Modern approaches to teaching spelling in elementary grades. Formation of spelling self-control as a complex spelling skill. There are wise bookshelves

Each of us has some warm and kind memories from childhood, because it is in childhood that everything is serious for you and you feel that you are capable of much. And how nice it is to remember this already in adulthood.

We have selected 8 interesting and funny memories from childhood, reflecting the essence of childish spontaneity!

When I was small (probably 7 years old), we lived in an apartment on the 2nd floor, and I was in love with a boy from the 3rd. Their balcony was right above ours, and when I went to bed, I laid out beautifully right hand over the blanket. So that if suddenly my object of sighing descends (like Tarzan on a liana) into my room, then it would be easy for him to put a ring on my finger.

As a child, she played a strange game: she took two bags, stuffed them with pillows, sat on the sofa, and then ... sat. Long - about an hour on average. When my mother asked what I was doing, she answered her in a businesslike manner: “Mom, please don’t touch me, I’m actually on the train!”

The warmest memory from early childhood is connected with the morning preparations for the garden, more specifically: with cocoa, which my mother made in the morning. A new jar of Nesquik ended very quickly, because I cracked it dry for a sweet soul. Now I already have two children of my own, who also ask for cocoa in the morning. The jar ends just as quickly, but the children have nothing to do with it. I still eat it quietly.

As a child, she was a very generous child, and she also loved the cartoon "Teenage Mutant Ninja Turtles" and believed that they really live in the sewers. I felt sorry for them, because they constantly ate the same pizza, and I decided to take them pancakes! Fortunately, my mother intercepted me with a plate at the gate, when I walked with a firm gait to the drain.

When I was 6 years old, I went with my grandmother to the grocery store. We went to the counter, there was a queue of several people. One of the aunts says to my grandmother: “What a beautiful granddaughter!” Without hesitation, I take off my shorts and underpants and say: “I am a grandson!”

When I was little, my dad shaved his head. I didn't recognize him and I was scared. When they fell asleep, I called my grandmother and said that my mother was sleeping with some strange man. Grandma was at our house in 10 minutes. Then I flew.

When I was 10-11 years old, my brother and I were taken to a church where one priest was a friend of my godfather. Before confession, the good father asked me if I knew what communion was. I said I'm smart and I know. And I told him what the sacrament, gerund, how they differ, did not forget about the participle turnover. Judging by the face of the priest at that moment, I am still not very smart.
My mother and I didn't get along very well, especially as children - I was hypersensitive, and my mother always had a very strong character. Now we have begun to communicate much closer, and my mother has become a friend who will always give advice and help to relate to the situation easier. But recently she surprised me. We worked in the country, harvested in the greenhouse. And at some point in the middle of the conversation, she turned to me and asked: “Do you know what my only joy in life is?” I shook my head, and my mother smiled and simply replied, “You.” Happy, happy, irretrievable time of childhood! How not to love, not to cherish the memories of her? These memories refresh, elevate my soul and serve as a source of the best pleasures for me. Having run to your fill, you used to sit at the tea table, on your high armchair; it’s already late, I drank my cup of milk with sugar a long time ago, sleep closes my eyes, but you don’t move, you sit and listen. And why not listen? Maman is talking to someone, and the sounds of her voice are so sweet, so friendly. These sounds alone speak so much to my heart! With eyes hazy with drowsiness, I gaze intently at her face, and suddenly she has become all small, small—her face is no bigger than a button; but I still see it clearly: I see how she looked at me and how she smiled. I love seeing her so tiny. I squint my eyes even more, and it becomes no more than those boys who are in the pupils; but I stirred - and the charm was destroyed; I narrow my eyes, turn around, try my best to renew it, but in vain. I get up, climb up with my legs and comfortably fit into a chair. “You’ll fall asleep again, Nikolenka,” maman tells me, “you’d better go upstairs.” “I don’t want to sleep, mother,” you answer her, and vague but sweet dreams fill your imagination, healthy childhood sleep closes your eyelids, and in a minute you will forget and sleep until you wake up. You feel, it happened, waking up, that someone's gentle hand is touching you; by one touch you recognize her, and even in a dream you involuntarily grab this hand and firmly, firmly press it to your lips. Everyone has already dispersed; one candle is burning in the living room: maman said that she herself would wake me up; it was she who sat down on the chair on which I sleep, ran her wonderful gentle hand through my hair, and a sweet familiar voice sounds over my ear: "Get up, my darling, it's time to go to bed." Nobody's indifferent looks do not constrain her: she is not afraid to pour out all her tenderness and love on me. I don't move, but I kiss her hand even harder. Get up, my angel. She takes my neck with her other hand, and her fingers move quickly and tickle me. The room is quiet, semi-dark; my nerves are excited by tickling and awakening; mother sits beside me; she touches me; I can hear her scent and voice. All this makes me jump up, wrap my arms around her neck, press my head to her chest and, breathless, say: “Ah, dear, dear mother, how I love you!” She smiles her sad, charming smile, takes my head with both hands, kisses me on the forehead and puts me on her knees. "So you love me very much?" - She is silent for a minute, then says: - Look, always love me, never forget. If your mother is not around, will you forget her? won't you forget, Nikolenka? She kisses me even more tenderly. - Full! and don't say it, my darling, my darling! I scream, kissing her knees, and tears flow from my eyes in streams - tears of love and delight. After that, as you used to come to the top and stand in front of the icons, in your quilted robe, what a wonderful feeling you experience, saying: “Save, Lord, papa and mama.” Repeating the prayers that for the first time my childish lips murmured behind my beloved mother, love for her and love for God somehow strangely merged into one feeling. After prayer, you would wrap yourself up, it used to be in a blanket; the soul is light, light and gratifying; some dreams drive others, but what are they about? They are elusive, but filled with pure love and hopes for bright happiness. Remember, it happened, about Karl Ivanovich and his bitter fate - the only person whom I knew unhappy - and you will feel so sorry, you will love him so much that tears will flow from your eyes, and you think: “God grant him happiness, give me the opportunity to help him to ease his grief; I am ready to sacrifice everything for him.” Then you will stick your favorite porcelain toy - a bunny or a dog - into the corner of a down pillow and admire how good, warm and comfortable it is to lie there. You will also pray that God will give happiness to everyone, that everyone will be happy and that tomorrow good weather for a walk, you turn on the other side, thoughts and dreams get mixed up, mixed up, and you fall asleep quietly, calmly, still with your face wet with tears. Will that freshness, carelessness, the need for love and the strength of faith that you possess in childhood ever return? What time could be better than when the two best virtues—innocent gaiety and the boundless need of love—were the only motives in life? Where are those fervent prayers? where is the best gift - those pure tears of tenderness? A comforting angel flew in, wiped away those tears with a smile, and conjured up sweet dreams to the unspoiled childish imagination. Has life left such heavy traces in my heart that these tears and these delights have departed from me forever? Are there only memories left?

