Russian vocabulary work. Methodological development on the topic "vocabulary work in the lessons of the Russian language"

INTRODUCTION

Chapter I

1Fundamentals of the development of vocabulary work

2Techniques for working with vocabulary words in Russian lessons

3Working with dictionary words using the mnemonic system "connections"

4Etymological analysis of a word as a method of working with dictionary words

Chapter II EXPERIMENTAL STUDY OF THE LEARNING PROCESS IN RUSSIAN LESSONS WHEN WORKING WITH VOCABULAR WORDS

1 Ascertaining stage

2 Formative stage

Conclusion

Bibliography

Introduction

Modern society needs citizens with an active civic position, literate, well-spoken, with a rich vocabulary. In order to form strong literate writing skills in schoolchildren, language teachers make great efforts, but literacy continues to be low. This is due, first of all, to the fact that students have no motivation to study Russian. The use by the teacher of monotonous forms and methods of work in the classroom, the lack of a system in work make it boring and unattractive for students.

At the same time, contradictions arise between

¾ the need of society for citizens with a rich vocabulary, able to navigate in difficult situations and the imperfection of the educational system that should prepare such citizens;

¾ the need to form modern schoolchildren culture of oral and written speech and the lack of a system in the teacher's work to solve this problem.

In this regard, a problem arises: how to organize work with vocabulary words in Russian language lessons so that it activates the educational and cognitive activity of schoolchildren and develops their spelling literacy.

Purpose: organization of work with vocabulary words in the Russian language lesson for the development of students' spelling literacy.

Object of study: the process of developing spelling literacy of students in the Russian language lessons.

Subject of research: methods and techniques of working with vocabulary words.

Research hypothesis: the interaction of a teacher and students in a lesson will contribute to the development of spelling literacy of schoolchildren if:

¾ effective methods of working with vocabulary words will be studied and selected;

¾ the place of work with vocabulary words in the lesson is precisely defined;

¾ a system of effective techniques for working with vocabulary words has been developed.

In accordance with the goal set, the hypothesis put forward and in order to solve the identified problem, the following research objectives are formulated:

.Consider the theoretical aspects of methods of working with vocabulary words in the Russian language lessons.

.Make a selection of the most effective methods of working with vocabulary words in the classroom.

.To develop a system for the development of spelling literacy of students using effective methods of working with vocabulary words.

The following research methods are applicable: study and analysis of the literature used, observation and experimental pedagogical work, conversation with the teacher, analysis of personal practical activities.

Research base: MOU "Average comprehensive school No. 125 "of the city of Omsk.

Chapter I. Theoretical aspects of methods of working with vocabulary words in Russian language lessons

1.1 Fundamentals of the development of vocabulary work

Subject The "Russian language" at school is not only a subject that gives the knowledge necessary for practical activities, but also a subject that forms the personality of the child.

The building block leading to the formation of associations or connections is considered by many to be the word, as well as work on the word. In fact, the main problem of the content of any training course is touched upon. Such a complex and multi-valued fabric as the Russian language, in the process of studying it, is subjected to analysis every time, during which its individual parts are considered. Education will not lead to the desired success if the child does not see the elements behind the units, if the native language does not appear before him in its unity and in its entirety.

The scientific principles of psychology turn us to the heritage of K.D. Ushinsky, enhance the understanding of why the great teacher puts the development of the “gift of speech” in the first place. Singling out the word as a living cell containing in a simple form the basic properties inherent in speech thinking, the psychologist proceeds to a clear distinction between the two main functions of the word. One of them is an indication of an object, action or quality, which he called the subject correlation of the word. (Window is window, table is table).

The second, no less important function is the value function. It is the meaning of the word that undergoes significant transformations in the development of the child. Determining the meaning of a word, Vygotsky emphasized that the word is not limited to pointing to a particular object, but also introduces this object into a system of connections and relationships, analyzes and generalizes it.

Turning to the metaphor, we can say that the meaning of a word is a kind of magnifying glass through which we look at the world. The constant expansion of the meaning of the word in the mind of the child allows him to penetrate the world around him with a deeper and broader view. For example, the word “inkpot” indicates not only an object, but also that this object is related to color (black), belongs to the class of objects that have a tool meaning (suffix -il-), is a container of something (like sugar bowl). It is essential that the work on the word is not limited to the interpretation of its meaning, but is also aimed at an in-depth analysis of the subject indicated by the given word. The word introduces the subject into a wide system of connections. For example, the word "fisherman" evokes connections such as fish, fishing rod, water, river, etc. .

The word, as you know, generalizes. When they say "book", they mean any object to which qualities inherent in it can be attributed. It's interesting that psychological interpretations the subject relatedness and meaning of the word are rooted in the depths of Russian philology. Similar observations were made at one time by V.I. Dalem and are reflected in the Dictionary of the Living Great Russian Language.

If the word introduces the subject into a wide system of connections, then the description and explanation of these connections of the subject is the best way to interpret the meaning of the word.

For the methodology of the Russian language, it is of particular interest that one of the criteria that determine the speech development of a child is the breadth and depth of various associations or connections around the subject in question.

However, as psychologist-encyclopedist M.T. Yaroshevsky, “the true concept is born when the signs various phenomena are grouped in a community not by association, but on the basis of internally connected logical operations of analysis, synthesis, classification, the movement of thought from the particular to the general and from the general to the particular. The effect of such operations is the acquisition by the word now of a new meaning, different from syncretes and complexes. There is such a thing as a "logically generalized mental image."

Work on the word in the educational process, therefore, is work aimed at the development of speech and thinking. The emerging thought requires linguistic means for its expression, the richness of which determines the accuracy and depth of thought, in turn, the quality of speech depends on the subject of thought.

Vocabulary work is one of the problems of elementary school. If the problem is not solved, then it turns into a heavy burden, which at a crucial moment in a person's life can fail him.

Vocabulary work in each class is carried out on the basis of taking into account the age and individual characteristics of the dictionary, mental development in general, as well as current educational tasks. However, there are methodological issues that are important for all age groups.

First of all, this is the question of the principles of vocabulary work, which determine its nature, content, forms of organization, methods and techniques. Through the word, students learn and realize the laws of the language, are convinced of its accuracy, beauty, expressiveness, richness and complexity. And that is why the structural component of the lesson is so important, which is subordinated to one goal: acquaintance with the word and awareness of all its components.

Teachers, teaching students the Russian language and improving their language skills, are obliged to:

a) expand their active vocabulary as much as possible, taking into account the age capabilities of students;

b) teach to use words in their most accurate meaning, to choose the most appropriate for a given situation and in accordance with the requirements of genres and styles;

c) help students eliminate non-literary, dialect-colloquial, archaic, obsolete words from speech6.

This important problem in its general form is associated with more specific methodological problems: the question of the selection of vocabulary material for its primary study, the sequence of including various groups of words in school use, the methods of revealing the meanings of words. The question of the system of methodological techniques and exercises aimed at mastering the vocabulary of our language by students is also connected with it.

When organizing work on a dictionary, the modern methodology of the Russian language recommends proceeding from the following fundamental provisions:

¾ work on the dictionary is of great educational and educational importance for the formation of the student's personality, his worldview, for equipping the student with the skills necessary for future practical activities;

¾ the analysis of the meanings of words should be carried out mainly from the point of view of word usage in modern Russian, although in some cases the word can be considered in historical aspect;

The techniques of vocabulary work in Russian language lessons are closely related to the study of unstressed vowels, checked by stress, unchecked unstressed vowels of the root, etc.

The question of unstressed vowels, as one of the most important problems of dictionary work, according to the universal vocation, is the main one in Russian spelling. To study unstressed vowels in word roots, in prefixes, suffixes and endings, in connecting vowels, etc. assigned the largest number time in the school course of the Russian language. When mastering the spelling of words with unstressed vowels, students experience the greatest difficulties. This is evidenced by numerous errors in unstressed vowels found in written works students of all ages, up to high school graduates.

For most students who make such mistakes, the teacher's request to formulate the spelling does not cause much difficulty. However, the need to apply a long-familiar rule in somewhat unexpected conditions that require not a mechanical repetition of the usual algorithm, but a conscious approach, turns out to be an almost insoluble task for many. This is due to the very nature of vowel sounds. Unlike consonants, which figurative expression one of the grammarians, "are the banks of our speech, vowel sounds flow into the speech channel, like water, in barely distinguishable jets, taking on various forms."

Within the same language, different dialects of it differ mainly in vowel sounds. Even in the roots of words, which are the main elements of our language, they are pronounced quite definitely and distinctly only under stress, and in an unstressed position they change their sound. Therefore, in words between vowels and the sounds that are indicated by these letters, there is often no correspondence.

Thus, the richer the active vocabulary of a person, the more meaningful, intelligible, literate and beautiful his oral and written speech. Unfortunately, little time is devoted to vocabulary work at school, it is often random, episodic, which is why students' speech is formed and corrected more slowly than we would like, and improving the spelling literacy of students remains one of the most important problems in the methodology of teaching the Russian language at school.

vocabulary work spelling literacy

1.2 Techniques for working with vocabulary words in Russian lessons

It is known that one of the most difficult topics of the Russian language course is the topic “Unchecked vowels and consonants at the root of the word”, in other words, the spelling of dictionary words, since these words cannot be checked, but you need to “memorize or check in a dictionary”. But how to remember such a huge number of words? Of course, it is easier for those who have a good visual memory, who read a lot, but among today's schoolchildren there are few such people. What should they do? With them, as mentioned above, it is necessary to regularly conduct vocabulary work.

