Orthograms of consonant letters confluence of consonants. Topic: Identification signs of orthograms as a means of forming spelling vigilance

“Suddenly a friend felt sad, soon he will meet the enemy again ...” But why did the reader of these lines also feel sad? Empathy for the lyrical hero? Undoubtedly. But there is also something invisible at first glance. What if you try to read the sentence aloud? Get ready for a tongue shake and explosion. Let's figure out what a confluence of consonants is. It will be interesting.

Confluence of consonants: how much?

“Vdr”, “vzgr”, “stn”, even the strange “sdr” at the junction of words ... Such a number of consonants per square centimeter is a clear search for the language of an average person. And this phenomenon is called simply and figuratively: a confluence of consonants. What is this?

To clearly explain what a consonant cluster is, let's look at what in any language is called the norm and deviation from it. From the point of view of phonetics, the most convenient scheme for pronunciation is the alternation of a vowel and It is no coincidence that words like “mother”, “woman”, “bibi” are most quickly and easily picked up from adults by kids. Such words are convenient for learning in any foreign language.

And how are they?

It is not for nothing that the Italian language is considered one of the most melodic. The abundance of vowels and their frequent alternation with consonants makes speech voiced and iridescent, which is worth only the well-known "amore" or "cinema".

Also within the normal range is a cluster of two consonants. Many Russian words, for example, "friend", "enemy", "ringing", "shout", are included in this group. The German language is known for its diverse combinations of consonants. "Schmetterling", "Duft", "Schritt" - these words are expressive in their own way, beautiful in their clarity and also easy to remember.

But the Serbian and Czech languages ​​were less fortunate. “Chrli vrh”, which means just “black peak”, sounds infernal. And behind the ominous "trdlo" lies a delicious bun. And this is by no means an exception.

Records for hard-to-pronounce words beats the Georgian language. What is only worth "gvprtskvnis" - nine consecutive and separately pronounced consonants.
In English there is a word latchstring (a rope from a heck) - 6 consonants in a row. It is worth noting that the sounds in this combination are 5 [le tchstr ing]. We hasten to reassure all those who study English, the confluence of consonants is rare. The maximum here is 4 consonants in plural forms: attempts, bursts, as well as in sixth, twelfth.

Words with three consonants are also not uncommon for the Russian language. "Sigh", "scream", "adult", "strive", "revenge"... You can easily notice that such noisy trios occur (and here is another example!) at the beginning of a word. This option is more or less acceptable. But the short forms of some adjectives can make you smile. Round, kind, dull, callous - is it possible to say about a person "He is callous" and not smile? Even if this characterization is true. Why is it so?

Where consonants merge

It's all about where consonants converge: at the end of a word, in its middle, or at the beginning. As a rule, the beginning of any word is pronounced with greater voice power and speed. This facilitates the articulation of several consonants in a row, as if they are flying through the air. Hence the hidden energy of the word "explosion" - the confluence of consonants here describes this phenomenon in the best possible way. The words "take off", "shot" are similar in effect. Very often, such words denote a sharp, impetuous and short-term action. Agree that such a confluence of consonants is very justified. And beautiful.

Words with a confluence of consonants at the end, on the contrary, sound ponderous. Cedar, beaver, fact... However, if you stand at the end of the word, the confluence of consonants will almost be lost: "tundra". The same happens with the plural forms: "cedars", "facts". But the forms of the genitive plural of some nouns may well slow down the pace of speech: "feelings", "actions", "sets".

Meeting point can be changed

Speaking of the "meeting place", one cannot fail to mention the random confluence of consonant letters at the junction of words or morphemes. . A classic example from a bad poem for children: "Bobblehead is furious." With such a pandemonium of deaf consonants, not only the baby doll will go crazy! Whistling [s] and [h] completely dissolve the innocent [c] between them, erase the word boundary and, when pronounced quickly, make the phrase incomprehensible.

Counter-strategy, filter press, burgomastership, privatization… These monsters in literal form are just words that are not very lucky with prefixes and suffixes. Often the foreign origin of either the prefix (counter-), or the root (burgomaster), or both roots (filter and press) is to blame. It is worth rejoicing, as a rule, they have a narrow specialization.

