Methodical manual “Methodological recommendations. The role of dictations in the development of spelling literacy of students. Types of dictations. The development of spelling vigilance in primary grades Check the dictation written by the student

The teacher reads the text 3 times:

1) the entire text is for general perception;

2) each sentence with pauses - for recording;

· Listen to the first sentence.

· Repeat it.

Dictate to yourself in syllables.

3) all text - for verification.

The choice of the type of dictation is determined by the stage of work on the formation of a spelling skill and the purpose of the lesson. 3. F. Ulchenko proposed the following system for using various types of dictations:

Stage of work on spelling	Recommended type of dictation
Spelling recognition at the level of familiarity with it	Selective dictation
Oral explanation of the spelling before writing the text	Warning dictation
Explaining spelling while writing	Commented dictation
Explanation of spelling after writing the text	Explanatory dictation
Including spelling in new links	Selective explanatory dictation
Return on a higher level to the stage of awareness of the spelling	Dictation "Checking myself"
Combining learned private actions into one complex activity in conditions of complete independence of students	Control dictation

2.2.1. Auditory dictation- a spelling exercise, during which the writer correlates the sound and letter composition of words, phrases, sentences, text.

2.2.2. Warning dictation- a type of auditory dictation. The goal is to prevent errors by explaining spelling before recording text, words. It is used at the initial stages of studying the topic. As the method of verification and assimilation is mastered, the material is replaced by an explanatory dictation. The teacher dictates a sentence (phrase, word). Before recording, a spelling analysis is carried out - students explain how they will write the word and why.

2.2.3. "Unmistakable" dictation- a kind of warning dictation. The students are given the task of fully understanding the spelling side of the text and writing a dictation without errors. After listening to the text, students ask questions about the spelling of certain words. These questions are answered by students who are confident in the spelling of the given word. If it is difficult, the teacher is connected to the explanation of spelling.

2.2.4 Preventive and control dictation- a kind of warning dictation. Before the dictation for 8-10 minutes, the spelling rules that are reflected in its text are repeated. As examples, words from the text of the dictation, specially selected by the teacher, are considered.

2.2.5 Prepared dictation- a kind of warning dictation with explanatory elements. The text is first parsed, then recorded and checked.

2.2.6 Explanatory dictation - type of auditory dictation. After writing down the sentence or text as a whole, students explain spelling. This is a kind of collective check of the written, developing students' attention to spelling. It is carried out when fixing the topic. In the process of writing the text, students emphasize the spelling that needs to be checked, after recording, they control the correctness of the work.

2.2.7. Explanatory dictation with preliminary preparation. Before writing the text, the teacher allocates time to repeat the learned spelling rules and ways to check the necessary spelling. After spelling preparation and a kind of “tuning” of students to a certain type of spelling, a dictation is carried out. After recording, students prove the correct spelling of words with the studied spelling, correct the mistakes made.

2.2.8. Dictation "Checking myself"(introduced by A. I. Kobyzev) - a type of auditory dictation, characterized by a high level of self-control. It contributes to the development of spelling vigilance, a critical attitude to one's own text, comprehension of spelling at a sufficiently high level, develops self-checking skills. While writing the text, the student is allowed to ask the teacher how this or that spelling is written, use a dictionary, reference books, etc. The student underlines the spelling that has caused doubt (this is important for the teacher to use for analysis). If a correction is made to the underlined spelling, it is not considered an error. At the same time, the mistakes made on the learned rules are taken into account more strictly, since the student did not see spelling dangerous places.

2.2.9. A letter with missing letters (dictation with missing spellings)- a kind of dictation "I check myself." In the process of writing the text, students skip letters (spelling) if they do not know or doubt the spelling. A dash is placed at the place where the letters are skipped - a line is drawn along the bottom line. The entry in the notebook looks like this: Vl_su hears a ringing trill from_l_vya. After recording, a spelling analysis of words with missing letters is carried out. The gaps are being filled. This technique prevents errors and a large number of corrections, is one of the most effective techniques development of spelling vigilance. Students should understand: if you don’t know how to check, it’s better to skip a letter, but you can’t write at random!

2.2.10. Commented dictation (commented letter, grammar and spelling commenting) - type of spelling exercise - a type of spelling exercise, a kind of auditory dictation in combination with spelling analysis. Spelling analysis of the text is not performed before or after the recording, but is combined with the writing of the text.

One student in progress and at the pace of writing comments out loud All spelling, indicates their types, names the verification rule, briefly names the steps of the spelling action algorithm, selects the verification words, draws a conclusion. In this case, the form of explanation of spelling should be short, otherwise, the connection between words is lost. For example: “I am writing green with an unstressed vowel e. Test word- greenery" or "Green. I check the unstressed vowel - I put it under stress - greens. I write green with the letter e. A prerequisite is that all students in the class are involved in commenting in turn, not only the strong ones. With systematic use, spelling vigilance is developed. The commented dictation provides students with the mastery of the algorithm of action, is aimed at practicing the methods of applying the rule in the process of writing.

2.2.11. Combined dictation - a type of auditory dictation with signs of warning, explanatory and control dictations. It is used mainly in generalization lessons, as well as in working with lagging behind. First, a preliminary explanation of spellings is carried out (2-3 sentences), in subsequent sentences, spellings are explained simultaneously with the letter or after recording the sentence, then several sentences are written without explanation, according to the method control dictation.

2.2.12. Selective dictation- a type of auditory or visual dictation. It involves recording not the entire text, but only those words, phrases, sentences that have spellings (punctograms, grammatical forms) for the rule being studied. May be accompanied by an additional task. Selective dictation develops spelling vigilance, attention, the ability to detect the studied linguistic phenomena, and teaches students to analyze the text before writing it down.

2.2.13. Selective distributive dictation - a kind of selective dictation. It involves the selection from the text and the recording of words with certain spellings and their simultaneous grouping according to some criteria, for example, words with checked unstressed vowels are written in the left column, with unverified ones - in the right.

2.2.14. Morphemic dictation- a kind of selective dictation. The teacher dictates words, phrases or sentences, the students write down only the significant parts of a word indicated by the teacher with the desired spelling. This type of dictation helps to memorize the graphic appearance of morphemes, develops spelling vigilance, combines grammatical and spelling analysis of words.

2.2.15. Creative dictation- on the instructions of the teacher, students insert certain words into the dictated text or change the grammatical form of the dictated words. For example, in the course of studying the name of an adjective, the teacher suggests supplementing the sentences with appropriate adjectives; when studying the plural of a noun, replace the singular form with the plural, etc. The skill of applying the spelling rule is developed in conditions when it is necessary to think about the content of the sentence and its grammatical design.

2.2.16. Free dictation- in the process of writing the text, students can replace individual words, change the structure of the sentence. The text is dictated first as a whole, then in parts (3-4 sentences); each part is written down after reading it again. Students write down each part of the text from memory, as they remember. Memory is trained. An additional goal is the development of students' speech. The methodology is considered as a type of work that prepares students for writing presentations.

2.2.17. visual dictation- a type of spelling exercise that develops spelling vigilance, visual memory and attention. The text written on the board (words, sentences) is read by students, analyzed, then erased. Students write it from memory. After recording, verification is carried out.

Visual dictations according to the method of Professor I. T. Fedorenko- a system of specially selected sets of sentences that ensures the development of RAM. Each of the 18 sets contains 6 sentences. Each subsequent sentence gradually, one or two letters, increases in length. The first sentence of set #1 consists of two words and contains only 8 letters, the last sentence of set #18 consists of 10 words and contains 46 letters. If the sentences do not correspond to the content of the lesson, they can be replaced with equivalent ones with the same number of letters.

Working time with all sets takes 2-3 months. It takes 5 to 8 minutes to write down six sentences in a lesson. Visual dictations should be written daily (working memory training can be carried out in the lessons of both Russian and Belarusian, selecting sentences in Russian and Belarusian, respectively). A letter every other day does not give an effective result!

Methodology

1. On the board, the teacher writes down 6 sentences of one set in advance and closes it with a sheet of paper (you can prepare each sentence on a separate strip of paper by printing it in large print, or use multimedia teaching aids to demonstrate sentences).

2. The first offer is opened (the sheet of paper is shifted down). Students for a certain time (from 4 to 8 seconds depending on the set of sentences) read the sentence “to themselves” and try to
remember him.

3. After the time has elapsed, the teacher erases the sentence and offers to write it down in notebooks from memory.

If the student failed remember proposal, he is allowed to look at a neighbor. If many students in the class do not have time to remember the sentence and turn to their deskmates, work with this set of sentences is repeated the next day. And so on until almost all students can write sentences from memory on their own. Only then can you move on to the next set.

4. The second sentence opens. Students read and try to remember. The sentence is erased, the students write it down from memory.

5-8. Reading, memorizing and writing from memory the following sentences of the set (work is organized in a similar way).

2.2.18. Letter from memory or self-dictation - self-recording of a text learned by heart, which is perceived by students visually or by ear. At the end of the work, the text is opened for self-examination.