In working with vocabulary words, three main stages can be distinguished: acquaintance, memorization, assimilation. To improve the efficiency of each of these types of work, there are the following techniques:

stage - acquaintance with vocabulary words

Words for memorization need to be grouped in some way. For example, like this:

Words in which "dangerous" places are written

Ah o-o-about avant-garde boalanta katacombs bolagan cataclysm vandal cavalry vacancy vacuum rope malachite cuttlefit puddes loaf naphthalene transparency paradox thoroughly layout corporation conglomerate digging novocaine rotunda-a-one-trivial quotes bohema conversion crime pamphlet boycott cogatushka galaxy parley Ferry Breed Hummingbri Kalach Caltata Cantha Canta Cantata Canthaw Camorka Camcan Straight Caucan Fair Cordon Spontane-and-and-E-Fan Bissectrice Lobby Viglette Winnice Delicate Delicates Hypothesis Periphery Directive Periscope Dissertation Peripetia Diversian President Intellect Seminar Linoleum Festival Scholarship E-e-and-and-and-veteran Division Deserter Airships Matsna Dividend Challenger Conductor Conductor Precedent Discrimination Rehearsal Device Revision Revision Incident Referendum Elimination Temperament Nihilist Federation Privilege - -L- Aluminum Alogism Balance Balustrade Gallery Dealer Number crystal elegiaartillery intelligent allergy illlumination alligator illusion appellationdistilled coraLlon ball ball ball bullet summer ball last team fiction capillary intel Lect collage bacilla ball lada The same can be done with other consonants. In addition, there are a number of words in which an unnecessary vowel or consonant is added. Such words are given separately (with a brief explanation).

Stage 2 - memorization (homework)

Suggested for memorizing words in groups. For example: task number 1 of the word on -А-А-; -O-O-; task number 2 words on -A-; -O- etc.

When teachers write words on the board, they must explain the meaning of each word. Students not only need to know the spelling of words, but also their lexical meaning.

As homework, you can also offer to compose the text yourself, using as many vocabulary words as possible. For instance:

Finish the proposed text.

Once the former impresario Innokenty once again carefully studied the page in the morning press with job offers. The range of professions offered was wide: from a banal trolley bus driver to a musical producer. .

stage - verification of assimilation.

Checking can be done:

a) in the form of a dictionary dictation (this checks not only how the guys learned the spelling of these words, but also how they know their lexical meaning). For instance:

Vocabulary dictation No. 1: Bohemia, crimson, cheesecake, head of cabbage, cordon, flutter, cantata, fair, parody, spontaneous, luminary, hummingbird, heel, quotation marks, cohort, banal, coral, boycott, bagpipe, bondage, galaxy, pamphlet, closet , gate, burner, conversion, holster, parity, strategy, curtain, ferry, kalach.

Dictation assignment.

1. Underline with a wavy line the word whose meaning is the following: "the art of planning any activity for the long term" (strategy).
2. Underline with a dotted line the word, the meaning of which is “a topical journalistic work of an acutely satirical nature, created for the purpose of socio-political denunciation of someone or something” (pamphlet).
3. Underline with one line the word, the meaning of which is "termination of relations with someone as a sign of disagreement with something" (boycott)
4. Underline the word with two lines, the meaning of which is “spontaneous, arising due to internal causes, without direct external influence” (spontaneous)
5. Underline with a dot-dash (-.-.-.) the word meaning "a layer of creative intelligentsia without a steady income, leading a disorderly, careless life" (bohemia).

Vocabulary dictation No. 2: alogism, dealer, quantity, bulletin, ballast, gallery, coral, ballad, colleague, collegiate, colloquium, intellect, elegy, balloon, rack, trolleybus, illusion, balance, crystal, appeal, atoll, allegory, bacillus , college, aluminum, fiction, collective, calligraphy, collage.

Dictation assignment.

1. Underline the word with a wavy line, the meaning of which is as follows: “appeal against the decision of the court in a higher instance; seeking support” (appeal).
2. Underline the word with a dotted line, the meaning of which is “gluing materials of different colors and textures to any base to obtain an image” (collage).
3. Underline with one line the word whose meaning is "fiction narrative literature", "light reading" (fiction).
4. Underline the word with two lines, the meaning of which is “a conversation between a teacher and students in order to clarify and improve their knowledge” (colloquium).
5. Underline with a dot-dash the word whose meaning is “an equal relationship between something; funds at the disposal of an enterprise” (balance sheet).

b) in the form of test tasks.

Tests can be of two types: you can check only the assimilation of the spelling of words or also the knowledge of their lexical meaning.

Test number 1. Indicate the numbers of words in which there are no missing letters.

1. dealer
2. legal...adviser
3. elegy
4. drama
5. leatherette
6. silt ... yuziya
7. conjuncture
8. escort
9. uh...grace
10. schemer... ka
11. skillful
12. defect

Test number 2. Indicate the numbers of words in which the letter A is missing.

1. b...hiccup
2. p... vomit
3. cat... enema
4. p...ritetk...morka
5. thoroughly
6. naft...lin
7. k...nforka
8. s...ntanny
9. b...rdur
10. to ... habits
11. yoke...rka

Test number 3. Indicate the numbers of words in which the letter I is missing.

1. per... petia
2. d ... likates
3. l ... noleum
4. d...zertir
5. rep...tition
6. intelligence
7. dr... conductor
8. dir...zhable
9. metz...nat

10. d...versant

11. dependency

12. privilege ... legion

Test number 4. Indicate the numbers of words in the spelling or interpretation of which there is an error.

1. Spontaneous (response) - carefully thought out;
2. Indifferent (person) - indifferent;
3. Banal (answer) - ordinary, ordinary;
4. Cashmere is a thin woolen fabric;
5. Colossal - huge, enormous;
6. Arrange - put in a container, clean;
7. Fiction - narrative literature, "light reading";
8. Paradox - surprise;
9. A pamphlet is a topical satirical article;

10. Parity - agreement.

Thus, as effective in methodical literature the following methods of working with vocabulary words are offered: grouping, composing text, vocabulary dictations, checking not only spelling, but also understanding the meaning of the words used, tests.

1.3 Working with dictionary words using the mnemonic system "connections"

Students memorize vocabulary words with the help of the “connections” mnemonic system, which is as follows:

1. Memorization is easier if a person mentally imagines objects, phenomena or actions that denote words;
2. Grouped objects should "come to life", "move". Vocabulary words are divided into groups, each group has its own plot. For example: working

The worker is going to work, puts on boots, a coat, gets into the car, goes to the factory.

One day a walnut grew on an aspen tree. (Letter O - eyes wide open in surprise).

How to ride a bike? Okay, fast, fun, soon. (Letter O - bicycle wheels).

potato

The weather was fine, we were driving along the road to the garden to plant vegetables: peas, carrots, cucumbers, tomatoes. (Their seeds are round or oval, they resemble the letter O. but there are “wrong” vegetables in our garden. Their seeds are round, and we write the letter A in words: cabbage, potatoes).

Magpie - a crow cooked porridge, porridge in milk, in milk from a cow. There was a severe frost in the city, a hungry sparrow flew in and ate all the porridge.

duty

There is a school in the village. The boys are in the 1st grade. The student on duty checks notebooks and a pencil case.

strawberries

It was the month of June. The hare put strawberries on his tongue.

In our class on Saturday, Russian.

It was time for dinner, my father put down his hammer and ax and went home. (The head of a little man and the clock showing lunch time resemble the letter O.)

passenger

carefully

distance

The passenger carefully walked along the alley for a long distance.

interesting

journey

beautiful

Yesterday there was a conversation everywhere about the interesting journey of an engineer, today on the phone they talked about wonderful seeds.

To test the knowledge of vocabulary words, cards covered with adhesive tape are used. Each card has about 20 words. Students cross out an unnecessary letter with a felt-tip pen, after checking, the teacher erases what was written with a felt-tip pen, and the card is ready for use again. You have one minute to complete the task.

Thus, dictionary words are easier to remember when using a mnemonic system, that is, the word is not limited to pointing to a particular object, but also introduces this object into the system of connections and relationships, analyzes and generalizes it.

So, improving the spelling literacy of students remains one of the most important problems in the methodology of teaching the Russian language. As the main reason for the low literacy of students, the authors single out the lack of a system for working with vocabulary words in teachers.

Memorization with the help of a "mnemonic system" as a method of improving spelling literacy is one of the most effective when working with children in Russian language lessons.

1.4 Etymological analysis of a word as a method of working with dictionary words

In the field of teaching the Russian language, teachers face two tasks in their unity: the development of spelling skills and the development of oral and written speech, that is, the development of the ability to sensibly express thoughts. One of the reasons for the lack of literacy of schoolchildren is the gap between spelling classes and the culture of children's speech. When teaching spelling, it is imperative to use active methods of work that would stimulate independent thought and speech activity of the child.

One of the means of solving these problems is the use of etymological analysis of words in the lessons. Etymology is a branch of linguistics that deals with the study of the origin of a word, as well as historical changes in its structure and meanings.

“By the attitude of each person to his language, one can absolutely accurately judge the attitude of a person to his homeland,” wrote K. G. Paustovsky. At each lesson of the Russian language, it is necessary to teach the child to reason why this or that word is called that way, spelled, pronounced; what relatives It has given word in the past and present of our language.

Elements of the etymological analysis of words should be used, first of all, in working on words with unchecked spelling, which are given in the Russian language program in each year of study.

The spelling of such words remains undeveloped for many children if active mental activity was excluded in their learning. It is known that students are attracted by everything new, unexpected. Unexpectedness, unusualness in working with words becomes the irritant that gives rise to a meaningful interest in the child in the phenomena of language.

The basis of etymological research is the comparative historical method, which is based on the laws of phonetic changes, on the patterns and trends in the morphological, word-formation, syntactic and lexical levels of the language. The analyzed word is compared with potentially related words of the same language or related languages. Great help in clarifying historical significance words can be rendered by dialectology, since the vocabulary of dialects retains an extensive fund of words that are archaic in form or meaning, which are historically connecting links between literary vocabulary and its origins.

From the point of view of etymological analysis, the words “week”, “birch” and “bear” are derivatives, since they had generating bases in the past state of the language: the word “week” was formed from the combination “not to do” and meant “a day free from work” ; the noun "birch" was a suffix derived from the root "be-" (like the adjective "white") and meant "tree with white bark". Accordingly, “bear” was considered as a compound word consisting of two horses: “honey” and “ed”, i.e. bear is "the beast that eats honey".