Falling out of the cage

Hello! It's so easy to say this word. But writing is not very good. Three consonants at the beginning and four in the middle make one of the friendliest words unapproachable in appearance. But what happened to human language? Very simple. He threw out an indistinct sound [v] from the pronunciation. Some go even further, shortening it to "hello," "drase," or "gift." The bottom line is that if a word is used very often in everyday speech, its pronunciation should not make it difficult to talk. “Sun”, “late”, “heart”, “godfather” in oral speech safely lost uncomfortable consonants, unnecessarily straining the tongue. But look at the single-root “sunny”, “late”, “cordial”, “christening”. Very similar, but different words. The confluence of consonants in them is divided into two parts by vowels, and each consonant receives its portion of power.

Isn't there too much publicity?

We have already figured out that many consonants in a row are bad and inconvenient for smooth human speech. But what about long vowel lines?

Audio equipment, hydroaeroionization, radioactivity... It is easy to see that confluences of vowels occur at the junction of stems in compound words. As a rule, these are complex scientific terms that we rarely use in everyday life. If you try to read such words aloud, you can hear that they are involuntarily divided into two or three shorter ones (according to the number of bases). Still, vowels are easier to handle due to the greater participation of the voice in their pronunciation.

Tongue Twisters

It would seem that the confluence of consonants is an ideal phenomenon for tongue twisters. This is where everyone smashes tongues to smithereens! Let's analyze the most popular tongue twisters in Russian.

  • Sasha walked along the highway and sucked dry.
  • Grass in the yard, firewood on the grass. Do not cut wood on the grass of the yard.
  • Aground, we lazily caught burbot and we exchanged burbot for tench. Didn't you kindly pray for love, did you beckon me into the mists of Liman.

A very bleak picture emerged. Well-known tongue twisters, it turns out, do not contain a single furious confluence of consonants! The maximum here is two consonants in a row [dr], [tr], [shk]. But these combinations are widespread and do not cause difficulties.

Basically, tongue twisters are aimed at honing simple consonant-vowel syllables that are similar to each other. Thus, the tongue twister improves the pace and fluency of speech at the same time.

There are several tongue twisters with a confluence of consonants. However, they are not as well known.

  • Wipe the portrait. Wipe the portrait tremulously.
  • Maintaining a vehicle is more expensive than spending money on transport.
  • Route routed routed yes not routed.

From such verbal exercises, speech will not become more elegant, and therefore it is better to still use the old tried and tested fruits of folk art.

Summarize

The confluence of consonants is a phenomenon that exists in many languages ​​of the world. For some languages ​​it is the norm, in others it is unacceptable. Very often, the abundance of consonants makes it difficult to speak and impair understanding (especially at the junction of words). Nevertheless, this phenomenon gives expressiveness to some words, especially if used at the beginning of a lexeme. Shake and explosion for the tongue are sometimes very useful.

writings not by pronunciation called orthograms, i.e. correct spellings (in words tr a wah, but well the highlighted letters are orthograms). Instead of a spelling, another letter can be written in a word - incorrect spelling, i.e. an error: lo well ka - highlighted letter - spelling (correct spelling); "lo sh ka ”- the highlighted letter is a spelling mistake (i.e., incorrect spelling). A writing student constantly has a competition in his mind, a choice between a spelling and a mistake. There are many reasons for the appearance of errors (instead of spellings) (see about them below).

Each type of spelling has its own easy-to-remember signs, or identifying features:

For orthograms - vowels: unstressed vowels ( to a current,st e on the, position of vowels after hissing and c (well yo Lud,c and rk);

For orthograms - consonants: a confluence of consonants ( I sn th,boom lcd a), end of word ( holo d ,but well );

Spelling - letters b and b : a) at separators b and b the presence of the sound [th '] after the consonant ( with[y'e] m, sem[y'a]); b) in non-separating b the presence of soft consonants in consonants (but ch oh, se[l'] dh, ko[n'] ki, ba[n'] teak), the presence of hissing at the end of the word ( ro well b,grief h ,hide h b,e sh b,splo sh b,whether sh b), the presence in the pronunciation of the verbs [ca] ( kupa tc I,bathe ts I);

Orthograms have capital letters: the beginning of a sentence, the presence of proper names ( B aikal) and own names ( AT elikaya O civil war);

For non-alphabetic spellings: the presence not and neither , prepositions and conjunctions, prefixes in- , something , on- , suffixes -or , someday , still , -s (-s) , th , -him , compound words, end of line.

Identification signs are acquired gradually, as you become familiar with new types of orthograms. They play a huge educational role if the teacher does the right job.