2.2.19. Learned dictation (prepared dictation) - a kind of writing from memory, you can practice in the fourth grade. Preliminary preparation for writing the text is carried out by the students on their own, possibly at home. The text is learned by heart. The next day in class, students write the memorized text from memory or from the dictation of the teacher.

2.2.20. Picture dictation (silent dictation) - the teacher silently demonstrates the subject picture, the students write down the name of the depicted subject.

2.2. 21. Subject dictation (silent dictation) - the teacher silently demonstrates the subject, the students write down the name of the subject.

2.2. 22. Dictation game "Who will remember more?"(introduced by L.P. Fedorenko) - a kind of auditory or visual dictation with an installation for accurate reproduction from memory of what was heard or visually perceived words, aimed at training memory.

Methodology

1. The teacher says once a chain, for example of 3 words, or demonstrates it on a board or screen for 9-15 seconds (approximately 3-5 seconds per word) or more does not repeat.

2. Students write down what they remember.

3. The teacher reads or demonstrates a new chain of 3 words and pauses long enough for the students to write down the words from memory.

4.Self-check or mutual check. Students count each other's or each one's own number of words. One point is awarded for each correctly spelled word. For a missing or replaced word and for each spelling mistake - a penalty point.

5. The teacher on the board or screen demonstrates correctly written words. Students check the accuracy of their calculations. The one who scores the most points wins.

6. The notebook of the candidate for the winners is checked by the teacher.

Number of words for dictation:

II class - 4-6-8 words (chains of 2 words); 6-9 words (chains of 3 words);

III class- 8-10 words (chains of 2 words); 9-12 words (chains of 3 words);

4th grade- 10-12-14 words (chains of 2 words); 12-15 words (chains of 3 words).

by the most lungs for memorization are chains of words belonging to one part of speech and one thematic group, for example: cabbage, potatoes, tomatoes. Difficult but the most effective for memory training (you can develop memory only by loading it) are word chains related to different parts of speech and thematic groups, for example: bed, decide, hot.

The dictation “Be accurate” (introduced by L.P. Fedorenko) is a kind of dictation “Who will remember more?”, But not individual words are offered for recording, but offers. The name of the dictation indicates that, in relation to the sentence, it is important to accurately reproduce it, and not the number of written words. The teacher reads each sentence only once. Students write as they remember. First offer does not repeat! Then the teacher reads once second sentence, and so on.

2.2.23. Control, or test, dictation - view auditory dictation, is a grammar-spelling analytical-synthetic exercise and is carried out as a completely independent work: students must understand the content of the text and write it down without distorting the meaning, understand every word and grammatical form, detect spelling and punctograms, check them, write without errors. The goal is to find out the level of students' knowledge of the studied rules and the ability to apply them in practice.

Text the control dictation should include the main spelling and punctograms studied at the time of the test. If possible, spellings should be evenly distributed in different parts of the text. This is explained by the fact that the greatest number of errors, corrections, omissions of letters, syllables and even whole words is made by students at the beginning and at the end of the text: at the beginning of the text, other things being equal, students have not yet had time to concentrate, get involved in the work, at the end of the dictation - on against the background of general fatigue, attention weakens. Number of words With unlearned spellings should not exceed three. If the text contains more than three such words, it is not used for dictation.

The control dictation may be accompanied by additional grammar exercises, the content of which should correspond to the curriculum. The number of tasks should not exceed three. For each option, the same type of grammar tasks are selected.

Similar information.

Karaganda Regional Institute for Advanced Studies

and retraining of civil servants

and educators

The role of dictations in development

spelling literacy of students.

Types of dictations

Karaganda 2011

Reviewer

M.I.Tompiev, Art. Lecturer of the Department of OGN IPK and PGS RO

Compiled by:

G.I. Sultanova, secondary school No. 48, teacher of Russian language and literature

spelling literacy of students. Types of dictations / Comp./

G.I. Sultanova Karaganda, 2011 18s.

©IPK and PGSRO, 2011

©G.I. Sultanova, 2011

Explanatory note

IN modern school for the most part children do not want to read, are passive, indifferent, inert. Hence, poor literacy, low erudition, uninteresting speech. Like many teachers, I am concerned about the problem of literate writing of students. How to make sure that the number of errors is reduced? It’s good if the child feels intuitively and writes correctly, but there are only a few of them. More children who know the rules, but write illiterately. The conclusion suggests itself: our children must know the rules and be able to apply them. What is the reason for the inept application of the rules? Apparently, in the inability to see the desired spelling.

Studies have shown that 15-45% of students independently determine spelling. If we carry out systematic work, then 70-90%. Therefore, work on the development of spelling vigilance should be carried out systematically, tirelessly, from lesson to lesson.

What should be done? What paths can be identified? How to remove the problem?

Spelling vigilance must be developed gradually, in the process of performing various exercises that provide visual, auditory, articular perception and memorization of spelling material.

So, necessary condition the formation of a full-fledged and lasting spelling skill is the development of spelling vigilance, which consists in the ability to detect, see, notice and apply spelling.

Understanding the structure of spelling vigilance, creating the conditions for its development make it possible to form more high level the development of spelling vigilance in most students, which affects literate writing and leads to a decrease in spelling errors. But, developing spelling vigilance, it is also necessary to diagnose and control the level of its development in time. Therefore, it is necessary to carry out intermediate and final control work here, allowing this to be tracked. In this capacity, various types of dictations are offered.

About dictations

By value, dictations are distinguished control and training.

According to the structure of the dictated text - consisting of words and phrases; from individual proposals; from connected text, etc.

According to the students' perception of what is dictated - auditory, visual, visual-auditory.

By the nature of the record dictated: 1) without changing the text; 2) with a change in the dictated: a) selective, b) free, c) creative, d) graphic.

According to some features in the organization of the explanation of what was written: 1) warning; 2) explanatory; 3) commented in the process of writing; 4) "I check myself."

The teacher uses one or another type of dictation depending on the content of the grammatical topic being studied and the time of its study. So, for example, at the initial stages of studying the topic, it is advisable to conduct dictations of a teaching nature and without changing the dictated text. Then it is already useful to practice dictations that require students to be more independent - selective, graphic, dictations with elements of entertainment.

At the final stage of studying a particular topic, it is advisable to conduct creative and free dictations.

And, finally, as a result of studying the whole section or part of it, as well as at the end of the quarter and the academic year, control dictations are held.

Ways to check dictations:

1) The teacher checks the dictations and then announces the results.

2) Dictations are checked collectively in the class by explaining difficult spellings with the help of split cards and commenting along the way.

3) Self-test. This technique contributes to the development of self-control, attentiveness, spelling vigilance in schoolchildren. It lies in the fact that after the dictation, the children are invited to check what was written with the printed text, to note the erroneous spelling of words in the margins.

4) Mutual verification. Children exchange work and check them, noting spelling and punctuation errors in the margins.

About some types of dictation in the fifth grade

The fifth grade textbook contains texts that allow you to practice prepared dictations.

In order to effectively complete the work, both the teacher and the student should comply with certain requirements:

Dictation from memory

In order for children to successfully write a dictation from memory, careful preliminary preparation is necessary. Usually, the class conducts a grammar-spelling and punctuation analysis of the text intended for the dictation from memory, i.e. learn the text by heart and learn how to write it correctly. The latter requires a number of tasks to be completed at home: you need to write out words with difficult spellings from the text; repeat the necessary rules, etc.

On the appointed day, students write a dictation from memory in class. It is advisable to complicate this work with additional tasks, for example: designate one or another spelling, parse a word by composition, draw a sentence scheme, etc. Such dictations are checked by the teacher (if the dictation is a control one), or the students themselves check what they have written (dictation with self-check).

Graphic dictation

Graphic dictation is practiced mainly in the study of syntax and punctuation. The essence of this dictation is that schoolchildren do not write down what is dictated, but only schematically depict syntactic constructions included in the dictation. It is also advisable to offer children to write out words with difficult spelling. In order to develop speech, it is useful to give a task to reproduce the content of the dictated text.

The methodology for conducting this type of dictation is as follows:

1. The students have a goal: to listen carefully to the text and understand its content.

2. The teacher reads the text a second time. Students draw sentence patterns and write down words with a specific spelling. All sentences are numbered both in the teacher's text and in the students' notebooks, for example:

Sentences dictated by the teacher The carpenter Luka Alexandrovich shouted: "Kashtanka, let's go!" “Ivan Ivanovich, what is the matter with you?” the owner asked the goose. (A.P. Chekhov)	Writing in student notebooks
	Words with difficult spellings 2. Asked	Offer schemes 1.| |: "| oh |!" 2. «| oh, |?"-| |.

Vocabulary and spelling dictation

Dictionary dictations, consisting of the most difficult spelling words, develop spelling vigilance: during the dictation, students who are ready for the spelling "trick" in each word work especially carefully, try to find a difficult spelling, determine it and apply the rule. In addition, vocabulary and spelling dictations can be carried out more often than others, since they are small in volume and require less time than regular training or control dictations.

Firstly, vocabulary-spelling dictations are mainly composed of phrases (and not of words).

Secondly, vocabulary dictations are thematically consistent, which allows them to be used to work on the development of oral and written speech of students.