The restoration of the original meaning of a word is always closely connected with the elucidation of its historical word-formation structure. When resorting to etymological analysis, the teacher must clearly distinguish between the modern and historical composition of the word. For example, the nouns "day", "victory", "horses" from the point of view of the modern language have an indivisible non-derivative stem, consisting only of the root. However, their historical composition is different: “su-tk-i”, “po-bed-a”, “horse-to-and”.

Let us give examples of the use of etymological analysis in the classroom in the development of students' spelling literacy.

When getting acquainted with a new dictionary word, its lexical meaning is given (according to the explanatory dictionary) and an explanation of its origin (according to the etymological dictionary). In some cases, the spelling of vowels in the root, which are not checked from the point of view of the modern Russian language, can be checked when getting acquainted with the etymology of the word.

ALBUM - a book or notebook with blank sheets for drawing, sticking stamps, storing photographs.

The word was borrowed at the beginning of the nineteenth century from French; goes back to lat. - album - "white board for announcements, orders for general information", albus - "white".

Album - albus = "white".

ALLEY - a road lined with trees on both sides, a path in a park or garden.

This word was borrowed in the 18th century from the Polish language; originates from the French alle - “passage, road”, aller - “to go”.

Alley - alle, aller = "passage, go."

AGRONOM - a specialist in the field of agriculture.

Borrowed from French in early XIX century; goes back to the Greek agro - "field, arable land" and nomos - "law", literally "lawyer", a person who knows these laws,

Agronomist - agro, nomos = "knowing the field, the earth."

Etymological analysis can be subjected to all words of the lexical system of the language, the word-formation analysis of which does not give an answer to what their origin is. These are both borrowed words that are not native in the lexical system of the Russian language, and proper Russian words that have de-etymologized and changed their morphemic composition.

Only words do not require etymological analysis, the origin of which is clearly indicated by their word-formation analysis. These are most often words with a “transparent” word-formation structure, created according to word-formation models actively operating in the modern language (school, co-author, artist, lioness, astronautics, etc.).

2. CARRYING OUT THE EXPERIMENT

Experiment program.

The experiment will take place in two stages:

¾Stating

¾Forming

2.1 Ascertaining stage

The program of the ascertaining stage.

At the ascertaining stage of the experiment, such empirical research methods as pedagogical observation, conversation, and the method of studying the products of activity will be used.

Pedagogical supervision.

The purpose of the observation: to study the effectiveness of methods of working with vocabulary words in the lessons of the Russian language.

Object: work with vocabulary words in the lessons of the Russian language, grade 6.

Subjects: teacher of Russian language and literature, students.

Type of observation:

¾ According to the type of connection with the object of study: direct observation,

¾ By time and space: highly specialized,

¾ According to the conditions of organization and conduct: observation in natural conditions.

¾ The use of certain methods of working with vocabulary words;

¾ The frequency of using methods of working with vocabulary words;

¾ Difficulties encountered by the teacher and students in the process of mastering educational material while working with vocabulary words;

¾ Decision by the teacher difficult situations;

¾ Consistency in the work of the teacher with these techniques.

Method of fixing the results.

Observation Protocol

No. Class Theme Methods of work Students' activities Note 16 Letters O and E after hissing and C in adjective suffixes Vocabulary dictation Writing a dictionary dictation 26Н and НН in suffixes of adjectives--36 Distinguishing adjective suffixes -k- and -sk---46 continuous spelling complex adjectives--56Repetition on the topic "Adjective name"Vocabular dictationWriting a dictionary dictation

Method of data processing: qualitative analysis.

Expected Result.

In the course of pedagogical observation, it is supposed to reveal the consistency and effectiveness of work with vocabulary words in Russian language lessons.

pedagogical conversation.

Purpose: to study the possibilities of using methods of working with vocabulary words in Russian language lessons.

Object: methods of working with vocabulary words in Russian language lessons.

Subject: teacher of Russian language and literature.

Type of conversation: informal.

¾ Do you use vocabulary work in Russian lessons?

¾ What methods of working with vocabulary words do you use in Russian lessons?

¾ What techniques do you think would be appropriate in the Russian language lessons at the middle level?

¾ What difficulties did you face using the methods of working with vocabulary words?

¾ What steps did you take to overcome these difficulties?

¾ What methods of working with vocabulary words, in your opinion, are the most effective in developing the spelling literacy of students?

How to fix results:

Conversation protocol

¾ Do you use vocabulary work in Russian lessons?Yes ¾ What methods of working with vocabulary words do you use in Russian lessons? Vocabulary dictation, tests, work with an explanatory dictionary ¾ What techniques do you think are appropriate in Russian language lessons at the middle level? All of the above ¾ What difficulties did you encounter using the methods of working with dictionary words? Students do not remember the spelling of dictionary words well - poor memory due to the fact that they do not read much. What steps did you take to overcome these difficulties? I give homework: memorize the spelling of dictionary words; make sentences with vocabulary words ¾ What methods of working with vocabulary words, in your opinion, are the most effective in developing the spelling literacy of students? If methods of working with vocabulary words are used systematically, then this work will be effective. 7. Processing method:

Qualitative analysis of the information received.

Expected Result:

During the conversation, it is proposed to identify the variety of methods used to work with vocabulary words, the consistency of this work and its effectiveness in Russian language lessons.

The method of studying the products of activity.

Purpose: to study the degree of use of methods of working with vocabulary words in Russian language lessons through the analysis of workbooks.

Object: the use of methods of working with vocabulary words in the lessons of the Russian language.

Subjects: 6th grade students.

¾ The presence in notebooks of dictionary words connected in groups;

¾ The presence in the notebooks of texts of dictionary dictations;

¾ Availability of interpretation of dictionary words;

¾ The presence of an etymological analysis of words.

Checking students' notebooks showed that they contain some types of work with vocabulary words: texts of vocabulary dictations, sentences that include vocabulary words, lexical analysis of words.

Data processing method:

Qualitative data analysis.

Expected Result:

In the course of the analysis of workbooks, it is supposed to reveal the degree of diversity of the methods used to work with vocabulary words, the consistency in work at Russian language lessons.

2.2 Formative stage

Lesson notes using vocabulary techniques

Numeral.

¾ To form an idea about the concept of number;

¾ To form the ability to distinguish numerals, characterize ordinal and quantitative numbers, correctly build phrases with numerals;

¾ repeat the spelling of vocabulary words.

During the classes

Organizing time

Work on the topic of the lesson:

Knowledge update.

¾ Read the words placed in the columns (on the left are the vocabulary words learned earlier):

With ... do two

K ... r ... you are twenty

K ... face one

Osh ... l ... twenty-two

¾ Compose a text using all the words.

(example: Two gray-haired shepherds drove twenty cows into the meadow to pluck grass. Each had one ring in its nose. Twenty-two schoolchildren who were taken to the forest on an excursion were stunned by what they saw.)

¾ Check the meaning of the words from the first column in the etymological dictionary, determine their original meaning (etymological analysis).

¾ Is it possible to use them in this meaning in your text?

¾ What are the numbers

Work with the textbook. Conversation: (p.195-196)

¾ What did you learn about the numeral by reading the linguistic text?

¾ Define a noun.

¾ What categories are numerals divided into? Give examples from your own text.

¾ How do ordinal and cardinal numbers change?

Performing exercise number 439.

Consolidation of the studied material.

¾ Find in the sentences numerals and similar words related to other parts of speech.

Bought ten eggs. Ate less than a dozen eggs. A seventeen-year-old boy entered. A city of three million people. There were no sixes and sevens of clubs in the deck of playing cards. Six puppies were running around the yard.

¾ Write down, highlight the numerals as members of the sentence.

Forty is divided by four. A family of seven to forty-nine. The fifth issue of the newspaper has been published. This was in 1812.

Performing exercise No. 440 (on your own).

Lesson results.

Homework: ex. No. 438.

Definitive pronouns

¾ Form the concept of definitive pronouns;

¾ Develop the ability to find definitive pronouns in the text, use them in speech;

¾ To consolidate the ability to recognize spelling for unstressed vowels at the root of the word (verifiable and unverifiable).

During the classes

Organizing time.

Checking homework.

Learning new material:

Pronouns are written on the board. Students must determine the category of these pronouns.

I, that, some, this, all, myself, anyone, none, how many, not at all, several, who, nobody, somebody, yours, ours, theirs, nobody's, nobody, nothing, someone, anything, who, what, she, them, we, yours, several, everyone, each, himself, the most, any, different, other.

¾ Write down the definitive pronouns. This will not be difficult to do if you remember all the other digits.

¾ Definitive pronouns serve as a means of clarifying the subject in question, they give it the meaning of highlighting or generalization.

¾ Introduction to textbook material.

Consolidation of the studied material:

Working with a table:

¾ Write the words in columns: in the first - the pronoun, in the second - the dictionary word used with them, in the third - all other words.

pronoun A word with an unchecked vowel in the rootOther words

Such a badger, your pencil, our lair, for some time now, it has arisen, another person, how much does it cost, in some palace, what time is it.

¾ What word can be assigned to both the first and second columns? (which the)

¾ Compose a text using definitive pronouns and the words written on the board: district, dog, event, lantern, fountain.

¾ What unites all these words? (they are dictionary)

¾ Check the explanatory dictionary to see if you used them in the correct meaning.

Lesson summary

Homework: Exercise No. 445.

Conclusion

Based on the studied theoretical and methodological literature, the following conclusions can be drawn.

The richer the active vocabulary of a person, the more meaningful, intelligible, more competent and beautiful his oral and written speech. Unfortunately, vocabulary work in the Russian language lessons is episodic, which is why students' speech is formed and corrected more slowly than we would like, and improving the spelling literacy of students remains one of the most important problems in the methodology of teaching the Russian language at school.