45. Methods of working on the spelling rule.

Psychological science has put forward the extremely important question of the need to teach schoolchildren the methods of mental work. This is stated in the article by D.N. Bogoyavlensky: "... methods of mental work on the application of theoretical knowledge in practice should be given no less attention in teaching than mastering the content of scientific concepts or rules." Algazina N.N. Formation of spelling skills. - M. "Enlightenment". 1987

That is why it is important to find such ways of learning spelling that would contribute to the formation of thinking skills in students. To do this, it is necessary to explain not only the essence of spelling rules, but also how to use them in practice, i.e. determine when to apply the rule; determine which rule to apply; in what sequence the word must be parsed in order to apply the corresponding rule to this particular case.



To this end, when studying each spelling rule, the teacher introduces students to the schemes of written and oral spelling analysis and its sample, and also uses an explanatory letter.

The spelling parsing scheme is determined by:

Subsequence.

It is important to note that sometimes separate points of analysis, indicating what operation, what action the student should perform, provide for a far from elementary step. This operation itself may consist of a number of steps.

Let's say the parsing schema says: "Determine the declension of a noun." Can this operation be considered elementary? Obviously not.

The student must:

Put the noun of interest to him in the nominative case of the singular;

Pay attention to the ending;

Determine the gender of the noun.

The complex operation of determining the declension of a noun is worked out before it is included in the spelling analysis scheme (when studying grammatical material).

So, the parsing scheme is a prescription that determines what essential features of the spelling and in what sequence the writer needs to identify in order to correctly apply the corresponding spelling rule, in other words, the spelling parsing scheme is a prescription that determines the content and sequence of mental actions for the application of spelling rules in writing practice.

First of all, let us dwell on the content of the analysis, i.e. on what essential signs the student must establish in order to correctly apply the rules. These essential features are indicated in the wording of spelling rules. For example:

After hissing and C in adjective suffixes, it is written O under stress, without stress -E: penny, hedgehog, but: plush, calico.

According to the wording of this rule, the student must determine:

a) in what morpheme is the vowel that follows the hissing;

b) part of speech;

c) place of stress.

As for the sequence of parsing, it is advisable to take into account the following: firstly, an identification feature is called; secondly, such an essential feature or such essential features, with the help of which the student must bring the spelling under the rule; thirdly, such an essential feature or such essential features, the definition of which will allow us to resolve the issue of writing this orthogram.

The question arises in what sequence these essential features should be considered. When solving it, it is necessary to be guided by the following: first, those essential features of the spelling are considered, the clarification of which, under certain circumstances, can eliminate the need to determine other essential features.

So, when determining the sequence of spelling analysis, the following should be taken into account: first, the identification sign of the spelling is indicated, then the “selective” sign (or “selective” signs), then the “final” sign (or “final” signs).

There can be only one identifying sign of the spelling, for example, an unstressed vowel, sound [n] in the suffix. Therefore, at the identification stage, the sequence of spelling analysis does not need to be established. As for the "selective" and "final" signs of the spelling, there may be two or more of them. In this case, at the "selective" and "final" stages, it is necessary to find out the sequence of spelling analysis. In this case, one must be guided by the following: first, such a sign is determined, the establishment of which can eliminate the need to clarify another sign or other signs.

Explanatory letter.

An explanatory letter helps to teach students to apply spelling rules.

An explanatory letter is understood as a letter of students with an oral or written explanation of spelling (V.A. Dobromyslov). Oral explanation of orthograms immediately before writing a word and in the course of writing it received the name of commented writing in the experience of Lipetsk teachers. More acceptable, from our point of view, is the term "explanatory letter".

When performing exercises such as cheating and writing dictations, students explain spelling orally or in writing, i.e. indicate in a certain sequence all the essential features, the totality of which determines the correct spelling (perform spelling analysis).

In a written explanation, conditional abbreviations and underlining are used, which is reported to students when a sample of written analysis is given.

Conditional abbreviations and graphic symbols allow students to explain in writing all the spellings considered at school, i.e. fix mental actions in the process of applying the rules according to the schemes proposed by the teacher.

As for the oral explanation of the spelling, it usually represents a coherent statement of the type of reasoning. In this case, the thinking and speech of students develop and spelling rules are deeply comprehended.