The average volume of the vocabulary and spelling dictation is 30 words (from 19 words at the beginning of the year to 35 words at the end of the year). The teacher can, at his own discretion, increase both the number of words and the number of dictations, compiling them taking into account the difficulties of students of a certain class.

There are great opportunities for using vocabulary and spelling dictations to work on the development of coherent speech of students. The material of many dictations is essentially key words on the basis of which a coherent text can be compiled. The thematic selection of words suggests its direction. This material can be offered for the preparation of oral and written statements at home and in the classroom.

Students can compose dictations themselves, including in them those spellings in which they made mistakes, for example, in the next test. Such a task can be given both individually (to one or several students) and to the whole class. In the latter case, it is good, after checking all the works, to dictate to the class the best of them.

An interesting and useful type of exercise is the compilation of dictations by students for each other. Each of the neighbors in the desk is invited to compose a vocabulary and spelling dictation for those rules in which their friend made mistakes in the control or regular work. Then the students dictate the written texts to each other and check them.

Vocabulary and spelling dictations of the textbook are the basis to which the teacher, based on the specific spelling preparation of the class, can make additions, taking into account certain working conditions in the class.

Dictation with elements of entertainment

It is difficult to overestimate the importance of interest in the general system of learning the Russian language in the 5th grade. Instill interest in children, develop them cognitive abilities Elements of entertainment, game moments that the teacher can use help to facilitate, where possible, the implementation of difficult and complex tasks - this is only a means subordinate to the goals of teaching and developing students. Dictations with elements of entertainment are not some special types of dictations, these are the same vocabulary, selective, from memory, pre-prepared dictations. Often the name itself determines the essence of the dictation, for example: “In two columns”, “Who is bigger and better?”, “Who knows the rule better?”, “Who will hold the crayon longer?”, “The fourth extra”, etc.

Control dictation

As experience shows, it is advisable to somewhat "push back" the control dictation (grade 5), i.e. carry it out not immediately at the end of the section, but after 7-10 days (when a new section is already being studied).

The final control dictations should be carried out in a certain system.

1. Gradually increase the number of different spellings.

2. In the dictation, the systematic repetition of all spellings should be ensured, but it is more expedient to pay special attention to the most difficult cases.

3. In one dictation, as a rule, include only 2-3 punctograms.

4. Words with unverifiable spellings, with difficult spellings, also supplement coherent texts.

5. The proposed dictations should reflect the vocabulary of the section.

6. To develop additional tasks for control dictations that help the teacher to identify how consciously students apply the rules, whether they can analyze and reason.

7. As a test, offer not only auditory dictations, but also free, selective, graphic, etc.

The teacher can use other texts, other types of dictations at his own discretion. When choosing the type of control dictation, the teacher is guided by the specifics of the material being studied, the ability to repeat what was previously studied.

Dictation texts of various types

Vocabulary dictations

A festive table, an elegant vase with flowers, wonderful dishes, juicy strawberries, blueberry pie, vegetable and apple juices, strawberry jam, ice cream.

Determine what these phrases are; highlight graphically the main and dependent words in the first three phrases.

Talking to border guards, a famous hero, an excellent skydiver, a jury decision, housing construction, a wonderful herbarium, an amazing collection.

Determine what rules the dictation is based on. To adjectives beautiful, amazing to pick up words that are close in meaning.

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Keep your word, look at the herbarium and collection, cashless payments, use the phone, fix the TV, a huge building.

Name words with unchecked spellings; indicate phrases with the main word - a noun.

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Parse the sentence, underline the adjectives, write a summary, express your thoughts, start adding, change the places of the terms, offer a different solution.

Find synonyms for the word expound.

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Wild rose bushes, tundra vegetation, industry, southern plants, young sprouts, wheat germinated, seedlings grew, seaweed.

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Honor guard, silk suit, excellent juggler, black berries, yellow building, beautiful hood, harsh discipline, chocolates, callous man, leaf whisper, bee flight, squirrel click, chocolate bar, gooseberry jam, hairbrush, silk dress , child's cheeks.

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Exercise in multiplication, make mistakes in solving a problem, make mistakes in presentation and dictation, in a geography lesson, call by name, at lectures in a planetarium and a museum.

Name a phrase in which the main word is a verb; indicate the gender of the noun surname; determine using explanatory dictionary, the meaning of the word planetarium.

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Huge hall, basketball team, well-aimed shots, fast break, calculated shot, huge tension, fair decision, ball in the ring, victory point.

Determine how to connect dependent word with main.

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Clean the apartment, lock the balcony, rub the parquet floor, wipe the furniture, shine in the sun, spread the tablecloth, freeze with admiration.

Determine the types of verbs.

Creative dictation

1. A squadron sat on a large colored carpet - it will either open or close the painted wings ( butterfly). 2. Under the pines, under the trees, a ball of needles crawls ( hedgehog). 3. Not alive, but walking, motionless, but leading ( road). 4. Washed with dew in the morning, shaved with a scythe once a year ( meadow). 5. Eh, bells, blue light, - with a tongue, but there is no ringing ( bell). 6. Approached - rumbled, threw arrows on the field, approached and spilled - the arable land got drunk enough ( cloud). 7. On a pole is a cheerful house with a round small window. So that the children fall asleep, the house shakes the wind ( birdhouse). 8. The river is flowing - we are lying. Ice on the river we run skates). 9. Two snub-nosed girlfriends did not lag behind each other; both tapes on the snow are left on the run ( skis). 10. In the blue more often there is a scarlet ball; he is bright and hot Sun). 11. He is golden and mustachioed, in a hundred pockets a hundred guys ( ear). 12. Fish live warmly in winter, the roof is thick glass ( ice). 13. The stumps have a lot of thin stems on the bake. Each thin stalk holds a scarlet light ( strawberry). 14. The blanket is white, not made by hands - it was not woven or spun, it fell from heaven to earth ( snow).

(From production V.Fetisova)

Write down clues. Determine which spelling rules for the dictation. With any word from the dictation, make an interrogative and exclamatory sentence.

3.Free dictations

Manshuk Mametova

A monument to two Kazakh girls, Heroes, was erected in the center of Almaty Soviet Union. One of them is Manshuk Mametova. In the battles for the city of Nevel, she accomplished a feat. During a heavy attack, a girlish figure with braids darted forward and led the fighters into a decisive battle with the Nazis. It was machine gunner Manshuk Mametova. Enemies opened furious fire from mortars. The machine gun overturned in an explosive wave, and blood flooded Manshuk's face.

The rage that engulfed her drowned out the pain. Grabbing a machine gun, she pulled it into an open position and slashed with fire. The enemies retreated. And Manshuk kept hitting them, clearing the way for the fighters. (100 sl.)

Kazakh steppe

Summer began. A quiet, soft wind blew through the vast expanses, carefully blowing pollen from the flowers. An abundance of herbs were everywhere. Such flowering of the steppe has not been seen in the country of the Kazakhs for a long time. And the weather was unusually kind. Warm but not hot summer. It was time to start mowing. Today it was possible to stock up enough hay.

Early heavy rains watered the earth to its fullest, and it blossomed, generously endowing people, trying to pay them in full for their stinginess in the old days.

Joyful news came to the steppe about the victory of the Kazakh batyrs over the army of the Dzungars. The steppe blossomed even brighter, it became even dearer and sweeter. (93 sl.)

(According to A. Alimzhanov)

THE MOST BEAUTIFUL AND THE UGLY

The boy was given an essay at school on the topic "What did you see the most beautiful and the ugliest." The boy thought for a long time. It seemed to him that the most beautiful is the lilac flower. And the frog seemed the ugliest.

He went to his grandfather, asked if it was so? Grandfather said: “Walk for a few days on the ground. You will see everything with your own eyes and understand.”

The boy went. He sees a wheat field, spikelet to spikelet. “This is the most beautiful thing. After all, this is human labor, ”the boy thought.

Walks on, approaches the school. Children run and frolic. Here is a girl eating bread and butter. She didn’t finish her meal, quit, ran to her friends. “This is the ugliest. After all, she blows away what is made by human hands, ”the boy decided. (100 lines)

(Pavlysh tales)

Titmouse and Hare

Zinka flew down from the tree. Suddenly, from under the snow, the beast jumped out and sat down. All white, ears with black dots upright.

Zinka's wings were taken away from fear. "Who are you?" - squeaked. “I am a hare, I am a hare. And who are you?" - “Ah, a hare! Then I'm not afraid of you." At least she had never seen hares before, but she heard that they do not eat birds and are afraid of everyone themselves.

“Are you here and living on earth?” Zinka asked. "This is where I live." “But you’ll be completely covered in snow here.” “And I'm glad. The blizzard covered all traces and carried me away. Here the wolves ran nearby, but they did not find me. (100 lines)

(By V. Bianchi)

4. Selective dictation

1. Gulya came up with a way out of a difficult situation. 2. She gave up riding when Barasby offered her a ride after afternoon tea. 3. Gulya laid out books on the table, hung a geographical map on the wall. 4. The dog jumped up on his hind legs, and put his front paws on Gule's shoulders. 5. Quarantine, so quarantine, and you seem to be under arrest, and you are not entitled to any concessions. 6. The low sun fell in broad stripes on the earth strewn with needles and the reddish pine trunks. 7. The village where the children's sanatorium was located was called Kholodnaya Balka. 8. And no one could have imagined then that after some ten years this girl herself would become a heroine and raise people to a feat.