The following methods of working with dictionary words are proposed as the most effective in the methodological literature: grouping, compiling a coherent text, dictionary dictations that check not only spelling, but also understanding of the meaning of the words used, tests, etymological analysis of the word, as well as memorization using a mnemonic system of links. The main thing is that this work should be carried out systematically, taking into account the level of educational abilities of students and their age features.

such vocabulary work helps to improve the spelling literacy of students, increases interest in the Russian language, develops keen attention to the word, develops students' speech, and increases their vocabulary.

Thus, the hypothesis that systematic purposeful work with vocabulary words contributes to the improvement of students' literacy was confirmed in the course of this study.

Bibliography

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Muravieva Nina Viktorovna
MAOU secondary school №11, Tambov
teacher of Russian language and literature.

Vocabulary work at the lessons of the Russian language and literature.

All school disciplines contribute to the solution of the complex task of shaping the man of the future. Each of them has not only its own subject specificity, special tasks in teaching schoolchildren, but also the specificity of the developmental, educational impact on students. I, as a teacher of Russian language and literature, direct the educational process to the development of a wide variety of personality traits of schoolchildren, including memory and opinion, ideals and aesthetic tastes, personal views and beliefs.

For several years I have been working on the topic “Vocabulary work in the lessons of the Russian language and literature”, as I believe that this issue is necessary, useful, and important. The word is a tool for understanding the world. In the beginning was the Word. And I, as a teacher of literature, of course, put the word in the first place in my work, without separating the Russian language and literature, because the same problems are solved in the lessons: how to come to the figurative perception of verbal art through competent oral and written speech , and further, having learned and felt the beauty and power of the word, learn to think and create independently. At present, both children and parents very often perceive their native language as a set of rules for spelling and punctuation, and literature as a collection of biographies of classical writers and a system of images of their works. Nobody argues, it is impossible to do without it. All this is the basis on which the building of science is built, like literature, but the Russian language and literature are wider. And in order to interest the children in my subjects, I rely on the individuality of each. Each person is talented in his own way, and in the classroom, in the process of learning, especially when not everything works out, the student may lose faith in himself. It is necessary not to kill his individuality in a child, but through his ability to achieve his goals, to awaken creative forces in him, since creativity is the most powerful impulse in the development of a child. That is why I carefully treat the organization of vocabulary work in the lessons of the Russian language and literature.

The methodology distinguishes between the dictionary-semantic and dictionary-spelling direction of dictionary work.

How do I methodically approach these problems? The study of spelling and the development of students' speech is characterized by significant differences. Speech always involves creative activity, and spelling requires strict adherence to established norms, the development of skills brought to automatism. However, these activities are interrelated. They have a common goal: to increase the level of written and speech culture of students. Success in the development of speech has a positive effect on spelling and vice versa. And the development of speech cannot exist without creativity. How does it work in the classroom?

Firstly, it is the enrichment of the vocabulary of schoolchildren, which has the following goals: mastering vocabulary, developing the language sense and semantics of words, and developing the skills of free and correct use of them in speech. Therefore, each word is explained when explaining new material or performing an exercise. At the lessons we consider the word in four aspects: spelling, lexical-semantic based on etymology, spelling and syntactic. Therefore, work on a new word goes through several stages: it is written on the board, spoken out, words of the same root are selected for it, sentences are made with it, and, if necessary, mini-texts. Children actively participate in this work, they feel like researchers, working with a dictionary. Moreover, in the Russian language, many points are connected with the semantics of a word, an example is homophone words or words with homophone roots: run around (run around something) - offend (offend someone); rinse (wash something) - caress (show affection), etc.

With the semantics of words, the rules governing the use of prefixes pre - at, continuous and separate spelling not with nouns, adjectives, adverbs on - about etc. are checked. How is the connection between spelling, speech development and creativity manifested in the work on these topics?

Let's take the prefixes pre-, pre-. The class is divided into 7 groups (2 - with pre, 4 - with at, 1 - with a darkened meaning) and I suggest that you pick up as many words as possible for a while, proving the correctness of the selection, making up phrases (weak) and sentences (strong) with these words.

Such work is also carried out in literature classes. Children do not read much, so their vocabulary is poor. In weak classes, when reading a text, you encounter a distortion of the meaning of words and even the whole work. This is because the guys are based on their life experience. So "Pechenegs" can even turn into a kind of cookie (6th grade. Literature. "The Legend of Belgorod Kissel").

Reading and memorizing texts by heart contribute to increasing the level of speech culture, enriching the vocabulary. For example, in the 7th grade, at the lesson “Chekhov's Stories-Sketches”, a lesson was arranged on traveling to the world of the theater ( extracurricular reading), where much attention was paid to semantics and the correct spelling of words (on the board there are words with an interpretation: tragedy, comedy, absurdity, remark, phrase, etc.); the children learned the texts of the scenes by heart and acted as directors themselves, working on writing scripts based on the stories they had read at home, selecting remarks, describing the mannerisms of the characters, their appearance. Such work reflects the logical chain: spelling - speech development - creativity.

Secondly, this is work on the study of the grammatical norms of the Russian language. On the one hand, the condition for preventing spelling errors, and on the other hand, the formation of correct speech and, as a result, the development creativity. For example, the use of the words potato, tulle, shampoo, as masculine nouns, will help to attribute them to the noun 2 cl., and not to 3, which is necessary to choose the correct spelling of the ending of the prepositional case singular(take care of new potatoes, stain on white tulle, sediment in new shampoo). The problem is posed: to determine the gender of a noun.

The guys are included in the search, work with the dictionary, make up phrases, sentences, again the same chain works here.
The methodology for working with new words and introducing them into students' speech is well known, so I use the following types of exercises in the lessons that are aimed at mastering the word:

1. "Guess the word." The teacher gives an interpretation, the children write down the word itself, check it in the dictionary.

2. Lexical dictation - dictated words, children must give an interpretation.

3. Individual tasks(for cards).

4. Dictation with justification (reliance on the etymology of the word). Before writing down a word, students must show its etymological verification. (Vita) vitamin, (basket) basket.

5. Self-dictation

Remember and write down as many words as possible ...

a) having in its composition a historical root - kol- (from kolo) with the meaning of a circle;

b) having in its composition a historical root - bagr-, denoting the color red.

c) name (write down) the words that have in their composition a historical root - charm - in the meaning of "magic, witchcraft." (Charm, enchant, charm, charm, charm, charming, sorceress, enchantress, disappointment, disappoint).

6. Auction of difficult words. It can be done both orally (in this case, the winner is the one who is the last to name the word with the attribute specified in the task), and in writing (the winner is the one who writes (“sells”) more words).

7. Literacy competition. Task - who will remember more words with the prefix at - pre - and write down more competently. Checking the neighbor's notebook in the dictionary with grading with a pencil.

8. Find synonyms for these words. The task can be complicated, for example: to find synonyms with the prefix pre-pri- to the words difficulty, suburb, confess, touch.

9. Write without errors, explain punctuation marks:

The lady checked in a sofa, a suitcase, a bag, a picture, a basket, a cardboard box and a small dog.

They gave the lady at the station four green receipts stating that the luggage had been received: a sofa, a suitcase, a bag, a picture, a basket, a cardboard box and a small dog.

Explain why a colon is placed after the word baggage in one case, but not in the other.

One of the forms of work that contributes to the consolidation and systematization of the acquired knowledge is a dictionary dictation as a complex task.

The specificity of such a dictation is that the words included in it are considered from different points of view in the process of analysis. This form of work provides complexity in solving spelling, grammatical and lexical tasks, allows you to combine the formation of spelling and grammatical skills with the development of students' speech. Dictation with a complex task is a very economical and productive form of work, since on a small text, students repeat and reinforce the material of the whole learning topic. In addition, in the process of performing various tasks, there is not only repetition, but also generalization of knowledge, their systematization.

Thirdly, it is the development of coherent oral and written speech of schoolchildren. A spelling skill can be considered formed only if it reliably works in the natural conditions of the production of written speech, when the conscious control of the writer is directed to the content and composition of the statement. Often, guys who do not make mistakes during dictation write illiterate works of an independent nature, so I do not precede each creative task with work on mistakes. At the role-playing lesson in the Russian language in the 11th grade on the topic “Oral presentation”, the guys studied the theory on the topic.

Three students prepared campaign speeches for the mayor of the city. Lexical work was carried out on a group of new words (run, opposition, passive, compromise). The rest of the guys were preparing for the roles of voters, reporters, their task was to compose competent topical questions, observing stylistic norms. At such a lesson, work is underway on spelling, speech, and the development of students' creative abilities.

In addition to the formation of literacy, oral and written speech, one of the goals of my lessons is the formation of a personality, comprehensively developed person. To this end, I conduct lessons-disputes, cool watch, conversations on moral and ethical, eternal topics, involving ambiguous decisions, differences in assessments and opinions, which will then be traced in the subsequent learning process. What does it give? Children are already prepared to perceive the problem that the author solves in his work. For example, the theme of Good and Evil in the lessons on the study of the work of F.M. Dostoevsky's "Crime and Punishment" or M. Bulgakov's "Master and Margarita".

Traditionally, I conduct literature lessons in the 11th grade, where we speak heart to heart, read poetry, turn to the latest literature.

Of course, literature lessons are far from the only factor influencing the formation of students' worldview. Events in the preparation of which the guys themselves take part are more effective. These are hikes in which the right attitude to nature is formed, cool hours. An example is the class hour dedicated to the birthday of M.Yu. Lermontov, held at the monument to the great poet. These are activities aimed at military-patriotic education. The guys brought photos of their great-grandfathers who fought in the Great Patriotic War, fathers who served in the ranks armed forces Russia. So through living faces, through the fate of loved ones, we learn to love the Motherland. I believe that in order to achieve real results of labor, it is necessary to work long and hard, without coercion, but at will, both for students and the teacher. Therefore, perhaps, at the core of my pedagogical activity there are such interconnected, in my opinion, concepts that pass into each other, such as theory, work, creativity, based on love for children, understanding of their problems. L.N. Tolstoy said: “If you want to educate a student with science, love your science and know it, and students will love science, and you will educate them.” These words of the great master I take as a basis in my work.