Oral explanation of the spelling, which is a detailed reasoning in accordance with the spelling analysis scheme, is especially appropriate to carry out immediately after explaining the corresponding spelling rule (when students master the detailed reasoning leading to the definition of the desired spelling), when repeating and in the course of working on mistakes.

The same must be said for the written explanation of spelling. However, a written explanation also takes place when the need for detailed reasoning disappears. Students, determining the spelling, only establish essential phonetic and grammatical features using conditional abbreviations (see Appendix No.) and underlining. At the same time, a written explanation obliges all students to analyze spellings, i.e. learn to apply the rules, and helps the teacher to identify errors in analysis that have given rise to incorrect spelling. In the latter case, it is possible, when working on mistakes and with further fixing of spelling rules, to pay attention to what students have not yet mastered and what is the cause of errors.

It is important to emphasize the following: in order for students to learn to apply spelling rules, they must, during the exercises, explain spellings before writing words that contain the corresponding spellings.

And one more circumstance should be paid attention to. It is necessary to train students in explaining spellings with auditory perception of the text.

“For spelling purposes,” writes D.N. Bogoyavlensky, it is absolutely necessary to develop the ability to quickly, in the course of work (for example, when dictating), recognize morphemes and grammatical categories. At the same time, it should be noted that, both in dictations and in all kinds of creative written work, the student has to determine all this either during auditory perception of the text, or during its internal pronunciation. Therefore, it seems natural in grammar classes to teach students to perform grammatical analysis by ear. Algazina N.N. Formation of spelling skills. - M. "Enlightenment". 1987.

Identification signs of spelling

Spelling type

Identification features

Letters: vowels

unstressed,

hissing and c before vowels

consonants

end of word

consonant cluster,

N before ending and suffix

b and b

soft consonants,

hissing at the end of a word

sound [th] after consonants and before vowels,

[ca] at the end of verbs

the beginning of a sentence or test,

the presence of proper names and proper names,

Difficult words,

prefixes something -, in -, on -,

suffixes - someday , - then , - or ,

particles - then , - ka

Merged and separate spellings \space\

H e,neither , would , same ; prepositions;

Dash

End of line

Orthograms are in different parts of the word, between parts of the word and between words.

    memo

How to learn to write well

1. You need to learn to feel the stress, without feeling the stress, you cannot detect an unstressed vowel.

2. You need to learn how to distinguish morphemes, otherwise you won't know which rule to apply.

3. You need to learn to determine the part of speech, without this it is impossible to apply the rule.

4. You need to learn to distinguish between the semantic features of words, otherwise you can make a mistake in choosing a test word.

How many rules! How many rules!

Unaccustomed to shiver!

Be careful and only!

You will remember everything, you will understand everything!

    Read. What role does handwriting play in written communication?

One illiterate came with a bow to the literate:

Be a friend, write a letter. And then I can't...

No, I can’t, my leg hurts, - he answered gloomily.

Come back in a week, maybe the disease will pass.

Do you write with your foot? – the illiterate asked.

No, I don’t have the strength to go to the address with the letter.

My handwriting is like this, work at least a whole year,

But no one will understand my letter without me.

(V.Goncharov)

    Explain the proverb

IV.Securing ZUN

    Essay-reasoning

Task: development of creative abilities, identification of the level of knowledge of students.

    Is it necessary to be literate?

    Why is it necessary to be vigilant?

    Why do you need to know punctuation and spelling?

    Read an excerpt from L. Uspensky's book "A Word About Words" and write an essay-reasoning " Why do you need to be literate?

"... I remember a small town almost destroyed by shells in the days of the Great Patriotic War, the road from our posts to its outskirts and a pillar near the road. On the pillar there is an arrow and a strange inscription:" Opteka ". Me and several other officers stood in front of this pillar and strongly scolded the eccentric who made such an inscription. How could we understand now: what is there, around the corner, on the streets of the town, along which fascist bullets whistled? If it is true there " pharmacy "is one thing: we must immediately send fighters there, regardless of the danger, take out all the medicines that could be left there, bandages, iodine. We really needed all this. If "optics" - then no glasses, no cameras at that moment they were not interested in. “And how can a literate person write such a thing?” the major grumbled.

V. Summing up the lesson

Objective: to analyze and evaluate the success of achieving the goal and outline the prospects for further work

What new did you learn in the lesson?

What did the lesson make you think about?

What goals have you set for yourself?