(From production E. Ilyina)

Write down words with the root - lag- - lie-; name 2-3 examples of nouns with the same root.

THE TALE OF THE FOREST AND THE MEADOW

One day there was a fire in the forest. The fire was extinguished, but the forest lost its health and fell ill. Meadow grasses immediately settled on the burnt edge, and the war began.

The forest sits on its former land seeds of aspen and birch, and cereal grasses with thin roots so pierced the upper layers of the earth that forest seeds cannot germinate. The forest ordered the turn to go on the offensive.

The turn is a cunning shrub, it propagates by roots. He spread his strong roots underground, made his way through the grass and began to grow in the meadow. He cleared the ground around him and invited the birch tree to sit nearby. And they came for birch and aspen, they began to show off their young foliage.

So the thorn won the land for the forest and meadows. (100 lines)

(By M. Gavrilova)

5. Control dictations

My Kazakhstan.

The lands of Kazakhstan are widely spread. Here you can see the highest snowy mountains and flat plains, meadows and deserts, swift rivers and seas.

In early spring, apricots bloom in the southern valleys, seeds fall like a golden rain into the warmed earth. The desert is covered with a green carpet of grasses with a bright pattern of scarlet tulips and poppies. And in the north of the republic, snow blizzards are still raging.

The animal world of our country is diverse. What kind of animals and birds you will not meet in the mountains, on the plains and in the deserts! High in the mountains there are snow leopards and strong-horned argali, swift golden eagles and eagles soar in the sky.

From glaciers and lakes, fast rivers begin their rapid run into the valleys. (108 words)

Checked vowels and consonants in the root of words, endings of nouns, adjectives, verbs; offers from homogeneous members.

Astana is the capital of Kazakhstan.

In the vast Kazakh steppes, on the banks of the calm Ishim River, a military town arose in 1824.

For a long time this place was called by the Kazakhs Ak-Mola, which means "White Mausoleum". From afar, its bright silhouette was visible when merchants with grain wagons came here, and herders drove cattle to the annual fair.

So the town on Ishim, which guarded the trade routes from robbers, began to be called Akmola.

In our time, Akmolinsk has become the main city of the new Kazakhstan. Now it is called Astana - the main camp, the capital.

Beautiful white marble buildings are reflected in the calm water of the ancient Ishim. Straight streets, large green areas of parks, a bend in the river - an unforgettable sight when you look at the city from an airplane window. (111 ff.)

Find homogeneous members of the sentence, underline; indicate proper nouns, common nouns.

Aliya Moldagulova

When did the Great Patriotic War Aliya Moldagulova is only 15 years old. She volunteered for sniper school. From the first days, she showed herself to be a good fighter. In a combat situation, she was distinguished by fearlessness and heroism. In the battle near the village of Kazachikha, Aliya led the entire battalion into battle under heavy fire. She accomplished a feat, but died in battle for the Motherland. She stepped into immortality. Monuments were erected to her in the Pskov land, in Aktobe, in Almaty. Schools, streets, military units bear the name of the glorious daughter of the Kazakh people Aliya Moldagulova. (84 w.)

Emphasize grammatical basics in simple sentences; determine the type of verbs; case endings of nouns and adjectives.

AUTUMN PICTURE

How many colored boats on the pond! Yellow, red, golden boats flew here by air. They smoothly fall into the water and immediately sail with raised sails.

There is still a large supply of such boats on the trees, which surround the pond with a multi-colored wall. The first and last journey of the maple leaves is the first to rush into soybean. These are the most sailing boats. And how pretty they are!

The sky is clear. Here swallows appeared, circled and flew away to distant lands, where there are no winter blizzards and snowstorms. Bon voyage, swallows! The sun shines brightly. The breeze rustles the leaves, drives the colored boats on the pond. (87 w.)

(By D. Kaigorodov)

unpronounceable, consonant, b to indicate the softness of consonants, b separating; checked vowels and consonants in the root; letters and, y, a after hissing; sentences with homogeneous members, with appeal.

WINTER FOREST

The blizzard silvered the magnificent hairstyle of slender pines. Has the clear birch spread its bright braids of hoar-frost-covered branches? Shines in the sun with delicate thin birch bark ...

The winter sleep of nature is deep, but life goes on under a snowdrift. Try to rake the snow to the ground in the forest. In the place that you cleared, you will see lingonberry bushes, blueberry twigs. The round leaves of wintergreen and heather are still green here.

Powder talks about events in winter forest. A fox's footprint winds in a forest clearing. A lanky elk furrowed a snowdrift, a white hare galloped. A couple of footprints stained the snow. It was a marten that ran, a predator was looking for squirrels.

Snow sparkles, snow sparks flash and go out. Good forest in winter dress! (94 w.)

(By D. Zuev)

Prefixes, case endings of nouns and adjectives ... sentences with homogeneous members; complex sentences.

WHY DOES ROSA HAPPEN?

It's good to go swimming in the river early in the summer. The water is warm, and tiny droplets in the grass sparkle in the rays of the morning sun. It seems that fragments of crystal are lost in the grass and play with red, green and blue lights. This is dew.

All night dew lies on the grass and in the early morning does not immediately evaporate. During the day, the sun first heats the earth, and then grass, flowers, and air heat up from the earth.

But the night has come. Now the earth is the first to cool down. Light warm air tends to fly up, and cold air descends in its place. Grass, flowers, leaves cool down. Moisture is already in the air, it begins to cool and turn into water droplets. This is how dew forms. (100 lines)

LITERATURE

Abzhanova T.A., Begaliyeva S.B., Bruleva F.G., Maryukhina T.M. Collection of dictations and texts for presentations. For 5th grade teachers secondary school. Almaty "Atamura", 2001.

Algazina N.N. Prevention of spelling errors of students in grades 5-8. M., 1965.

Vinogradova L.A. Collection of dictations in the Russian language. A guide for the teacher. – M.: Enlightenment, 1985.

Vinogradova L.A. Collection of dictations in the Russian language Grade 5. The book for the teacher. Moscow: Education, 1988.

Ladyzhenskaya T.A. Russian language in the 5th grade. M.: Education, 1977.

Nikitina E.I. Russian language lessons in the 5th grade. M., 1975.

Pronina IV The study of difficult words using etymological analysis. M., 1964.

Explanatory note ……………………………………………….3

About dictations (methodology) …………………………………………………5

Texts of dictations of different types ……………………………………….10

References…………………………………………………...20

In some cases, it is possible to give not one whole text for the dictation, but two or three small passages, but on the condition that they, taken together, satisfy all the requirements for the text of the dictation and set out above.

The text for the dictation can be a scientific, political article or an excerpt from a work of art. For grades IV-VI, it is better to take a coherent story, for grades VII-VIII - scientific and journalistic articles, for both - spelling complicated (including processed by the teacher, adapted in the direction necessary from the point of view of teaching spelling) text of a work of art. The text does not have to be bookish: it can be compiled by the teacher himself.

In cases of difficulty in finding coherent texts, dictation from individual sentences can also be allowed.

It does not matter what the size of the sentences that make up the text proposed for the dictation is. So, Gogol's period, for example, is clearly unacceptable for students in the fifth grade, and vice versa, a text consisting only of simple, albeit common, sentences is unacceptable for the seventh grade. The norms for assessing the knowledge, skills and abilities of students in grades IV-X in the Russian language set the volume of dictation: in grade IV - 90-100 words, in grade V - 100-110, in grade VI - 110-120, in grade VII - 120- 140, in the VIII class - 140-160. If necessary, if the text contains something that interferes with its use in the classroom, it can be subjected to some processing on the part of the teacher: the period found in the text for grade V can be divided into a number of separate sentences; rarely occurring words and expressions, obsolete and difficult construction turns are omitted or replaced, etc. Of course, all this should be done without violating the meaning of the text as a whole and without reducing its value in orthographic terms.

Text for test dictation held at the end of the year should include all the main spellings (and punctograms) of the given year of study.

It is not necessary that each of the rules be represented in the text of the dictation not by one, but by several spellings. It is hardly possible to find such a text that it contains absolutely all cases of spelling according to the program of a given year of study, and even in several versions. Therefore, if a particular passage does not include individual spellings for any rule, this can not be considered an obstacle to the implementation of a general (i.e., for the entire passed) spelling literacy of students. Non-basic spellings, rare spellings, "exceptions" may not be included in the text for such a dictation. It should not be allowed to include in the text specially selected words, combinations and phrases that are not commonly used either in the literary language or in colloquial speech, or casuistic spellings designed to provoke students to make mistakes.<…>]

Not all words of the text (especially special terms and foreign words) may be known to students and may not in all cases be completely omitted or replaced by others that correspond to them in meaning. The teacher himself must explain to the students the meaning of such words (even before reading the entire passage), and, if necessary, write them down on the blackboard. Such text processing does not reduce the value of either the method of testing students' knowledge or its results. There should not be many incomprehensible words in the text (no more than two or three), otherwise the text must be considered unsuccessful.