Smirnova L.V.

MBOUCO No. 9

G. Tula

vocabulary work

in Russian lessons

in primary school

The problem of the formation of spelling literacy in a modern school is one of the main tasks of teaching the Russian language in elementary school. As you know, the literacy of school graduates is declining, despite the fact that students learn the rules, and teachers use a variety of methods and techniques. And every teacher knows how difficult it is to study vocabulary words, how quickly children get tired of monotonous repetition, how reluctantly they look at the last page of the textbook and the dictionary.

It is known that there are many words in the Russian language, the spelling of which does not obey the rules of verification. Teaching a child to write these words without mistakes is one of the most difficult tasks facing the teacher. It is necessary to develop all types of memory in schoolchildren: auditory, visual, emotional, tactile. The task remains to make the process of studying vocabulary words interesting and informative, as well as to reduce the anxiety of children before writing a vocabulary dictation.

Therefore, new pedagogical technologies which will not only provide a high level of knowledge of students, but also create conditions for psychological comfort. “Vocabulary work is not an episode in the work of a teacher, but a systematic, well-organized, pedagogically expediently constructed work related to all sections of the Russian language course,” wrote the famous scientist and methodologist A.V. Tekuchev.

Vocabulary work pursues variousgoals and has different content:

It can be aimed at familiarizing students with the lexical meaning of words that are new to them, the meaning of which children understand incorrectly or inaccurately.

It can pursue grammatical goals: the assimilation of some grammatical forms, the formation of which causes difficulties for children.

Vocabulary exercises can be carried out with the aim of teaching children the orthoepic pronunciation of words and, above all, observing the normative stress.

To master the spelling of words with unchecked spellings, it is necessary to carry out dictionary and spelling work.

The effectiveness of vocabulary work depends on whether it is carried out

systematically and systematically throughout all the years of study or is random in nature, and how expediently it is built. By directing the attention of children to the conscious and lasting assimilation of difficult, but vital words included in the texts of educational and artistic books, one can easily connect different kinds vocabulary work with the content of the lessons. Working with the word should be a mandatory component in the structure of the lesson in any subject, and not just in the Russian language.

We will reveal in more detail the work in the first and fourth directions.

The development of an active vocabulary of students involvesclarification of the lexical meaning of the word. Misunderstanding the meaning of the word and the inability to use them in speech in the most negative way affects the success of learning. Lack of understanding of the meaning of the word and the inability to use them in speech in the most negative way affects the success of teaching children and their speech development. The methodology has developed many techniques for explaining to children the meaning of incomprehensible words. Sometimes the lexical meaning of a word is suggested by the context, and in these cases, children can understand the meaning of the word on their own, without special explanations. For words with objective meaning, it is better to offer a visual explanation. When a visual explanation is not possible, it is possible to reveal its content of the word through a brief verbal interpretation.

The following definitions can be used:

By choosing synonyms for it.

By listing objects (signs, actions), the general group of which is called a given word (insects are butterflies, beetles, ants).

In a descriptive way (the addressee is the one to whom the letter or telegram is sent).

By generic definition (barn - a building, a building for storing grain).

Vocabulary and spelling lessons can not be reduced only to memorizing the spelling of words with unchecked spelling and endless training in their spelling. Vocabulary-spelling exercises will be effective and ensure a strong assimilation of the spelling of words by children only if you apply a variety of methods for studying and consolidating them and systematically check the ability of students to accurately write the words they have learned with unchecked spellings.

It is good to give tasks that are aimed in the complex at mastering spelling, and at orthoepic pronunciation, and at the correct construction of grammatical categories, and at activating the children's vocabulary, and at developing coherent speech. We use the following assignments:

Various types of work with a spelling dictionary.

The selection of cognate words for the studied word, as well as the formation of words with unverifiable spelling of new words with the help of prefixes and suffixes, this not only helps to avoid spelling errors, but also significantly expands the child's vocabulary.

Analysis of the word by composition, which leads to students' awareness of the morphological structure of the word. In the process of this work, they comprehend the meaning of each morpheme in the word. So, highlighting the root in the word allows children to better understand the basic meaning of the word, since finding the root in the word means finding the main inner meaning of the word, it’s about the same as lighting a light inside a lantern.

Selection of synonyms and antonyms for the word being studied, which help us convey our thoughts expressively, vividly, beautifully.

"Penetrating the Mystery" words. Often the etymology of a word helps the student understand why we write the word the way we do. In addition, recognizing the origin of a word is very exciting for children of primary school age.

Various types of work with phraseological expressions, riddles and excerpts from poems, solving crossword puzzles.

Compilation of word combinations and sentences with the studied word, and mini-stories with a group of words.

Techniques and forms of work on vocabulary words.

With the help of various exercises, the knowledge of children is not only fixed, but also refined, skills are formed. independent work, the skills of mental activity are strengthened. Children continuously have to analyze, compare, make phrases and sentences, abstract and generalize.

The purpose of this material is to present the system of work on the vocabulary word in the Russian language lessons. As a starting point, we can consider the following provision: in the language, all parties are interconnected, therefore it is advisable to organize the process of teaching schoolchildren in such a way that, in a certain relationship, work is carried out onphonetics, spelling, word formation, morphology, vocabulary and syntax, so that all aspects of the word are considered in unity.

Thus, conditions are created under which students develop a versatile approach to the word, mechanical memorization is excluded.

1. Phonetic exercises.

The main meaning of phonetic exercises is that children learn to easily hear a sounding word, each sound separately and the position of this sound, be able to analyze the sound form of words during their internal pronunciation. All this contributes to the formation phonemic hearing and speech skills.

As a result of practical exercises, children develop knowledge about the syllable, voiced and voiceless consonants, hard and soft consonants, stress, stressed and unstressed vowels, and the alphabet. With the help of exercises, students begin to understand that sounds and letters are not the same thing, that sometimes a word is not spelled the way it is heard.

An important role in the education of younger students is given visual perception. This type of memory is very important when getting acquainted with a dictionary word. Therefore, work on words using cards, picture dictionary dictations, dictionary dictations is of no small importance. Such types of exercises are often used, but the monotony of forms of work with words with unchecked spelling, as a rule, does not give the desired results. Of particular importance is the use of a variety of methods, techniques, methods that are more effective for lasting memorization of the correct spelling of vocabulary words.

Exercises for the formation of phonetic concepts.

1. Write out the words that have soft consonants: ber ... g, v ... kzal, f ... l ... zo, g ... roh, student ... nickname, s ... ren.

2. Write out the words in two columns: in the first column - with deaf consonants at the end of the word, in the second - with voiced consonants at the end of the word: breakfast, people, address, drawing, carrot, portrait, luggage, pencil, fireworks, oats, ticket , language.

3. Write down words that begin with the letter p, t, m, o, i, d.

4. Write down the words in alphabetical order. Insert the missing letters, put an accent mark: g ... swarm, adr ... s, ur ... zhai, r ... keta, p ... cash, t ... por, p ... courts, b ... lot ...

5. Write down words with a soft sign in the middle of a word, at the end of a word.

6. Give examples of words that are stressed on the first, second, third syllable.

7. The game "What words did vowels fall out of?".

D…r…vnya p…rtr…t

M…l…t…k s…l…m…

K ... nk ... t ... l ... f ... n

8. The game "Guess the word."

The teacher shows the cards on which the first syllable of the desired word is written. Students write down the words.

GO (city, peas, horizon, burn).

And, conversely, you can give the end of the word, the students come up with the beginning:

…..court, .... cut, ... squash.

9. The game "Magic Houses".

Two teams are playing. Words with missing letters are written on the board in two columns.

Lag ... r t ... tradition

K ... erased from ... ren

R ... byata sv ... boda

Street ... tsa r .... wall

Under each column, a house is drawn with windows closed with curtains, on reverse side missing letters. You need to open the curtains, take the letter and insert it into the gap in the right word. The team that opens all the windows first wins.

10. The game "Collect the word."

Pus, ka, that; roses, mo; same, in, ner; torus, truck

11. Write out from the dictionary in alphabetical order the words on a given topic: “Birds”, “Vegetables”, “Clothes”, “Animals”.

12. The game "Who will come up with more words."

Several letters are given. You need to make as many words as possible with these letters.

A e l g o r

V i d u p u

With t to n I

13. The game "Steps".

Words are written in a column so that each next word has one letter more.

Shore

burn

Agronomist, etc.

14. Selective dictation.

Children write down words with an unchecked unstressed vowel.

A car is driving along the highway. The children lit a fire by the river. The attendant keeps order in the classroom.

2. Spelling exercises.

The subject of special attention in the lessons of the Russian language is the development of students' spelling vigilance. For these purposes, children perform exercises to emphasize "dangerous" places in the word, i.e. spelling, find in the texts what the author “hidden”, use such a type of exercise as writing “with holes, i.e. skip the letter in which you can make a mistake, find an extra word with a different spelling. Students also work on editing material that contains a grammatical error. The ability to find someone else's mistake in the proposed task leads to the fact that the child learns to eliminate his own mistakes, and then prevent their occurrence.

Students are very interested in working on the composition of the word. As a result of the repetition of the morphemic composition of the word, the ability to recognize and select single-root words is improved, students' understanding of the word-building role of prefixes and suffixes deepens, the ability to parse words by composition is formed, and the ability to accurately use words with prefixes and suffixes in written speech develops. These skills are developed through a variety of exercises.

Exercises for the formation of spelling concepts.

1. Form related words from the words birch, holiday, straw, apple. State how they were formed.

2. From the words newspaper, iron, picture, aspen, form new words with the suffix - k-.

3. The game "Find an extra word."

Helps to learn to distinguish between words with the same root and forms of the same word.

Birch, birch, birch, boletus, birch, birch.

Holiday, festive, holidays, celebrate.

Swamp, swamp, swampy, swampy.