VI. Homework

Objective: to provide an understanding of the purpose, content and methods of doing homework. Checking relevant records

Finalize the essay.

VII. Reflection

Objective: mobilize students to reflect on their behavior (motivation, methods of activity, communication). Mastering the principles of self-regulation and cooperation

Exercise "Plus or minus - interesting."

P (I liked it)

I like it)

And (I wonder)

Lesson # 2

Lesson topic: Spelling prefixes

Prefixes give Russian speech so many rich shades! Wonderful expressive speech largely depends on them.

In the variety of prefixes, there is a variety of meanings.

(K.I. Chukovsky)

Target: improving the skill of correct spelling of words with difficult prefixes.

Tasks:

Educational: generalize and deepen knowledge about the spelling of prefixes, repeat groups of prefixes, spelling of words with difficult to determine the meaning of prefixes pre- and at- .

Educational: improve the ability to correctly write vowels and consonants in prefixes, distinguish prefixes in writing pre- and at, to form spelling vigilance, teach comparison, proof and refutation as methods of mental activity using examples of explaining spelling in prefixes.

Educational: work on the attention span of students.

Methodical methods: work in groups when compiling a table, a conversation about difficult cases of spelling prefixes, creative work (mini-story).

Lesson equipment: Presentation. Nefedova O.N. Interactive tables in Russian, part 4

I. Organizing time

Task: organization of students' attention, familiarization with the work plan

II. Checking homework

Task: establishing the correctness of the assignment by all students

Essay-reasoning

III. Actualization.

Task: to update the basic knowledge

    Guess phraseological unit. (Bite your tongue, chop on your nose). What rules do you see examples of?

Independent formulation of the topic of the lesson.

Our goal is to summarize what is already known, deepen knowledge about the prefix, continue to consolidate this difficult topic and check how firmly it is learned.

- Name 5 ways to apply knowledge, skills and abilities on this topic in life.

You see how important...

    Conversation about prefixes

Each part of the word has its own meaning. For the Russian language, the greatest opportunities are the formation of new words with the help of prefixes. For example: run - run - run - run, etc.

It is the prefixes that create a special expressiveness of the verbs, indicate the degree of intensity of the action, the various shades of its manifestation, sometimes give the words a colloquial coloring.

There are many prefixes in Russian. Try to remember and write them without looking anywhere. At the same time check your memory. If you come up with more than forty prefixes, you can assume that you have an excellent memory. If there are thirty prefixes, it’s also not bad, but if there are less, don’t be upset, because knowing and remembering are not the same thing. You perfectly know and understand words with prefixes, speak freely with their help, but for some reason they didn’t really want to “remember” you. You need to train your memory, learn more poems by heart.

IV.Generalization and systematization of ZUN

Task: to deepen knowledge about the spelling of prefixes.

    Working with a summary table. Drafting a prop.

Let's continue the conversation about the prefix

What is the most difficult group of prefixes in Russian? ( at- , pre- )

Why? (a lot of words for memorization, we will turn to them today).

Invariable prefixes are often not pronounced clearly, and this can also cause spelling difficulties. Many mistakes are allowed in words with a prefix with- . Prefixes on a consonant under the influence of the subsequent consonant are pronounced loudly or deafly, which manifests the phonetic law of the Russian language (for example, give [ addat ']).

And here are the attachments h- , with- are written mainly in accordance with the pronunciation, although there are exceptions (tasteless).

In terms of spelling, all prefixes in Russian are divided into three main groups:
1) prefixes that are always written the same way;
2) prefixes, the spelling of which is determined by the peculiarities of the pronunciation of the word (the place of stress or the quality of the sound following this prefix);
3) prefixes pre- and at - , whose spelling depends on their meaning.

Prefixes that do not change in writing

Vowels and consonants in prefixes in- (in- ), you- , before- , behind- , above- (necessary- ), not- , under- , about- , about- (ob- ), from- (oto- ), pa- , re- , on- , under- (under- ), great- , pre- (pre- ), pro- , with- (co- ), su- , y- are always spelled the same, regardless of their pronunciation, for example: in become,from to give,about think,before become,with twitchy,about judgment.

