For example, a loaf, a ticket, a birch, luggage 3. Tasks become more difficult. Words are given: alphabet, newspaper, diamond, hero, pencil case, bus, orange, tomato,. peas, pie, alphabet, garage Write these words respectively in three columns and inside each column strictly alphabetically. 4. Write down words with stress on the first, second, third syllable. 5. Write down words starting with the indicated letter. 6. Write out the words in two columns: in the first column, words with voiceless consonants at the end, in the second with voiced ones. Words are given: breakfast, people, address, drawing, carrot, portrait, luggage, pencil, salute, oats, ticket, language. 7. The game "Guess!" There may be words: crow, magpie, milk, cow, straw 8. Game "Guess the word." Syllabic cards are used for this game: MO (milk, frost) PE (rooster, pencil case) SA (boots, sugar) GO (city, peas, burn, horizon) 9. The end of the word is given, and the students come up with the beginning. court, reza, squa 10. What words have vowels dropped out of? M sh n l s c Z v d dr r 11. Collect the syllables. Roz, mo; torus, track; pus, ka, that; 12. Chain of words. One word is given, the children continue the chain so that the last letter of the first word is the beginning of the next word. For example, portrait, telephone, people 13. Selective answer. This is an element of programmed learning. Its essence is that, offering students a task, the teacher accompanies it with several answers. Of which one is correct, the rest are not. For example,

3 Words B seda E AND E AND G..zeta O A A O clothes A A Obl to A A * Write down the names of birds, animals, educational things, etc. 14. Write words with ь at the end (in the middle) of the word . 15. Write down 5-6 words that answer the question who? What? 16. Write down 5-6 masculine, feminine or neuter nouns. 17. Write down a few words of 1st declension or 2nd declension or 3rd declension. 18. Pick up and record related words To given word. 19. Form new words using the suffixes ok, -ik, etc. 20. Selective dictation. From the sentence selected by the teacher, students write out only dictionary words. For example. The guys found a small dog. The teacher praised the students. 21. Complete the sentences using only dictionary words. Chirping merrily. Lives in the forest. Children ride on. 22. Compose a story based on the key words and title it. - winter, frost, skates, ice rink - student, pencil, pencil case, notebook, class 23. Replace with one word and write it down. - A place where a lot of people live. City. - The fourth day of the week. Thursday. 24. Choose for each word the opposite in meaning. Right - hello -. Tomorrow Adding spelling tables. A A - A O paragraph pencil straw Kitchen garden 26. Selection and recording of words with foreign language elements. For example, pick up and write down with elements of auto-, call-, gram- Highway team grammar Car collection kilogram bus station editorial board spelling 27. The game “The letter A (O) invites us to visit” 28. Children easily remember many words, composing, i.e. e. selecting a test word by similarity, analogy, meaning, and sometimes vice versa, completely inappropriate. For example: a ship because a boat is a glass, a saucepan because a cup

4 Hammer nails The attendant makes the briefcase full CHARGING times, Two Happiness with + part + e 30. The beginning of the next task is preceded by a quatrain: The words lived quietly in the book, But the book was suddenly gnawed by mice. They took a bite out of the words, They dragged them out of the book into a hole. The words are given on the board: robey rona tukh 31. The letters k m s p are written on the board Write down 2-3 dictionary words under each letter. 32. Write out those words in which all the letters of vowels are arranged alphabetically: sausage, kefir, kilogram, cutlet, orange, pan, boil, car 33. Write out: - words that have 3 spellings; - words that have 2 identical spellings; - words. In which there are 1 checked and 1 unchecked spelling; shovel, wagon, watermelon, tomato, kilogram, compote, carrot. Shop 34. Think on what basis these words can be divided into 3 groups: breakfast, shovel, wagon, rustic, buzzes, tomato, saucepan, interesting, orange, dined Mark all the spellings and write down the words in 3 columns. 35. Compose scattered words, those in which there are unchecked spellings, write them out. De sa nya harvest Garevma Zin be li 36. The boy completed the teacher's task: write down all the words he knew with the letter K. He wrote: cow, kitten, kefir, cash register, spikelet, saucepan, kilogram, mole, boil. Without opening the dictionary, check whether the student completed the task correctly. How will you reason? Write only vocabulary words. 37. Find and write down the following words: 1) the word in which the name of the animal is "hidden"; 2) the word in which the name of the flower is “hidden”; 3) the word in which the name of the bird is "hidden"; towel, pasta, giraffe, basket, road, lark, cutlet