4. Make up phrases, inserting the necessary endings into the names of adjectives.

The guys are joyful ... .. Curly birch ...

The street is crowded…. Desk Calendar

5. Make phrases. Write them down. Indicate how the case of a noun changes due to a change in the ending.

Gave love

Friends girl think dog

Spoke proud

6. Work on the deformed proposal.

Complete the sentences by linking the words together. What part of the word will help this?

My dad advertised in (newspaper).

To become a (hero) one must be brave, honest, humble.

On the (horizon) flashed blue lightning.

7. Find words with the same root in the text.

Passion wanted a raspberry bear. Secretly from the bear, he ran into the raspberry bush. How good it is in raspberries, silence, it smells like raspberry jam.

8. Analysis of the word by composition.

For such work, words are proposed that have the same root as the topics studied in the dictionary of the textbook.

Pharmacy, trunk, felt boots, road, piece of iron, hare, interesting, potato, raspberry, walnut, weather.

9. The game "Commentator".

Words with missing spellings are given.

T ... tra ... b

M..l…ko

10. Schemes - guessing games.

On the board or on the cards there are word schemes with the indicated "dictionary" spellings.

O___o__ (sparrow, milk)

Сс__ (cash, mass)

Spelling reading can be used in any lesson. When working on a dictionary, it is more convenient to take words in thematic blocks (5-10 words) and study one block during the week.

First day.

1. Independent reading of words by students.

2. Reading words by the teacher "spelling".

3. Repetition by children 2-3 times.

4. Recording words (from a book, from cards, from a board).

5. Checking words.

Second day.

1. The card is shown to the class for a moment.

2. Pronunciation by the teacher of words, in accordance with the norms of orthoepy.

3. Children pronounce "spelling" three times.

4. Writing words.

5. Checking words.

The third day.

1. Oral dictation of all words. Children say the word "spelling" three times.

Fourth day.

1. Card in front of the class. Pupils read once, naming the letters to memorize.

2. Writing a word (the card is removed, the children write it down on their own or one of the students comments on the word), graphic design.

3. Checking the entire block of words.

The fifth day.

1. Dictation.

3. Morphological exercises.

Morphological exercises are aimed at students' awareness of the morphological structure of the Russian language.

When studying parts of speech, various types of practical exercises help to combine individual words into certain groups; to distinguish and determine the forms of parts of speech: declension, case, tense, person, number - in order to consciously use words with unverifiable spelling in oral and written speech in the correct form.

Exercises for the formation of morphological concepts.

1. Pick up dictionary words denoting the signs of objects, the actions of objects.

2. Write out from the dictionary five words of the 1st declension, 2nd declension, 3rd declension.

3. Make phrases. Determine the case of adjectives.

Sparrow (what?)….., newspaper (what?)…., milk (what?)….

4. Write out the words from the dictionary in three columns, in the first column - feminine words, in the second - masculine words, in the third - neuter words.

5. Write down the sentences, inserting the words from the dictionary that are necessary in meaning, answering the question who?

….. stepped on my ear.

The word doesn't ... fly out - you won't catch it.

6. Make sentences, choosing the right prepositions. Write it down. Underline the suggestions. Determine the case of the noun.

The car stopped .... (house).

Children read books .... (cosmonaut).

The hare quickly rushed ... (forest).

7. Match the vocabulary words with the same root words of different parts of speech. For example: address (address, address, address).

8. Make sentences with these phrases. Determine the declensions of nouns:

Interesting case

neat student

birch alley

9. Answer the questions with one vocabulary word. Change this word by case.

Who lives in the forest?

Where are pens and pencils stored?

What vegetable grows in the garden?

10. The game "Extra word".

This work can be carried out at the beginning of the lesson instead of a warm-up or as an introduction to new material.

To the topic "Ananimate and inanimate nouns".

Magpie

Crow

Rooster

Cow

Road

4. Syntactic exercises.

Syntactic exercises set themselves the task of consolidating the theoretical information that children have received in syntax, showing schoolchildren the role of language units in speech, in communication between people, helping to understand the structure of phrases and sentences that are simple in their construction and composition, and consciously compose phrases and sentences. Exercises in the analysis of the proposed phrases and sentences and in the construction of their sentences help children to understand the syntactic structure of their native speech and competently express their thoughts in the form of sentences. Punctuation exercises are usually combined with syntactic exercises.

Exercises for the formation of syntactic concepts.

1. For the words from the left column, select words from the right column that are suitable in meaning. Make suggestions.

Birch…….in the sky

Cucumber ... ... in the house

Sparrow ... .. at school

Room….in the woods

Student ... .. in the garden

2. Make a sentence with these words.

Wind, cabbage, aspen, comrade.

3. With vocabulary words, make sentences that are different in purpose of the statement: narrative, interrogative, incentive.

4. Make sentences with these phrases.

Fun party, beautiful clothes, children's drawing, narrow staircase.

5. Replace the sentences with one dictionary word. Make up your own sentence with this word.

A road lined with trees and bushes on both sides.

The edge of the earth at the water surface.

School room.

6. Insert the necessary words in place of the dots. Make up your own phrases with these words.

Drawing in the book ... (picture).

A kilogram is a thousand .... (grams).

Dear mother - ... .. (Motherland).

7. Make up a sentence from the words.

Garden, grows, in, potatoes.

8. Select phrases with a dictionary word from sentences. Determine which word depends on which. Ask a question.

Andryusha took a handkerchief out of his pocket.

In the spring, Slavik again sorted out the selected seeds and planted them in his small field.

9. Arrange the sentences in a certain order to make a text.

I'm going to visit my friend the rooster. Met a hedgehog fox. He invited me. Where are you heading? Hello little fox!

10. Model the proposal according to the scheme.

What?....what do they do?....in what?....how?in what?

(Sparrows gather in large flocks).

5. Lexical exercises.

A child who comes to school to study has a certain vocabulary. But his speech arsenal is not enough to express new thoughts, concepts, feelings that he receives at school from the first days of training. He lacks, first of all, words for this. The teacher is faced with the task of activating the children's vocabulary.

In connection with the study of grammar, lexical exercises are carried out, i.e. children explain the meanings of words, both direct and figurative, find out the polysemy of words, understand the meaning of synonymous words, make phrases and sentences with them.

Exercises for the formation of lexical concepts.

1. Write out from the dictionary words on a given topic: “Birds”, “Vegetables”.

2. Find an extra word in each line. Highlight it. On what basis were the words selected?

Car, crop, tram, plane.

Cabbage, tomato, straw, carrot.

3. Complete the sentences with suitable words from the right column.

The apartment was closed

Theater ticket ten rubles, castle

Phone on the bedside table

4. Group words by topic.

Raspberry, fox, strawberry, hare, notebook, pencil case, cow, pencil.

5. Based on the reference words, make up a short story on the topic: “School”, “Birds”.

6. To the words luggage, together, the road, pick up synonyms. Make suggestions with them.

7. For the words fun, girl, pick up good antonyms. Make up a short story using these words.

Make up sentences by filling in the missing letters. Try to combine these sentences into one coherent story. Title it.

P…tukh chirps.

From ... rock barks.

From ... tank mooing.

K ... rova ​​crows.

In ... the rone chirps.

In ... timid croaks.

9. Choose the most suitable word. Write down.

From (dilapidated, old, ancient) rail we made a bucket.

M ... the two were very scared and (went, ran, rushed) to the side.

10. In these sentences, insert the most appropriate of the following words that are similar in meaning: splash, leaves, pour.

The waves are quiet .... near the shore.

Milk …. from a bucket.

They fell from the tree ... ..

Word work.

There is a problem in working on a word, which is that students, not knowing the spelling of many words that they should use in their written speech, avoid them, because they do not know how to use a spelling dictionary.

Systematic and purposeful work on difficult words arouses students' interest in learning these words and contributes to their strong and successful memorization. It is necessary that the child uses the same word 5-7 times in various exercises. This leads to the fact that the student freely masters the vocabulary material and accurately applies it in practice.

Vocabulary classes in Russian language lessons are one of the main links in a variety of work on the development of students' speech. Mastering the vocabulary of the literary language is a necessary condition for students to master the course mother tongue: spelling, orthoepy, grammar, correct word usage, and, finally, coherent speech in general.

In order to improve speech culture, a prominent place should be occupied by exercises aimed at expanding the active vocabulary of children, as well as developing their ability to choose from their vocabulary to express thoughts those words that best correspond to the content of the statement and make it correct, accurate and expressive.

The long-term practice of primary school teachers has shown the high efficiency of using the spelling reading method. Spelling reading is used in the preparation and conduct of visual dictations, in the performance of a wide variety of tasks, oral tasks. To achieve maximum effect, it is necessary to use "spelling reading" in all lessons. You can work on blocks of vocabulary words. But work with words familiar to children does not stop. You can always find an opportunity to invite children to write the right word, comprehend its meaning, make a phrase with it, use this phrase in a sentence, a coherent text. The language material for such exercises can be proverbs, sayings, riddles, crossword puzzles, poems, excerpts from works of art.

Sample exercises.

1. The game is a hint.

O___o__ ___ ___ (sparrow)

E___ ___ ____ (rooster)

2. Riddles.

There is a fence, and behind the fence there are cucumbers and tomatoes. (Garden)

Who walks with a bag of books in the morning to school? (Student)

If it wasn't for him, he wouldn't say anything. (Language)

Himself scarlet, sugar. Green caftan, velvet. (Watermelon)

Without arms, without legs, but the gate opens. (Wind)

Not snow, not ice, but silver will remove the trees. (Frost)

In the garden - green, and in a barrel - salty. (Cucumber)

3. Proverbs and sayings.

• A vegetable garden is an income for a family.

  The world is like a garden - everything grows in it.

  Appetite comes with eating.

  The word is not a sparrow, it will fly out - you will not catch it.

  The hero who is a mountain for the Motherland.

  December is the end of the year.

  The bear wanted honey, but he remembered the bees.