After the end of the dictation, students should be given 5-7 minutes to check and correct errors on their own. Checking can be carried out in two ways: students silently, each to themselves, correct mistakes; or the correction takes place at a time when the teacher, having finished the dictation, slowly reads the entire text, stopping for a long time at points (at the end of sentences). to give students the opportunity to find the error themselves and correct it.

After watching the dictation by the students, the notebooks are immediately selected by the teacher for checking them at home.

Algazina Spelling Skills: A Teacher's Guide. –M.: Enlightenment, 1987. – S. 71-73.

Formation of spelling skills, taking into account spelling options

Spelling skills must be formed on such didactic material, in which there are all variants of the corresponding spelling. As a result, students will get a concrete idea of ​​which circle of words this or that rule applies to ...

Spelling options must also be taken into account when selecting texts for spelling checks.

Firstly, in order to obtain objective data on the degree of assimilation of the studied spelling rule, the text for the control work includes those spelling options that were the subject of special concern of the teacher. As for the spelling variants that did not come into the view of the students during the training, the inclusion of words with these spellings will not reflect objective data on the nature of the assimilation of the spelling rule to be checked.

For example, if in the course of fixing the spelling rule of prefixes on h(s) the word was not included in the exercises tasteless, and in the control work it met, then a large number of errors in the spelling of this word does not yet mean that the students have not learned the rules of interest to us.

Secondly, when the teacher prepares students for the next dictation or presentation, he must draw their attention to spelling options that are difficult for them. Take, for example, a dictation:

There was a wasteland near our house, a huge oak tree grew lonely there. In the wasteland we played volleyball, football, towns.

One morning I looked out the window and could not believe my eyes. There were people, trucks, powerful dump trucks, cranes. I hurried to our favorite place, and my friends were already there.

They gave me interesting news. The Palace of Pioneers and Schoolchildren will be built here. Bricklayers, concrete workers, welders will come here.

And around the Palace we will plant an orchard, and our oak will not be lonely.

In preparation for this dictation, work is carried out with the words: powerful(cf.: power), night(cf.: night); mason(cf.: stone), lamplighter(cf.: flashlight); won't, won't, can't, won't.[…]

Work on errors should also be carried out taking into account spelling options. If the student, for example, made a mistake in the verb not was(wrote Not together), then didactic material with the same spelling variant is selected to work on the errors: I couldn't, I didn't want, I didn't, I won't, I can't, I don't want, I won't.

These are the general questions concerning the variability of didactic material as one of the conditions for the formation of spelling skills.

Chedia dictation in psycho-correctional work during the passage of the syntax of the Russian language by the “immersion method” // Scientific notes of psychologists-teachers of Tver and the region. 1998. No. 6. S. 136-141.

As the learning opportunities of the children grow, the complexity and volume of dictations increase in doses so that the dictation is a difficulty, nevertheless feasible for exertion.<…>

It is very useful to start pushing different syntactic phenomena that are provocatively similar to each other, which will reliably protect against the formation of a thoughtless pattern.<…>

Bulokhov varieties of dictation. – Krasnoyarsk: Publishing house Krasnoyar. un-ta, 1994. - S. 6-8.

The psychological classification of types of dictation should be based on the types of memory involved in the formation of spelling skills and abilities.

According to the duration of action, long-term and short-term (operative) memory are distinguished. Writing from memory (self-dictation) specifically sets the task for schoolchildren to memorize the “face” of the word and the syntactic-punctuation image of the sentence for a long time. Repeated and prepared (learned) dictations are aimed at the same, as well as very similar to each other, but received different names from the authors: relay dictation, by checking home exercises, “In the footsteps of completed exercises”.

Dictations that develop operational speech memory primarily include the “Who will remember more” dictation, when students write down a series of words (phrases) or a whole sentence from one reading of the teacher, as well as any other type of dictation (explanatory, control, warning, auditory) if sentences are read in large parts that need to be remembered, and the number of readings is limited. believes that free dictations also develop working memory. According to our data, creative dictations also contribute to the same with the rearrangement of introductory and insert structures, participial and adverbial phrases, subordinate parts from postposition to preposition or interposition, from preposition to interposition (especially to the position between the main members of the sentence).

Verbal-logical memory is developed by many types of dictation, but special mention should be made of dictations that set the task of classifying linguistic phenomena: selective, distributive, selective-distributive, digital, alphabetic.

According to the type of perception of didactic material, dictations are traditionally divided into auditory, which should include exercises, during which the teacher dictates words, phrases, sentences or text, and visual - “reverse” dictation, writing from memory (self-dictation) and some other varieties of them, for example, the dictation “Who will remember more”, in the case when children remember a series of words or a sentence not by ear, but on the basis of visual perceptions.

The development of speech-motor (kinesthetic) memory is supported by dictations, which are accompanied by syllable-by-syllable spelling pronunciation aloud (par-ro-voz), but it is useful, as experts say, to mentally pronounce the words, because those movements of the speech organs (larynx, lips, tongue) are repeated in a weakened form. ), which are typical for loud speech.<…>

Motor (hand-motor) memory is developed by all types of dictations, during which students write down words and phrases in their full literal form as part of a sentence or outside it. This clearly does not include graphic dictation, digital, alphabetic, with a letter designation, because not words are written, but individual morphemes, graphic designations of morphemes, numbers or letters assigned to the recorded bits of words.

Knowing the psychological capabilities of each type of dictation, the teacher will be able to improve the types of memory available to children and develop the missing ones, which will help improve students' literacy.<…>

To help teachers choose a text that is appropriate in terms of difficulty for a particular class, we have compiled its passport. The idea of ​​mandatory passportization of texts in an explicit form is expressed for the first time, although it is difficult to find a text recommended for dictation that does not include any individual elements of the passport, for example: the number of words, the name of the grammatical topic or the prevailing spelling and punctograms. The passport we compiled contains these traditional characteristics of the text, but, in addition, it also includes indicators that warn the teacher about the degree of psychological difficulty of the text. These include the length of the word in letters and the length of the predicative unit in words.

An analysis of the written speech of schoolchildren shows that the average length of words containing spelling errors exceeds 7 letters, i.e., the average amount of operational speech memory responsible for the construction and process of writing a sentence. The longer the predicative unit, the greater the load experienced by the working memory. The experiment proved that both the length of the word and the length of the predicative unit are indicators of the spelling difficulty of the text for the dictation. Thus, spelling difficulty depends not only on the number and specificity of spellings and punctograms, not only on the volume of the text, but also on the length of the word and the predicative unit.

To make it easier for the teacher to navigate in determining the degree of psychological difficulty of the text, we have established the total indicator of the average word length and the average length of the predicative unit, denoting it with the letter X. For example, the average word length in the text "Foundation of Krasnoyarsk" is 5.97 letters, and the average length of the units - 15.12 words. The total index of the text for these parameters X = 20.09. In the texts cited, the value of X ranges from 11.7 to 21.29. Ceteris paribus, texts are spelled easier if X approaches 11, more difficult if it approaches 21.

The total indicator X is an integral part of the text passport. We hope that the passport we offer (it needs further improvement) will help to choose the text based on the tasks of developing the psychological and pedagogical capabilities of students.

Razumovskaya teaching spelling at school. - 2nd ed., add. - M .: Education, 1996. - S. 198-200.

About spelling tests

In the methodical letter “On uniform requirements for the oral and written speech of students, for writing and checking notebooks”, a dictation is recommended as a spelling test. At the same time, the number of dictations for each class is indicated precisely as an evaluation work for a certain period (beginning-end of the year, end of the quarter, after a certain significant topic): V class - 8 dictations, VI class - 8 dictations, VII class - 6 dictations, VIII - 5 dictations, IX class - 3 dictations. Of course, the number of appraisal works may vary as needed, but in general it reflects the needs of practice.

Another thing is what type of work should be used as an assessment, is it a dictation? Dictation is a familiar and fairly effective exercise that reliably serves the purposes of training in mastering the rules of spelling and punctuation. Its results are important, first of all, for the teacher: it is immediately clear what material is learned by the students and what is not, whether the process of developing error-free writing among schoolchildren is going well.

However, it is very difficult to choose the text of a dictation correctly from a methodological point of view. Each teacher knows that one dictation gives very poor results, the other gives good results, and it is not only about the difficulty and ease of writing individual words, but also about the linguistic features of the text; about the correspondence or non-compliance of this text with the speech and mental development of the child. And often the reason for the errors lies in the fact that the meaning of the text as a whole is incomprehensible to the child.

In the "Norms ..." the restrictive limits of spellings allowed in the texts of the final dictations are given: in grade V - various spellings, in VI - 16, in VII - 20, in VIII and IX - 24 spellings. But these figures are of little help, because, firstly, the level of difficulty of orthograms is different (cf.: by the river And – on the steep bank of a playful river And ), secondly, any text of a dictation of only spellings for unstressed vowels of the root contains at least more than twenty per hundred words.