5 38. Choose from the proposed words such that you get a poem with meaning and rhyme. You may need to change the words for the question command. Oh, how hard it is for mom! The bag presses on the shoulder Of the mother Carries four. Her beloved son loves. (kilagram, pear, shop, apilsin) Write down the word with “windows”, and then check their correct spelling in the dictionary. 39. They screamed in horror from the pussy, To the smolders were also not silent. M krones spread out to the pan, K fir clung to the smooth wall. Seryozhka played football for half a day. He got a little hungry. Again he was going to open the refrigerator And swallow everything that was left there. Filling in the gaps is supposed either from memory (at the verification stage) or from a dictionary (at the assimilation stage). 40. The girl was writing a story, but there was no dictionary nearby. Therefore, she simply missed all the vocabulary words she did not know. What would you do in her place? Try with the help of a dictionary (or without it) to reconstruct her story. Do you think all the kids in the class will do the same. Mom cooked delicious. Everyone was very happy. And Sasha said that he does not love, but loves. 41. Check the work of students in grade 2. Katya wrote: Many passengers got off the car at this station. Vitya wrote: In the village, my grandmother has a big cat Vasily and a green gosha parrot. Correct mistakes. Think about what each of the guys did not know. Write correctly and explain the spelling. 42. Work in pairs. Everyone opens a dictionary and writes out 5 any words with gaps. The guys exchange notebooks, fill in the gaps. Check in a dictionary.

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Skill Formation

Spelling words with

unverifiable

Unstressed vowels.

Problem: children school age make spelling mistakes.

Target: teach your child to write these words without mistakes.

The program of primary education in the Russian language for each class provides for the obligatory assimilation of a number of words, the spelling of which is not checked by the rules. These are the so-called vocabulary words. A strong assimilation of their spelling is achieved through frequent use in various tasks and exercises, if possible related to the topic of the lesson being studied.

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

The formation of spelling skills in the study of words with unverifiable spellings should be based on the active work of students, the regularity of tasks and exercises, repeated (5-8 times) reference to the studied vocabulary words (on a daily five-minute spelling session).

In the work on the assimilation of words with unchecked spelling, a variety of methods and techniques that contribute to a strong memorization of the correct spelling are of particular relevance.

^ Types of dictations of vocabulary words

The most common type of vocabulary and spelling exercises are dictations. Vocabulary dictations can be considered both as a teaching and as a controlling type of work on difficult words.

Visual dictation.

Students spelling and orthoepically pronounce what is written on the card. hard word with a highlighted unstressed vowel and write it down from memory.

Picture dictation.

1. The teacher shows a card - a picture, the children name the depicted object, explain the spelling of an unstressed vowel in a word and write it down;

2. The teacher shows a card - a picture, the children write down the word on their own.

Selective dictation.

(picture, auditory, visual)

The teacher gives the children tasks:

1. write in the first column the words - the names of animals, in the second - the name of plants;

2. write down in the first column the words in the spelling of which the vowel e should be remembered, in the second - the words in which the vowel o should be remembered;

3. write out words from the dictionary on a specific topic.

Dictation with commentary.

The teacher calls the dictionary word or words of the same root to it, one student comments on the spelling, the rest of the children write these words in a notebook.

^ 1. Writing a word alphabetically.

Having written down on the board a few words with an unverifiable vowel (felt boots, calendar, bus, store, rocket, etc.), the teacher suggests rewriting these words in a notebook, arranging them alphabetically.

^ 2. Selective dictation.

The teacher reads aloud the text in which there are words with unverifiable spellings, and the students, after listening to the sentence, write down the words encountered in it with this spelling.

Winter.

Winter came. Frosts crackled. The boy put on his coat, took his skates and went to the skating rink. There are a lot of guys from his class. Everyone is having fun.

^ 3. Grouping and writing words according to spelling.

Students write down the words dictated or given on the board in groups in accordance with the spelling features of the words. So, the teacher gives words with unverifiable unstressed vowels (sofa, pencil case, newspaper, raspberry, lilac, notebook, victory, commander, etc.) and suggests writing them in columns: in one - with unstressed a, in the other - with o, in the third - with and, in the fourth - with e.

^ 4. Selection of single-root words with different morphemes.

Frost, frosty, frost, frost, frost.

5. Selection and recording of synonyms and antonyms.

Blizzard - blizzard, storm, blizzard, blizzard.

South - north, west - east, back - front, left - right, coward - hero, fast - slow, defeat - victory, gloomy - friendly, restriction - freedom.

^ 6. Making sentences with these words.

For example, given the words: carrots, cabbage, peas. Students make a sentence: Carrots, cabbage and peas grow in the garden.

^ 7. An essay on a given topic based on key words.

In the garden.

Harvest, carrots, cabbage, tomato, peas, beets, cucumber.

8. Drawing up a story based on the key words and title it.

9. Adding spelling tables.

To fix unchecked spellings, the method of appending tables can be used.

Straw, garden, etc. etc.

^ 10. Selection and recording of words on topics.

“School” (teacher, guys, pencil case, pencil, class, notebook, friend, textbook, duty officer, etc.), “Transport”, “Travel”, “Garden”, “Plants”, “Days of the week”, "Months", "Numbers", "Animals", "Professions", "Magic Words", "Colors", etc.

^ 11. Replacing descriptive phrases with words - synonyms.

Drawer for pens and pencils (case).

12. Answers and questions.

These tasks are performed in different ways:

a) the teacher dictates the questions, the students write only the answers;

b) the teacher dictates or reads the questions written on the board, the students write complete answers.