Prefixes ending in -z (-with)

In attachments for -z (-with ) in accordance with the pronunciation, before voiced consonants, it is written h , in front of the deaf - with :

from- (is- )

bend - expire

once- (race- )

divide - write

without- (devil- )

pitiless - heartless

WHO- (during- )

retort - exclaim

vz- (sun- )

hillock - feed

bottom- (lower- )

bring down - descend

through- (through )

excessive - too much

    vocabulary work

Remember: in consoles once- (race- ) - roses- (grew- ) under stress is written O, without stress - BUT: sledge - ruin; painting - receipt; exception: investigative

Prefixes pre-, at-

Prefix pre- has the following meanings:
1) the highest or ultimate degree of quality, attribute: great, beautiful, wise;
2) synonymous with prefix re-: block (block), interrupt (interrupt), break (break).
Prefix at- stands for:
1) accession, approximation, addition: stick, fly, add, attach;
2) incomplete action: sit down, open up, pretend;
3) spatial proximity: seaside, backyard;
4) bringing the action to the final result: tame, shoot, sentence;
5) committing an action in someone's interests: appropriate, save, npu acquire, pocket.
vocabulary work

Remember: some words with prefixes pre- and at- differ in meaning. Compare:

betray(friend) - give out (cf. traitor)
give(value) - add
transform(to life) - to realize
pretend(door) - cover
despise(enemy) - to hate
despise(orphan) - shelter
stay(in the city) - to be
arrive(to the city) - to come
transgress(law) - break
proceed(to business) - start
In many cases attachments pre- , at- closely merged with the root, it is difficult to isolate them and establish the meaning.
vocabulary work

Remember:president, presidium, prerogative, pretender, primitive, privilege, principal, priority.

V. Fixing ZUN

Task: establishing the correctness and awareness of the assimilation of educational material on the topic, identifying gaps and misconceptions and correcting them.

    Tasks Prefixes

(Prefixes on h - s. Job options are given. Students choose their own activities

Exercise number 1. Insert the missing letters, mark the prefixes. (1b)

P...sow rye, o...leave the enemy, set up...building a house,...glue a map, pre...feel trouble, over...exams, difficult stop, by ...to confirm the decision, o...give pre...writing, carefully p...r...work, submit...documents, s...outline the article, ...keep the promise, from. ..send correspondence, pick up...illustrations, go from...everywhere, a new employee, my pr...grandfather.

Exercise number 2. Form and write words with the given prefixes. Select the prefix. (1 b).

Without- or devil- (urgent, controversial, tasty, whole, verbal, useful, sleepy, responsible, valuable);
once- or race- (form, spend, call, burn, ask, count, melt, draw);
WHO- or re- (click, hold, call, produce, create, reward);
from- or is- (draw, try, spend, follow, give, know).

Exercise number 3. Make up phrases or sentences with these words. (1b)

Painting, dissolution, draw, search, bottling (special), spill, receipt, schedule, dissolve, play, find, spill.

Exercise #4. Brain attack.

How many prefixes are in these words? (2b)

Plumbing, meat processing, retraining, predestination, recalculation.

    differentiated work. Roll work.

Topic: "Letters h- with at the end of attachments"

Insert letters, graphically explain their spelling.

, teacher-speech therapist of BEI "Gymnasium No. 76"

Subject: Identification signs of orthograms as a means of formation spelling vigilance

Among the areas of work to prevent and eliminate dysorphography in younger children, the development of spelling vigilance occupies an important place. As he writes, “the lack of spelling vigilance or its weak formation is one of the main reasons for the mistakes made. This reason negates a good knowledge of the rules and the ability to apply them: the student does not see spelling in the process of writing.

Thus, the concept spelling vigilance " implies the ability to quickly detect orthograms in the text and determine their types. Spelling vigilance is inextricably linked with the ability to evaluate each sound in a word, to distinguish in what position it stands. To have spelling vigilance means to be able to evaluate a sounding word from the point of view of the presence of "problem places" in the word - weak positions. The ability to detect and check spellings before they are written is a basic spelling skill.

It is impossible to form stable spelling skills and abilities without developing the ability to detect identifying signs of spelling. Identification signs of orthograms are a kind of signals, signs of orthograms. They make the student listen carefully to the sounding speech, activate speech-auditory attention to the search for spelling. Unfortunately, the reserves contained in the knowledge of theoretical information about the identifying features of spellings and the ability of students to recognize spellings by ear based on these features are not sufficiently used in school practice.

The concept of "identifying signs of orthograms"

The concept of "identification sign of the spelling" was introduced into the teaching methodology Russian language in the mid-60s of the XX century "to indicate the conditions for choosing a particular spelling" in connection with the problem of spelling vigilance.