In a word, despite its apparent simplicity, the dictation is a very insidious written test, which does not give a fair assessment of the spelling preparation of students of a certain age at a particular educational stage, since the text of the dictation may be in conflict with the speech and intellectual development child. Therefore, many Methodists vehemently protested against the dictation, advocating for creative work. A well-known scientist in the field of spelling methods believed that the quality of the final evaluation work on spelling should be a work of a creative nature, for example, a presentation.

It seems that, indeed, the presentation is best suited for the final assessment of natural literacy: translating certain content in his own words, the child rejects elements that are unusual for his speech experience, reproducing to a certain extent “his own”. At the same time, the spelling side of literacy is not an end in itself, but acts “in its place”, accompanying a written speech statement. Therefore, in any case, at the end of the year, at the end of the quarter, it is advisable to conduct a presentation of a small form, a presentation with the aim of testing spelling skills in the conditions of one's own statement. Then it turns out that in grades V and VI there are 4 dictations and 4 presentations each, in grade VII - 3 dictations and 3 presentations each.

It is advisable to select texts for dictations from works studied in literature or close to them, so that the meaning, the broad context is well known and understood by students. Texts must meet literary standards, since in this case, as a rule, the difficulties of writing are harmoniously combined, without their artificial exaggeration, which is possible only in special training exercises.

Ostrikova dictation and its learning difficulty // Spelling at school: half a century of learning experience. - M.: Verbum-M, 2008. - S. 195-199.

Methodological passport of the dictation

The methodological passport of the DM shows how it is focused on solving educational problems, taking into account the peculiarities of the language training of students, when and where it is appropriate in the classroom and individual systems of teaching the Russian language, in current and final, teaching and controlling work, at what stage of education, in which class .

Drawing up a dictation passport requires knowledge of the following questions:

Types and types, variants of orthograms and punctograms;

Punctuation marks, their types and function;

Academic and school formulations of spelling and punctuation rules;

Classification of didactic material;

Types of spelling and punctuation errors;

Criteria and standards for assessing control dictations.

The methodological passport of the dictation can be short and detailed. First, let's consider an example of a brief certification of the dictation presented in the teacher's manual on the practical methodology of the Russian language.

In summer

We spent the summer with my brother on the river. Every day we went swimming and fishing in the river. How cheerful we felt after bathing! Every day they brought home 15-12 brushes and breams.

Nice summer on the river bank! A bell swings over the grass. The strawberry turns red under the leaf. The air is filled with the fresh scent of herbs, flowers, and the river. Ahead is a coniferous forest. It chirps, birds whistle. The hot sun is shining. White clouds float by. Time goes fast. It's time to leave, but I really don't want to. We sit on the beach until late in the evening.

(82 words)

words on the board aroma, daily, feel and others.

Checked unstressed vowels in the root of the word (spelling No. Unchecked and labor unchecked unstressed vowels in the root of the word (spelling No. Unpronounceable vowels in the root of the word (spelling No.) Case endings of nouns and adjectives - 6. Vowels and, y, a after hissing - 5. Personal endings of verbs - 5.

Spelling saturation - 76% (62: 81) with standard saturation of 70-75%.

The certification process is facilitated if more detailed schemes are used. Here is a fragment of the control dictation passport developed by us (see table 35).

Table 35

Passport-card of the control dictation

for ____________ class, difficulty level

1. Common signs of DM (circle the one you need or write it down)

The nature of the examples: DM word, phrase, phrasal, text; mixed DM source, its author……….. Style and genre: artistic style (genres - story, story, fairy tale ...) ... Type of speech: description, narration, reasoning, mixed. Topic: conversational topic ....................................... program theme(s)....
	number of words... and sentences..
Psychological difficulty	average word length ... letters + average sentence length ... words = total: index of psychological difficulty
Adaptation	by volume - full or partial; in appearance - lexical, lexico-orthographic, syntactic, syntactic-punctuation, other
Deformation DM	orthographically not deformed, deformed...

2. Spelling difficulty of the dictation

Spelling type	Spelling	Examples of words with potential errors that, when evaluated
not taken into account	are taken into account
similar		non-rough
Spell-checked
Spelling letters	Capital letters b b will divide. b grammatical to indicate softness Root vowels: checked alternating Consonants at the root: unpronounceable checked Prefixes: unchangeable to 3-C pre-at Vowels in suffixes: noun. adj. vb. adv. Ending vowels: noun. adj; vb.<…>
Non-letter spellings	spaces contacts hyphens
Dictionary words: mastered recently studied
Conclusion about the spelling richness of DM: old spellings new orthograms total spelling in% -

Spelling saturation of the dictation - one of the main indicators of his educational difficulty, therefore, when dictation is certified, the spelling concentration of the didactic material is necessarily determined, and it is also adapted taking into account the level of development of the class and the period of study. The concentration of spelling in the dictation can be reduced (lightweight dictation), normative (typical dictation), increased (filling dictation).

So, in order for students to make a “reasonable” number of mistakes in dictations that do not discourage learning, it is important to determine the spelling richness of the dictation (see Table 36), its concentration by the number of old and new spellings, and among those and others to single out relevant for these students . Super-concentrated texts are used to a limited extent, as a rule, in order to consolidate spelling skills and current, not final, literacy control.

Table 36

Approximate requirements for the volume and complexity of written work

Types of jobs	Units of Count	Classes
Vocabulary dictation
Text dictation
	dictionary words
	orthograms
	punctograms

From the point of view of the phonemic concept of Russian spelling, spelling vigilance- this is the ability to phonologically (positionally) evaluate each sound of a word, i.e. to distinguish which sound is in a strong position, and which one is in a weak one, and, therefore, which one unambiguously indicates a letter, and which one can be indicated by different letters with the same sound. The ability to detect a sound that is in a weak position, first of all, is spelling vigilance.

Spelling vigilance develops gradually, in the process of performing a variety of exercises that provide visual, auditory, articulatory, motor perception and memorization of spelling material. Visual perception is carried out in the course of visual: explanatory dictations, writing from memory, selective copying, graphical selection of orthograms, analysis of tasks and text of exercises, correction of writing. Auditory perception occurs during selective, warning dictations, using signal cards. For motor speech perception and memorization, orthographic pronunciation is of particular importance. Manual-motor perception takes place during the written performance of all exercises.

It is generally accepted that the greatest effect for the development of spelling vigilance is given by combined perception and memorization, which are possible in the process of commented writing, sound-letter and spelling analysis.

The proposed exercises provide a combination of frontal, group and individual ways of organizing learning. In addition, exercises should be selected in accordance with the structure of spelling vigilance. The motivation of the spelling action is facilitated by the analysis of the task and the text of the exercise, mutual control in the process of its implementation, the use of signal cards. The development of methods for detecting spellings is carried out in the course of visual, warning, selective dictations, with graphical selection of spellings, in the course of sound-letter analysis and analysis of words by composition. Self-control is formed on the basis of self- and mutual verification of the dictation “Checking Myself” written in the course of a commented letter. phonemes with corresponding letters.

Exercises:

• engage in sound analysis every day, regardless of the number of children in the class who read,
• constantly show a sample of the analysis of a sounding word (an axiom - that there is no child in the experience, you need to give this a sample),
• use the method of lingering intonation of sound in the whole word: s-s-s-s-yr; sy-s-s-s-r,
• at the first stage, present the finished model for self-control,
• transformation technique (if I close the first letter, what word will I get?),
• when analyzing a child, do not rush, do not do it for him. The class at this time can work in tandem with their models (feel kinesthetically),
• selection of words for sound models,
• use trap tasks (how many sounds are in the word "two"?; which word is longer: an hour or a minute?; it seems to me that all the sounds in the word "wool" are soft?)
• Game techniques: "Find the same sound", "Determine the place of the sound in the word", "Find objects with a given sound", "Cryptists" with skipping "dangerous" places immediately by ear.
• ""Find a dangerous place""
• The teacher pronounces the words, and the children should clap their hands as soon as they hear a sound that cannot be trusted when writing. But first they remember how to find it. It is necessary to determine whether the word has an unstressed vowel sound. If there is, then there is a ""dangerous place"".
• ""Traffic light""
• Students must show a red traffic light or turn on a red light as soon as they find a "dangerous place".
• "Light the beacon"

Carrying out sound analysis with drawing up a diagram in which “dangerous places” are indicated
Do you know what is the most common type of Russian language exercise? Of course, " Insert the missing letter". In my opinion, a little useful way of working in terms of developing spelling vigilance and the formation of literate writing skills. The main work has already been done here, "vigilance" has already been shown by someone, i.e., a place where a mistake can be made, found and “suggested”. With such work, mastering spelling vigilance is possible only at the level of involuntary (and often special) memorization of words with spellings. But the writer should discover the places of spellings himself. The ability to do this is spelling vigilance.

I find another exercise more effective: searching for spellings in "clean" text.
The proposed cards allow you to overcome this difficulty, and they also allow you to:

• develop spelling vigilance in the process of searching for words with spelling;
• independently check the result of the work;
• see the gaps in your knowledge here and now and correct your actions;
• if the child cannot find the given orthograms, he has the opportunity to "peek" them. a short time by attaching a checklist, and then do the work again. This self-help feature is especially useful for slow-moving children. For children who react painfully to pointing out their mistakes to them.