  The plant is an ornament to the earth.

4. Phraseologisms.

Work with vocabulary words that are part of phraseological units. This work not only strengthens the spelling skill, but also enriches the child's vocabulary, cultivates an attentive attitude to the word and linguistic flair. It is proposed to write off and interpret phraseological combinations, replacing them with synonymous words or phrases in the text.

A week without a year.

White crow.

Keep it like the apple of an eye.

Throw words to the wind.

Keep your mouth shut.

One field of berries.

From dawn to dawn.

Good riddance.

5. Letter from memory.

White birch

under my window

covered with snow,

Like silver.

Bears rode on a bicycle

And behind them is the cat backwards.

The path runs through the meadow

Dive left, right.

Here is a crow on a sloping roof

So from the winter and remained shaggy.

Birdsong in the groves,

And the class is silent.

The moon shines under the scythe,

And in the forehead a star burns.

Our language is both modest and rich.

There is a wonderful treasure hidden in every word.

6. Selection of synonyms and antonyms for the studied word.

Synonyms:

Diamond is a diamond

Alphabet - alphabet

Suddenly - suddenly

fun - happy

Wind is a hurricane

Warrior - fighter

Space is the universe

Antonyms:

Fast slow

City - village

Road - highway

Frost - heat

Good bad

Black White

7. Etymological information.

Aquarium (from the Latin word for "water")

Alley (from the French words "passage, road")

Vermicelli (from the Latin word for "worm")

Passenger (from the French word "to pass")

Circus (borrowed from Latin "circle").

Conclusion.

Systematic and purposeful work on difficult words arouses students' interest in learning these words and contributes to their strong and successful memorization. It is necessary that the child uses the same word 5-7 times in various exercises. This leads to the fact that the student freely masters the vocabulary material and accurately applies it in practice.

DOCTORIAL WORK IN RUSSIAN LESSONS

Objectives: 1. Show various forms of work with vocabulary words in Russian language lessons.

2. To develop spelling vigilance of students, to expand vocabulary.

3. Raise interest in the imagery of the Russian word.

Mastering a word means learning its meaning and norms of use in speech. Well-placed vocabulary work, firstly, ensures the timely mental and speech development of children; secondly, it contributes to the deep assimilation of program material; thirdly, it serves as a means of ideological and moral education students.

Forming a competent letter of students is, as you know, not an easy task. Spelling literacy is formed gradually, in the process of performing various exercises.

Dictionary work pursues different goals and has different content. Such work allows you to improve the spelling of words with different types of orthograms. Vocabulary and spelling classes cannot be reduced only to memorizing the rules for spelling words and endlessly practicing their spelling. Vocabulary-spelling exercises will be effective and ensure that children learn the spelling of words firmly only if they use a variety of methods for studying and consolidating them.

One of these approaches is method « pronunciation» . Students pronounce the word, then identifying the "difficult" place, pronounce the rule and write it down in a notebook.

This approach to vocabulary work allows students to reinforce previously learned rules.

It gives a good result and the traditional method of training. Another type of vocabulary work - selective dictation(each option writes its own group of words).

-- Gaming moments indispensable in vocabulary work. By inserting the missing letters, students involuntarily pay attention to their own mistakes. Having written out all the words with missing letters in a row, they determine again educated word.

This work contributes to the active assimilation of both unverifiable and hard-to-verify words, as well as the consolidation of certain rules.

It is good to give tasks that are aimed in the complex at mastering spelling, and at orthoepic pronunciation, and at the correct construction of grammatical categories, and at the development of coherent speech. These are the following tasks:

1. Various kinds of work with spelling dictionary.

2. Selection of single-root words for the studied word, as well as the formation of words from words with unverifiable spelling of new words using prefixes and suffixes; this not only helps to avoid spelling mistakes, but also significantly expands the child's vocabulary;

3. Analysis of the word by composition, which leads to students' awareness of the morphological structure of the word. In the process of this work, students comprehend the meaning of each morpheme in the word. So, highlighting the root in the word allows children to better understand the basic meaning of the word, since finding the root in the word means finding the main inner meaning of the word.

4. Selection of synonyms and antonyms for the word being studied, which help us convey our thoughts expressively, vividly, beautifully. "Penetration into the mystery" of the word, various types of work with phraseological expressions.

5. Compilation of phrases and sentences with the studied word, and mini-stories with a group of words (miniature composition).

6. Writing from memory (excerpts include vocabulary words).

This work not only strengthens the spelling skill, but also enriches the child's vocabulary, cultivates an attentive attitude to the word and linguistic flair.

Also of great importance is the introduction of a new vocabulary word. Often this process in the classroom takes place formally, without affecting the interest and emotions of students, which cannot but affect the effectiveness of all vocabulary and spelling work. The introduction of a new vocabulary word can occur with the help of special exercises. Their implementation simultaneously develops the intellectual qualities of the student, increases the role of the student in the organization educational process. Examples of such exercises:

The teacher suggests: “Define and name the new vocabulary word that we will get acquainted with in the lesson. It has two syllables, each of which can be an independent word. The first of these words denotes a big dance evening. The second is a separate game in some games. What is this word? (balcony)

Exercises in which a new vocabulary word is determined by them without specific instructions from the teacher require much more intellectual effort from students. This requires ingenuity and ingenuity. For example, the teacher suggests:

“Determine how the third word in the first row is composed, and compose the third word in the second row in the same way:

mosquito dagger bridge

Anxiety pioneer?

Name the vocabulary word that we will learn in the lesson. (trainer) (Appendix 6)

Another group of exercises in which the search word is determined based on the pattern of selection of source words. In addition to the development of attention, memory, speech, ingenuity, they contribute to the formation logical thinking students. Work with exercises is carried out as follows. The teacher writes:

Volleyball - ball

badminton - shuttlecock

Next, we offer students: “Read the entry on the board. Establish in what regular connection the words of the first two pairs are. In accordance with this pattern, determine the word of the third pair. Give a clear, conclusive answer.

Sample answer: “In the left column are words denoting the names of sports games. In the right - the names of objects, without which the named sport games. The ball is in volleyball, the shuttle is in badminton, the puck is in hockey. So, today we will get acquainted with the word hockey.

Selection patterns can be very different. For instance:

Up - down training - stadium-field bag

Back and forth trip - suitcase theater - stage

Left - ? (right) hike - ? (backpack) circus - ? (arena)

Of great interest to students are exercises in which the search word is determined using a cipher. Ciphers can be very different. Usually the teacher only indicates the presence of a cipher, but does not give clear instructions on what it consists of and how to define a new word. For instance:

Write on the board:

Code: a b e i k n o p t l r h

2 3 4 5 6 7 8 9 10 11 12

encrypted words:

1-5; 2-1; 3-2; 4-4; 5-6; 6-3; 7-9;

1-8; 2-4; 3-1; 4-6; 5-4; 6-6; 7-7;

1-12; 2-3; 3-11; 4-6; 5-4; 6-10; 7-1.

The teacher invites students to carefully consider the cipher, decipher new vocabulary words and tell how they were defined.

Sample answer: “In the cipher, a specific letter corresponds to a certain number. Each letter of the searched word is encrypted with two digits. The first digit indicates the order of that letter in the word. The second is its number in the written series of letters. Three words are encrypted here: cabinet, piano, ink.

Connect in series initial letters 3rd declension nouns:

poplar, mullet, ruble, lime, report card, tub, bullfinch, winter, migraine, spruce, witness, perch, darkness, ripples, apothecary, stamp. What word did you get? (kilometer)

The modern school sees one of the main tasks in the development of speech and thinking of students. One of the indicators of the mental and speech development of a schoolchild is the richness of their vocabulary. With the help of the word, human thinking is associated with objective reality, since the word denotes the subject of reality and expresses the concept of it. The word as a semantic unit of speech, as a carrier of meanings, "is a particle of knowledge, a particle of generalized experience, which is stored in memory and used by a person in the process of thinking and speech."

The richer the active vocabulary of the student, the more meaningful and colorful his oral and written speech.

Used Books:

T. Yu. Ugrovatova "Materials for preparing for the final certification"

V. V. Ledeneva "Tests in the Russian language"

E. S. Simakova "Dictionary words"

M. R. Lvov "Glossary of synonyms and antonyms."

O. L. Bryntseva “Russian language. Training. 5-7 grades

Bakulina G.A. A new dictionary word: from an interesting presentation to effective assimilation // РЯШ.-2002.-№4.

Novichkova E.S. Ways of presenting a new vocabulary word // РЯШ. - 2009. - No. 9.

Yarosh N.A., teacher of Russian language and literature, MBOU

"Dobroselskaya OOSh" Graivoronsky district of the Belgorod region

2

1 Krasnoyarsk State Pedagogical University named after V.P. Astafieva

2 Lesosibirsk Pedagogical Institute - a branch of the Federal State Autonomous Educational Institution of Higher Professional Education "Siberian federal university»

The article is intended to provide methodological assistance both to students - future teachers in the process of forming their professional competence, and to primary school teachers in organizing vocabulary work in Russian language lessons. The techniques of mnemonics described in the article provide a deep understanding of the material when memorizing vocabulary words, since they rely mainly on imagination, on vivid figurative illustrations of concepts and definitions. The techniques under consideration (rhyming, the “chain” technique) and methods of working on vocabulary words (the method of graphic associations, the method of sound (phonetic) associations, the combined method, the Cicero method) will allow teachers to optimize the method of working on words with traditional spelling. These kinds of words are difficult to learn because they do not fall under a certain rule, but require memorization. This approach is also due to the fact that the implementation of the new Federal State Educational Standards makes it necessary for the teacher to solve professional pedagogical tasks in new conditions: it is necessary to apply such methods of work that will allow obtaining new high-quality learning outcomes for schoolchildren.

spelling

mnemonics

Associations

vocabulary work

unchecked spellings

dictionary words

1. Levushkina O.N. Vocabulary work in elementary grades: A guide for the teacher. - M.: VLADOS, 2004. - 96 p.

2. Lvov M.R. Spelling in elementary grades. – M.: 1990. – 160 p.

3. Matyugin I.Yu. How to memorize vocabulary words. – M.: Eidos, 1997. – 161 p.

4. Olenyuk O.I. Associative Dictionary as a Means of Assimilation unchecked spellings // elementary School. - 2009. - No. 10. - P.79-80.