In 1970, he clarified the content of the concept by defining the identification feature of a spelling as a special signal of the presence of a spelling in a word or between words and - at the same time - one of the conditions for choosing a particular spelling. A general list of identifying features of different types of orthograms was proposed.

1. Mismatch between letter and sound.

2. Sounds that give the most mismatches (dangerous sounds). It is necessary to teach children as early as possible to notice in words such “dangerous” sounds (letters), such positions in words, such pairs of sounds:

Vowels - a, o, and, e;

Pairs of voiced and voiceless consonants;

Combinations: zhi-shi, cha-cha, chu-shu;

Combinations: stn-sn, zdn-zn, in which unpronounceable consonants may occur;

Consonants p, k, f, t, s, w at the end of a word, which may turn out to be weak positions of phonemes b, d, c, e, h, g;

Letters i, e, e, u;

Soft consonants;

The ending, the junction of the prefix and the root, and much more.

3. Morphemes: root, prefix, suffix, ending; connecting vowels in compound words; return particle sya (s). Combination morphemes- two prefixes, 2-3 suffixes.

General identifying signs of orthograms are:

1) discrepancy between sound and letter, between pronunciation and spelling;

2) "dangerous" sounds and sound combinations (letters and letter combinations), their memorization and constant attention to them;

3) morphemes, their selection, prediction of orthograms in them and verification.

As for the discrepancy between the letter and the sound, spelling and pronunciation - the main sign of the spelling, this sign “works” only in those cases when students hear the word and at the same time see its letter image. However, in the process of writing from dictation, a younger student often cannot detect discrepancies between sound and letter.

"Dangerous" sounds and sound combinations (letters and letter combinations) - the sounds themselves (sound combinations, the place of sounds in words, letters, letter combinations), giving the greatest number of mismatches. In the process of learning, children memorize a set of those sounds and sound combinations (letters and letter combinations) that can represent orthograms and lead to an error. Students get acquainted with most of these combinations already during the period of literacy.

In order to learn how to find the third identification feature of orthograms - morphemes in words, combinations of morphemes, the student must learn the topic "Word formation". Knowing how to determine a morpheme in a word, the student purposefully searches for a spelling, because he knows which spellings can be found in the prefix, which ones - at the root, which ones - at the end or at the junction of morphemes. The Minefield Chart provided in the Parent's Guide How to Teach Your Child to Write Without Mistakes can help with this. The diagram clearly shows which orthograms can be found in each part of the word. Armed with such a "mine detector" - an index of identifying signs of orthograms in various morphemes, a student can gradually master the skill of finding a spelling in any part of a word.

These groups of identification features can be attributed to common for most orthograms. In addition to common identification features, each type of spelling also has private signs, inherent in only one type, sometimes - a group of similar orthograms.

Classificationandidentifying signs of orthograms.

There are several classifications of identifying signs of orthograms, which not only do not contradict, but also complement each other.

Classification of identification signs of alphabetic type spellings according to weak and strong positions;

Classification of identification features of orthograms according to their general and particular features;

Classification of identification signs of orthograms (taking into account the principles of spelling);

1. Classification of identification features of alphabetic spellings according to weak and strong positions.

Letter type

spelling

Identification signs of spelling

Weak positions

Strong positions

Vowel unstressed

The presence of hissing and c

before vowels

consonants

End of the word

consonant cluster

N before suffix

H before the end

b indivisible

Soft consonants

-[ca] at the end of verbs,

Hissing at the end of a word

b and b separating

Sound [th] after consonants

and before vowels.

2. Classification of identification features of orthograms according to their general and particular features

Spelling name

Identification signs (general and particular)

Unstressed vowels in the root (checked and unchecked)

a) lack of stress; b) vowels a, o, i, e; c) place in a word

Voiced and voiceless consonants

a) paired consonants b-p, g-k, v-f, d-t, s-s, w-sh; b) place in a word (at the root, at the absolute end of a word or before a consonant)

Silent consonants

a) "dangerous" combinations of sounds or letters stn, zdn, sn, zn, etc.; b) place in a word

Dividing b

the presence of sound [j] after a soft consonant, the presence of vowels i, e, u, ё

Dividing b

a) the presence of a sound after a consonant, the presence of vowels e, i, u, ё (vowels [e], [a], [y], [o] after [j]; b) the place of the spelling: at the junction of the prefix ending into a consonant, and a root