The card consists of text in which words with a given spelling and a key should be highlighted. A key card is a card without text. But with cut out windows in places corresponding to words with orthograms. They also are found out at imposing of a key on the text. To work on the formation of spelling vigilance at the second stage, the texts are compiled so that they can be worked with about different spellings. In this case, two or three test cards are attached to one text card.

spelling reading
Required from elementary school, develop articulatory memory based on spelling reading (Totsky P.S. Spelling without rules. M., 1991). The author has developed a system for training spelling vigilance. If every day at each lesson (mathematics, Russian, reading, natural history) allocate 5-7 minutes for spelling reading, this will bring a good result (tasks, rules, specially selected texts, columns of words, phrases, in pairs, according to the memo, according to exercise, etc.)

Commented letter with spelling
When commenting, a high level of self-control is achieved, since the student not only fixes, but explains the spelling. Commenting is a type of exercise that includes explanatory reasoning in the process of writing words, sentences. When commenting or spelling analysis, the student, first of all, finds the object of explanation, i.e. spelling.

Letter with speech
The letter with pronunciation provides a large amount of writing, accuracy, beautiful writing, almost complete absence of errors. The letter with pronunciation unites the whole class, gradually all the guys begin to work at a good pace. At first, the teacher can speak, then strong students, then both medium and weak students are included in the work. Speaking is a kind of error warning. And if a student suddenly uttered a word with an error, then the class and the teacher will prevent trouble in time, i.e. they will not let you fix this error in the letter.

visual dictation
I consider visual dictation, the purpose of which is to prevent errors, to be a very effective means of improving the spelling literacy of students. Several sentences or text are written on the board. This text is read expressively, then the most interesting words from the point of view of spelling are highlighted, their spelling is explained, individual words are pronounced (spelling reading of all sentences can be done). Then students are invited to "photograph" individual words and see them with their inner vision (close their eyes and write). The text is closed for a while, and the children once again answer questions, pronounce difficult words. If necessary, the text is opened again. The class is set to write the text without errors, simultaneously honing visual memory. But if suddenly the student doubts the spelling of a word, then he still has the right to put a dot in the place of a dubious letter.

Dictation "Checking myself"
Performing this dictation, students can ask the teacher how a particular word is spelled. But the trouble is that at first, weak students do not ask anything and make a large number of mistakes at the same time - this is the negative side of the dictation "I check myself". Therefore, it is important to equip students with knowledge of the most common signs of spelling as early as possible. The first and main advantage of the "Checking Myself" dictation is that children begin to feel for their weaknesses, learn to ask and doubt, we give them the opportunity to write without errors, to warn them. This dictation allows you to write often and a lot, and make little or no mistakes at all: the spelling skill is improved and strengthened.

Specially organized write-off
The proposed method of cheating was developed by a group of psychologists led by V.V. Repkin and P.S. Zhedek. In order for this work to bring the desired result, firstly, it must be carried out daily, preferably throughout the entire elementary school, and secondly, the writing algorithm itself must be strictly observed, since each step has a certain semantic load and cannot be thrown out of list. Only complete reproduction of the algorithm guarantees success. In the classroom, the cheating algorithm is compiled with the children collectively and placed next to the board. Each student receives an additional card on which the entire procedure for cheating is recorded.

memo

1. Read the sentence to understand and remember it.
2. Repeat the sentence without looking at the text to see if you remember it.
3. Highlight the spelling in the written text.
4. Read the sentence the way it is written.
5. Repeat, without looking at the text, the sentence as you write.
6. Write, dictating to yourself as you spoke the last two times.
7. Check what you wrote:
   • read what you wrote, marking the syllables with arches;
   • underline the spelling in the written;
   • check each spelling with the original text.

Cacographic exercises
In the practice of my work, I use cacographic exercises, which provide for the correction by students of erroneous spellings deliberately made in the texts.

Work on mistakes
Starting from grade 1 (2), when checking any work, I don’t correct errors in words for the rules passed, instead I put a wand in the margins (for weaker students - the spelling number), and at the end of the work - instead of marking a dot. The student, having received a work without a mark, is taken to search for errors in the line where the wand (or spelling number) is placed in the margins. Then the student writes out the word in which the mistake was made at the bottom under the work and performs work on the mistakes in accordance with the "Reminder" (in the list of spellings with numbers, a way to explain and verify it is given). After the work on the errors is completed, a mark is set. Each time, working with the "Memo", the student sees in front of him a list of studied spellings, knows the way to correct errors. All this contributes to a better memorization of spelling and improve spelling literacy.

Dictation with tapping
During the dictation, the teacher taps on the table at the moment when he pronounces the word with the spelling. This tapping makes the student think.

Selective dictation, self-dictation, mutual dictation
I conduct selective dictation in the classroom, when children, on the instructions of the teacher, select parts of the text that correspond to a specific task for recording. Selective dictation, in comparison with other types of dictation, is valuable in that it excludes the possibility of mechanical recording, allows you to give very concentrated material saturated with the studied spellings, and contributes to better perception and memorization of spelling words. A special place among the dictations is occupied by self-dictations, mutual dictations and graphic dictations.

self dictation is a type of dictation in which:

1. The text before recording is visually perceived by the children, their attention is fixed on the spelling being studied, the students explain the conditions for choosing words with this spelling, at the end of such work, the students dictate the text to themselves from memory, and then check their record with the sample;
2. Home preparation is carried out: finding and writing out in workbook from the work of art studied in the reading lessons 3 - 5 words with this spelling. After writing out the desired words with a spelling, a graphic designation of the conditions for its selection is carried out, the selection (if necessary) of test words for the data, then self-preparation and comparison of your record with the original one.

mutual dictation is carried out after the preparation described for the self-dictation:

1. In pairs with peer-to-peer using a sample;
2. One of the students who dictates to the class the words he selected at home from the book to read; after recording, comments are made by several students (their number corresponds to the number of written words), then the work is submitted to the teacher for verification.

The aggravation of spelling vigilance is facilitated by the technique "The Secret of Writing with Green Paste", with the help of which children draw up written work in notebooks: as soon as a rule appears, green paste begins to work. The more spellings are studied, the more often the green light "lights up" in the students' notebooks.

Possible and psychological causes of underdevelopment spelling vigilance: students have a low level of development of voluntary attention, unformed methods of educational activity (self-control, the ability to act according to the rule), a low level of volume and distribution of attention, a low level of development of short-term memory. Reducing these causes is the painstaking daily work of a teacher, student, parents, psychologist, and at the same time not always leading to the desired success. Working on the development of spelling vigilance allows me to achieve a high quality of education.

MOU Udelninskaya gymnasium
Voevodina G.A., teacher primary school, the highest category

Sections: Russian language

Verification work(most often a control dictation), held in school, give the teacher a general picture of the state of spelling and punctuation literacy of students.

In the first place in the test papers, of course, is the function that controls them, in the process of writing the student is placed in such conditions that he must write in all cases: both when he is sure that he writes correctly, and when he is not sure about it. Nobody cares about his doubts.

But in the interest of teaching, it is important for the teacher to identify all these doubts, it is important to have a picture of the true level of knowledge of students”

This type of work is the dictation "Checking Myself", the main purpose of which is to identify students' doubts when writing and teach them to doubt when they encounter a spelling.

A large number of those who doubt the spelling of a particular spelling is a signal to the teacher that this spelling needs to be continued to work on, more training exercises are needed, and it is premature to include it in the test.

Our task is to educate all students, and educate them well. It is very important that the teacher constantly has a clear idea of ​​how the material is learned by all students, who is having difficulty in what, who needs help. At the same time, the help of the teacher should be timely.

Usually, the teacher receives data on the assimilation of spelling rules by students with a great delay - when checking notebooks, when conducting tests, when mistakes have already been made. In addition, the reasons why students made certain mistakes often remain unknown. Work on mistakes begins with a big delay and does not always reach the goal.

In addition, the usual test of students' knowledge using a control dictation does not make it possible to reveal hidden errors in the form of randomly correct spellings. And there are many of them, as evidenced by such, for example, a fact.

The students wrote a control dictation, the results of which were not reported to them. Two days later the same dictation was held a second time in the same class. The total number of errors in both cases was approximately the same.

But it is interesting that with the repeated dictation, approximately 50% of the mistakes made the first time disappeared, and the same number of new incorrect spellings appeared instead.

A different order of work was also used: after the first dictation, they worked on the mistakes, and then they gave a second dictation. The number of mistakes decreased, few students repeated their mistakes, but there were still quite a significant number of new mistakes.

The results always had one feature: the better the work on mistakes was carried out, the less they were made during repeated dictation, but the percentage of new mistakes increased.

How to learn to detect and prevent hidden errors in a timely manner? How to develop the ability of students to see spellings, to see those places where a spelling mistake is possible when writing?

The solution to this problem is based on the methodology developed for the dictation "Checking myself". The dictation began to be carried out both as a training (warning and explanatory) and as a training and testing (control and explanatory).