5. Pronina I.V. The study of difficult words using etymological analysis. - M., 1964. - 126 p.

6. Sinkwine [Electronic resource]. – URL: http://ru.wikipedia.org/wiki.

7. Tekuchev A.B. Methods of grammatical analysis: State Educational and Pedagogical Publishing House of the Ministry of Education of the RSFSR. - 1952. - 344 p.

One of the most challenging tasks primary education is to achieve a high quality of spelling skills, the degree of formation of which depends on the further education of the child, his ability to learn the Russian language program in subsequent classes.

A spelling-literate letter not only performs a social function, but is also integral part language culture, the key to the accuracy of the expression of thought and mutual understanding, so the program makes quite high demands on the skills of competent writing.

The program of primary education in the Russian language for each class provides for the obligatory assimilation of a number of words (dictionaries), the spelling of which is not checked, but is based on the historical principle of spelling, according to which morphemes related words are written uniformly, but it is impossible to check them using the modern literary language, and therefore it is recommended to remember their spelling. In the methodology, there is a wide and narrow view of this group of words. In a broad sense, “difficult” refers to words that cause various kinds of difficulties in children, most often spelling (words with an unstressed vowel at the root of the word). More often, as O.N. Levushkin, the term "difficult words" is understood more narrowly: these are words that have unverifiable and difficult to verify spellings in the modern language. Difficult words are divided into the following groups: words that are difficult for students in terms of: 1) spelling (bicycle), 2) spelling and pronunciation (combiner, eye to eye); 3) spellings and meanings (jockey, without restraint); 4) spelling and connection with other words (railing); 5) spellings, meanings and connections with other words (react); 6) spelling, meaning, pronunciation and connection with other words (dumbbell).

The spelling of dictionary words in elementary school is of particular difficulty, since the main method of conducting vocabulary and spelling work at school is the mechanical memorization of the graphic appearance of the word. Unfortunately, this technique is ineffective, since it does not activate the mental activity of students who make mistakes in “difficult” words both in primary and secondary schools.

To make the process of mastering words with unchecked spellings more efficient is a complex and time-consuming task that requires a great deal of effort from the modern teacher. creative work, therefore, the famous Soviet methodologist A.V. Tekuchev noted that vocabulary work should be a systematic, well-organized, pedagogically expediently constructed work related to all sections of the Russian language. Therefore, one of the most important tasks in the development of speech at school is the streamlining of vocabulary work (Lobodina N.V., Prudinkova A.V., Ladyzhenskaya T.A., Baranov M.T.), highlighting its main directions and their justification, managing the processes of enriching the dictionary of schoolchildren .

In the process of working on difficult words, the teacher can connect various types of vocabulary work with the content of the classes: firstly, the work can be aimed at familiarizing students with the lexical meaning of words (phrases) that are new to them, the meaning of which children understand incorrectly or inaccurately; secondly, it can pursue grammatical goals: the assimilation of some grammatical forms, the formation of which causes difficulties for children (for example, the genitive case of plural nouns: socks, but stockings); thirdly, vocabulary exercises can be carried out with the aim of teaching children the orthoepic pronunciation of words and, above all, compliance with the normative stress (sorrel, call, etc.).

The key to success in working on difficult words is a good memory. Any underestimation of a child's memory, the ability to memorize and reproduce, can bring considerable harm, especially in the primary grades, where children still have little knowledge and experience that allow them to build complex reasoning chains, i.e. solve grammar and spelling problems, draw independent conclusions. Moreover, in Russian orthography there is a lot of things that can only be learned by memorization.

It is known that the process of memorization is facilitated by the involvement of various analyzers in the perception. Visual, hand-moving, auditory-articulatory sensations are of great importance for spelling. Diverse connections: visual, auditory, speech-motor, inextricably linked with the understanding of the meaning of the word, in their totality create those the necessary conditions, without which it is difficult to achieve a strong assimilation of the spelling of words with unchecked spelling. Consequently, the exercises should be based on different perceptions and be quite diverse.

Memorization of vocabulary words is facilitated by the involvement of mnemonic techniques. Mnemonics (from Greek - the art of memorization) - a system of various techniques that facilitate memorization and increase the amount of memory by forming artificial associations.

Consider the basic techniques of mnemonics:

Rhyming

The rhyming technique is the interpretation of information in poetic form (syncwine).

Method of graphic associations

Due to the fact that the thinking of primary school students is visual-figurative in nature, most of them, respectively, also have a figurative type of memory. Therefore, taking into account psychological features thinking of a younger student, it is necessary to create an “image” of a letter in a particular word. The difficult spelling of a dictionary word is associated with a bright associative image that is remembered when writing this dictionary word, helping to write the spelling correctly.

When memorizing the spelling of a dictionary word, you need to make a drawing denoting the word itself and beat the memorized letter in it. It can be large or small, printed or written, in any font.

The associative image should not only be associated with the dictionary word by some common feature (color, shape, action, material), but also have in its writing an undoubted letter that is doubtful in the dictionary word. It should be noted that the teacher should not impose his associations on the student, since the value of this technique lies in the exclusivity of associative images.

Method of sound (phonetic) associations

This method is preferable in cases where a phrase from a consonance and a dictionary word is especially successful. For example, children on duty.

Combined method

This is the use of both graphic and phonetic associations when memorizing a dictionary word, if this word contains several unverifiable letters. For example, for the word "mayonnaise" a consonance is chosen for the first syllable - "MIKA". And the second unverifiable letter "O" is easier to draw as a spot on a T-shirt. It turned out: "MIKA is stained with mayonnaise" + O. So, to facilitate the work of the memory mechanism, it is necessary to involve various analyzers in the perception and memorization.

Cicero's Method

The essence of this method is that the memorized units of information must be mentally arranged in a well-known room in a strictly defined order. Then it is enough to remember this room in order to reproduce the necessary information.

Reception "Chain"

"Chain". The essence of this technique is the pairwise connection of images that encode the elements of the sequence, in the formation of a connection between them. For example, you need to remember a list of words: loaf, milk, sausages, salt, newspaper, battery. We vividly imagine a loaf on which a pack of milk lies (for 1-2 seconds we consider this connection). Then we connect the milk package with the second image of the chain: the package is lined with sausages. We fix, go to the salt. When we remember the first image - a long loaf, “milk” will inevitably pop up in our memory, milk will call up the image of sausages in our memory, and so on along the chain.

The formation of spelling skills in the study of words with unchecked spellings should be based on active academic work students. Work on words with unverifiable spellings can be rationalized. The essence of rationalization lies in the fact that in the process of teaching the spellings of this type, the mental activity and memory of students are activated, which gives a much higher efficiency than the study of unchecked spellings "in dictionary order". This is achieved through special training techniques. As an example, consider working on the word “room”:

I. Acquaintance with a new word

1. Solve the puzzle.

2. Read the rebus.

3. Living space in the apartment. Guess the word using the hint key.

II. Primary memorization of a word

1. Come up with visual support to the word "room".
Pictures appear on the board depicting a triangular (like the memorable letter A) curtain on the window located in the room. Children write the word room in their dictionaries - instead of an unstressed unverifiable vowel, they draw a picture of a triangular (like a memorable letter A) curtain on the window located in the room at their own discretion.

2. Pick up the same-root words for the word "room".

(Room, room.)

Write these words in a column in your dictionary notebook, to the right of the words draw a triangular curtain on the window in the room. Highlight the root, put the emphasis.

III. Strengthening the ability to correctly spell a word

1. Write down the phrases, stress, highlight the root, underline the unverifiable unstressed vowel in the root of the word in the words.

Large room, cozy room, enter the room, spacious room, indoor plants.

2. Read the phrases.

DKEOTMSNKAATYAA (Children's room)

KNOEMZHNIAPTAKYAA (Non-residential room)

KSOOMBNAACHTONNAKYAA (Room dog)

How did you guess? (Read through the letter.)

Write down phrases, highlight the root, stress, underline the unstressed unchecked vowel at the root of the word.

What other spellings have you noticed?

3. Compose a syncwine with a dictionary word, underline the spelling.

Thus, vocabulary and spelling classes cannot be reduced only to memorizing the spelling of words with unchecked spellings. It is necessary in the process of studying the spelling of words of this category to offer students tasks that, along with spelling tasks, also pursue lexical goals, i.e. I will be aimed at both mastering spelling and activating the children's vocabulary (tasks for selecting cognate words for the word being studied, compiling phrases and sentences with the word being studied.) These observations on lexical compatibility words that are carried out in the process of compiling phrases and sentences by children are the most important prerequisite for expanding the active vocabulary of students. Only with such an organization of vocabulary and spelling exercises will the work become meaningful, interesting for children, and therefore more effective, because a comprehensive study of the word not only fixes its spelling in the best way, but also contributes to the firm assimilation of the word as a lexical unit, fixing it in active student's dictionary.

Reviewers:

Chizhakova G.I., Ph.D., Professor, Professor of the Krasnoyarsk State Pedagogical University them. V.P. Astafieva, Krasnoyarsk;

Sharifullin B.Ya., Doctor of Philological Sciences, Professor, Head of the Laboratory of Speech Communication at LPI - branch of FSAEI HPE "Siberian Federal University", Lesosibirsk.

Bibliographic link

Kulakova N.V., Avtushko L.I., Wekkesser M.V., Mamaeva S.V. DOCTORIAL WORK IN RUSSIAN LESSONS // Contemporary Issues science and education. - 2015. - No. 4.;
URL: http://science-education.ru/ru/article/view?id=20542 (date of access: 01/10/2020). We bring to your attention the journals published by the publishing house "Academy of Natural History"