Separate spelling of prepositions, continuous spelling of prefixes

a) the presence of a sound combination, which may turn out to be a preposition or prefix; b) Part of speech: the verb cannot have a preposition, the preposition refers to a noun or pronoun

Capital letter in proper nouns

a) place in the word: the first letter; b) the meaning of the word: name or name

Capital letter at the beginning of a sentence

a) place in the word: the first letter; b) place in the sentence: first word

Combinations Zhi, shi, cha, shcha, chu, shu

the presence of word combinations

ь at the end of nouns after hissing

a) the presence at the end of the word is always soft hissing h and u or always hard sh and zh; b) part of speech: noun; c) gender: male or female

Unstressed noun endings

a) the place of the spelling: in the ending; b) the presence of an unstressed e-i at the end; c) part of speech: noun

Spelling of the endings of adjectives - oh, - his

a) the presence of such a combination; b) their place: at the end of the word; c) part of speech: adjective

Spelling of unstressed personal verb endings

a) part of speech: verb; b) place: at the end of a word; c) the presence of familiar endings ut - yut, at-yat, lack of stress; d) verb tense: present or future

3. Classification of identification signs of orthograms

A feature of the classification of identification signs of orthograms presented in teaching aid"Speech therapy correction work dysorphography in younger schoolchildren with general underdevelopment of speech ”, is that in addition to general and particular identifying signs of orthograms, the spelling principles that these spellings correspond to are indicated. So, for example, the spelling "Unstressed vowels (checked) at the root of the word" corresponds to morphological the principle of writing. Among the general and particular identification features of orthograms (what children recognize), the author includes such as

A. Unstressed (lack of stress on the root vowel).

B. Vowels [a], [o], [e], [and] as the most "dangerous". B. The unstressed vowel is in the root. Vowels [a], [o], [e], [and] are called the most "dangerous".

However, in fact, in an unstressed position, the sounds [o], [e] in the roots of words are not pronounced. Instead of them, either [a] or [and] are heard, and that is why there is a “danger” of choosing the wrong letter. The very presence of these sounds at the root of a word in an unstressed position indicates the need for verification. Children should pay attention to this fact.

It is very effective for learning to recognize signs of spelling. simulation technique . When modeling a spelling, its general and particular identification features are taken into account. The symbols generally accepted in school practice are used: the root of the word is the arc, the strong position of the vowel or consonant is the plus sign, the weak position is the minus sign. The use of models is based on theory formation of mental actionsand goes through the following steps:

Finding identification features of orthograms in terms of external speech using material supports (symbols, diagrams)

Finding identifying signs of orthograms only in speech terms;

Finding identifying signs of orthograms in terms of inner speech (in mental terms).

This sequence of work allows you to form the skill of determining essential identifying features and the minimum spelling field of the spelling with a gradual transfer of the process of finding them into the internal plan. This is due to the fact that visual-figurative thinking is characteristic of younger students. The introduction of a schematic representation of the spelling allows you to convert the spelling into a model or diagram, which creates conditions for the development of visual-schematic, logical thinking. The skill to recognize the distinctive features of orthograms will be stable if the students themselves took part in their "discovery".

The compiled spelling model will help to comprehend and easily reproduce the spelling rule. On the basis of the identification features of orthograms, algorithms for spelling actions are compiled.

Thus, knowledge of the identification features of orthograms and the ability to find them is an indispensable condition for the formation of spelling vigilance. Especially important is the formation of the ability to detect spelling in the system of work on the prevention and correction of dysorphography in schoolchildren.

BIBLIOGRAPHY

1. Azov work on the correction of dysorphography in younger schoolchildren with general underdevelopment of speech: Educational and methodological manual. - M., Peoples' Friendship University of Russia, 2007

2. Algazina's spelling skills: A teacher's guide. - M., 1987

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5. Bogoyavlensky principles of mastering spelling, teaching spelling/// Primary school. –2003 - №4-S.39

6. and others. Problems of the formation of knowledge of knowledge and skills among schoolchildren / / Questions of Psychology, - 1983 - No. 5-S.64

7. Zhedek teaching spelling / Theoretical foundations of teaching the Russian language in primary school// Ed. . -M.: Enlightenment. with.

8. and others. Methods of teaching the Russian language in primary grades / ,. Svetlovskaya -M.: Enlightenment, 19p.

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