Conducted as a training dictation "I check myself" allows you to prevent errors in the writing process.

Students receive an installation: skip those spellings that they doubt writing, underline the place of the gap and write a question in the margins against this line). Thus, error prevention is carried out.

After writing down each sentence, the teacher finds out who had questions during the writing process. At the same time, it is recommended to raise their hands not only to those who had a question at the time of recording and the spelling was omitted, but also to those who only now found that they were not sure of the correctness of the written word or could not explain the spelling.

The teacher sees how many students find it difficult to explain the spelling, and asks other students to answer the questions of their comrades. One of the students who did not raise their hand answers (that is, from those who did not have a question and who, therefore, can explain the spelling). Sometimes, with the help of the teacher, the student himself who asked the question can answer. If the students cannot give a complete and clear explanation, the teacher clarifies their answers. When the spelling is explained and the answer to the question is received, the students who missed the spelling enter it, and those who make a mistake correct it.

If there are other spellings in which, in the opinion of the teacher, the students may make a mistake, then the question is asked by the teacher himself, although the students did not have this question.

For those who missed the spelling at the time of writing, the dictation is a warning, and for those who corrected a mistake just made, it is explanatory.

Here's what a record of one and the same sentence for different students.

Before checking:

Early frosty morning I walk through the winter forest.
!(The student missed the spelling that made him difficult)

In the early frosty morning I walk through the winter forest.
! (The student, having written the early word with an error, doubted the spelling and framed the question. He did not notice an error in the winter word, he had no doubts.)

AFTER Check:

In the early frosty morning I walk through the winter forest.
!(The student inserted the missing spellings, wrote without errors.)

Early frosty morning I walk through the winter forest.
! (The student corrected the mistake he made both in the case when he had a question, and when he did not.)

The training dictation "I check myself" can be carried out in almost every lesson: after studying new material, at the beginning of the next lesson when repeating, in the lessons of consolidating generalizing repetition as a preparation for tests.

Depending on the nature of the spelling, the dictation can be dictionary (from words or phrases), consist of separate sentences or a small coherent text.

In the lessons of consolidation and generalizing repetition, the text for the teaching dictation can be saturated with spellings on various rules, to be large in volume.

Sometimes such a dictation takes a whole lesson. But most often the teacher, having discovered a good assimilation of the material in one or another section, proceeds to more complex types of exercises, to works of a creative nature. The training dictation "Checking myself" allows you to organize effective learning, helps the teacher to see how the material is learned, whether it is possible to move on to another topic or to other, more complex exercises, in particular, to the training and testing dictation "Checking myself".

The training-testing dictation "Checking Myself" does not make it possible to prevent errors, but it allows you to take into account the actual literacy of students even more accurately than the control dictation, while control is combined with learning.

The methodology for conducting the training and testing dictation "Checking myself" is as follows.

The students write down the dictated text without gaps in spelling, but it is more doubtful for themselves to spell and punctuate underlines, but in the margins (question).

In the event that the dictation is carried out during the lesson or a significant part of it and the teacher intends to put marks for the dictation in the journal, additional design is introduced: in brackets after the sentence, the student indicates the number of questions that arose during the recording of this sentence: (? 0) - no questions (zero), (? 1) - one question, etc.

FOR EXAMPLE: I came to the cliff and saw an excellent picture.

After dictating a sentence and giving the students time to think about their difficulties, the teacher walks between the rows of desks and looks at whether the number of questions in brackets has been additionally formatted. And only after that, students are allowed to ask questions aloud. An indication of the number of questions in brackets is necessary so that the student does not formulate questions after someone else has asked about a difficult spelling, and so that the degree of spelling vigilance of students can be accurately determined (if such records are kept.). If, according to the method of teaching and testing dictation, a small text is written, for which a separate evaluation will not be set, an indication of the number of questions for each sentence is optional.

As you can see, with the teaching and testing dictation "Checking Yourself", mistakes are not prevented, but students' abilities to independently find mistakes are developed.

The teacher, checking the notebooks, sees all the student's corrections made both on his own and on other people's questions, and can take into account the actual literacy of the class.

This type of work combines own features of both explanatory and control dictation.

Due to the peculiarities of the teaching and testing dictation, it is impossible to carry out after the topic that has just been studied. You need to give time to learn the rules, and when the teacher sees that there are almost no doubters about writing (a teaching and warning version of the dictation "I check myself"), he proceeds to the teaching and checking version of the dictation.

The teaching and testing dictation "Checking Myself", which occupies a small part of the lesson and usually does not require a separate assessment, can be carried out quite often both in the lessons of studying new material and in the lessons of consolidation and general repetition. The text outlined by the teacher for the dictation can be used first as a teaching, then as a teaching and testing dictation, and finally as a control: the course of the lesson will tell you when you can give a more difficult kind of dictation.

In the lessons of consolidation and repetition, the training and verification dictation "Checking Myself" can be designed for half a lesson or more, and in these cases it can be evaluated. The vocabulary training-testing dictation "Checking Myself" is also assessed, although it can take only 10-12 minutes of the lesson. Such dictations, at the discretion of the teacher, can be held four or five times a quarter.

Finally, the training and testing dictation "Checking Myself", covering a number of learned rules, can be designed for a whole lesson and be carried out instead of the control dictation or precede it. Such a dictation "Checking myself" in my practice is carried out once or twice a quarter. It must be rated.

If students have repeatedly written the dictation "I check myself", then for this dictation, carried out according to the method of teaching and testing, two scores can be set: the first mark is for work in the lesson, the second is for factual knowledge. two columns with inscriptions: "training", "counter (i.e. marks are given for both training and control dictation). Our experience has shown that the declassification of the second opening does not frighten students and does not impair the quality of their work during the dictation. At the same time, the requirements for students are gradually increasing. At first, when one grade is given, only errors left uncorrected are taken into account (with the correct methodology for conducting a dictation, there are few of them from the very beginning). Then "5" is put only for such work in which no errors are left and all corrections are related to the personal questions of the student himself: if there are no errors left in the notebook, but all corrections or part of them are made on other people's questions, "4" is usually put (" 3" can be put if there are a lot of errors and they are all corrected by other people's questions). In the future, these requirements remain in relation to the first assessment - for work in the lesson. The first grade for errors left uncorrected is strictly reduced if these spellings were studied in the lesson; for one such mistake I put "3", and in the future "2", especially in cases where the student made few mistakes at all.

The second grade is, as a rule, set according to the norms of the control dictation, but all errors actually made and left to the teacher, and corrected by the student themselves on their own and other people's questions, are taken into account. Therefore, some students may have significant discrepancies in grades. For example: the first grade is “5”, the second is “2” (5-6 spelling errors were made, but all of them are related to personal issues and corrected by the student himself).

The first grade is "2", the second - "4" (two spelling errors were made, this student had no questions, the errors were not corrected, although these spellings were examined in the lesson).

During the dictation, the teacher can immediately emphasize in his text those spellings and punctograms that raise questions from students. Then the text of the teacher looks something like this: when checking the work, the teacher, as usual, in red in the fields with "sticks" and "checkmarks" the errors that were not corrected by the students, circling the errors made in the spelling to which questions were asked in the lesson. Having found “?” in the margins, the teacher looks at which spelling is underlined, a question is asked for correct or erroneous spelling.

If the question is posed to the correct spelling, then there is no error: the score for questions to the correct spelling is not reduced.

If a question is asked with an erroneous spelling, the teacher may lower the grade.

Corrections by students of spellings not underlined by them in most cases are made on the questions of comrades, the teacher, or on their own, after the questions have been asked.

All corrections and errors carry additional information to the teacher about the level of development of students' spelling vigilance. And the students themselves also see their successes in this regard.

This is a methodology for conducting a training and training-testing dictation "I check myself" in pure form. But varieties of dictations are often intertwined.

As can be seen from the foregoing, the features of the dictation technique "Checking myself" were expressed as follows:

1. Students ask questions and receive answers, as a rule, after writing each sentence, and not when they have written the entire text of the dictation. Thus, the resolution of students' doubts is not delayed, but occurs immediately, and if similar spellings are found in the following sentences, students can write them correctly, this is how indirect error prevention is carried out. at the same time, the question of the volume of the dictation, designed for the whole lesson, is easily solved: students will write as much as they can (the text must be selected with some margin.).
2. Errors are corrected in an organized manner: students must carefully listen to the question and the answer to it, then find in their work (the word to be parsed and, if a mistake is made, correct it, only after that, after waiting some time, the teacher allows you to ask the next question. With this organization of work When rush is excluded and schoolchildren are given time to detect and correct errors, it is possible to achieve that students practically do not have spelling errors that they understood in the class that were not corrected by them.
3. Since the teacher himself asks students for difficult spelling if they do not ask a question, it turned out to be possible to ensure that 80-90% of errors (and sometimes all 100%) are corrected in the lesson by the students themselves.

Practice has shown that if the dictation is carried out methodically correctly, then even the first dictation students write relatively well (we do not mean actual literacy, but the teaching side of the dictation).

In the future, it turned out to be possible to extend the dictation technique “Checking Yourself” to other types of work: training, creative, preparatory.