Who lives in the forest? (Hare, bear, fox, bear, etc.)

^ 13. Supplementing sentences with words.

Chirping merrily ... (sparrows).

14. Game tasks.

Name (write) words that begin with the letter d, etc.: road,

on duty, girl, December, etc.

Guess the words.

The beginning of the word ka- is given. Children write words that begin with these letters:

cabbage, calendar, potatoes, pencils, painting.

Chain of words.

The teacher calls the first word, the children continue the chain: each subsequent word must begin with the last letter of the previous one.

Collect words from syllables.

ro ag nom (agronomist)

then av bill mo (car)

Replace numbers with letters of the alphabet: 31 12 19 12 21 18 19 10 33 (excursion)

Find an extra word: car, harvest, tram, plane.

^ 15. Games - competitions . It can be puzzles, crossword puzzles. The guessed words must contain the studied spellings.

16. When studying the program material, you can offer the following task.

Theme "Parts of speech".

Students write down phrases: lovely daisies, plant trees on the street, walked on the sand, a vociferous nightingale, take care of plants, a bright fire - and perform tasks: adjectives - sorted by composition, verbs determine conjugation; explain the spelling of unstressed vowels; determine the cases of nouns.

^ 17. Compilation of an etymological dictionary of words with unverifiable spelling.

RASPBERRY - the name was based on the sign of the berry fruit, consisting of small parts. The word raspberry is derived from the word small - "small". Raspberry - small - "consisting of small parts."

^ 18. Write spellings similar to appearance subject.

dandelion to pike

pug vicza p masha

19. Proverbs with missing letters.

Not great ... .. yes, the nose turns red.

……. loves cleanliness.

Alien viburnum, homeland - ... ..

20. Words are written on the board. Children read carefully. Then the words are closed and the teacher says: “Now I will show the pictures. If the name of the object depicted in the picture coincided with the entry of the word on the board, then write this word in a notebook.

Game form of presenting material 8. The composition of numbers was studied,

consists of three structural components: Seven in the eight concluded.

rhyming lines to a dictionary word, eight seven

unusual meaning of rhymes, emphasis

letter entry in a word with spelling. 9. This word is a champion,

Rhyming helps to establish meaning - It jumps with a pole.

the relationship between the word and is highlighted - sixteen sixth

letter entry, indicates op -

fogram, and most importantly, it contributes to production - 10. - Cap, cap, cap, -

free memorization of writing a word - cabbage whispers.

boiled words. Pupils in the future - Without rain, I'm very bored!

operate with rhyming as an algorithm cabbage cap.

to memorize spelling.

11. Fox and fox - brother and sister.

Here are the main components of this fox fox

I. Highlighting a word in a word. 12. The union lives in a dwelling,

1. There are words like a bird, Let's find him.

Crowing on the vocabulary page. housing or

Car - tone car! 13. - Qua! - apartment all of a sudden

Man said.

2. Look, children, cancer flies in a rocket. Scared the kids.

rocket cancer apartment qua!

3. Beautiful city 14. An eye in an apple sits,

There is in this word, He looks at the world from above.

To visit it - an apple eye

A huge honor! You can use lines from

Twelve vein (Vienna) verses famous writers,

For example:

4. The plane is a secret - On the last day of school

The secret is on the ticket. To whom will I give a lilac?

Ticket il (Il) lilac ire (Ire)

5. Rov hid in bed.

He wanted to sleep.

Bed moat

6. Woe began to burn,

We won't talk about him

We regret.

burn grief.

7. The artist revealed a secret to me:

"I fit a large port into a portrait."

port portrait

II. Selection of a syllable in a word.

1. I write the word "good."

And in every syllable the letter O!

2. With the syllable MO - I am an evil frost,

And without it - I'm a lot of roses.

3. Note RE sang

In the address skillfully.

4. We studied the words

With letter A.

The address will be familiar to everyone,

The first syllable for the letter is house.

What? Who?

work people

5. And in these words

lives without a fight

combination -ORO-.

Who? What? How?

forty city soon

crow road

III. Highlighting a letter in a word.

1. There is a huge notebook,

in which you can draw.

And she's called

Let me remind you: with the letter A.

2. The letter O lives in a fire.

And imagine not being afraid

Does not burn or smoke.

3. Say a nice word:

carefully,

And it's easy to remember:

Letter A, two K and O!

carefully

4. "A miracle is a river."

bear pencil case

rooster notebook

We will write with the letter E!

From a dictionary word

It turned out "Miracle - the river."

Between the words it flows

He carries the letter E with him.

5. Key words are important.

With the letter O they are friendly!

6. Look - guys,

With the letter O grows in the garden.

Well, where does cabbage grow?

Surprisingly,

The place is empty.

I, my friends, will tell you:

"Writing is a mystery,

With the letter A, another bed!

Potato

Everything is fine with us now!

In a student's notebook

O and A grow in the garden!

The dictionary page looks like this:

Important people on the street

We were able to settle down in peace.