and ortho graphic errors. The conclusion is unequivocal: for a written message to be understandable, it must be free from errors. The same conclusion is drawn by first-graders who are looking for an answer to the question: “What does it mean to write correctly?” - placed in the title of the topic of the whole block of lessons.

First, it turns out that "the correct letter is a letter without typos." The theme of the corresponding lesson is formulated in the same way. On it, students will learn what typos and typos are. It seems that it is clear why these two concepts were next to each other: both typos and misspellings are errors caused by inattention. In addition, they manifest themselves in the same way: omissions, substitutions, permutations of letters.

The motivation for both terms is transparent, so children can deduce the meaning of each of them on their own. The reasoning begins with an excerpt from the childhood memories of V. Inber, who found an error in the book: “... In the line “Cockerel, cockerel, golden comb” was printed “comb””. Mistakes made when printing books, newspapers, magazines are given the name of a misprint, and information is also provided about special workers who look for and correct misprints - proofreaders. (This information is not meant to be memorized.)

First graders by own experience know that mistakes are possible in notebooks, in handwritten text. The term is derived based on an analogy: print - typos; write - ... .

When the guys tried themselves in the role of proofreaders, eliminated the “breakdowns” in the words from the exercises, each of them is invited to make an important decision for themselves. The “through” hero Anton has already expressed his opinion: “But I like to write like that, because it’s funny. Isn’t it fun to write with typos?” First-graders will help the first-graders to make their personal decision with the notes made in advance on the board:

I want to make everyone laugh. Let me be well understood.

The proposal written off by him will tell about the choice of each student.

However, the correct letter is a letter not only without typos, but also without errors. What is an error? "Every rule violation is a mistake." The guys come to the understanding of the concept, work

melting with a "cunning" proposal invented by Anton: the ball growled. Having corrected all the mistakes, listed the rules of writing that Anton violated, the first-graders are already ready to answer the question: what does it mean to write correctly? The answers of the guys are compared with the answers of the authors of the textbook:

To write correctly is not to allow slips (omissions, substitutions, permutations of letters) and errors (violations of the rules of writing).

To write without typos, one must be careful. And to write without errors, you need to know the rules.

A constant return to the idea that errors and omissions make it difficult to understand what is written will form a more responsible attitude of children to writing. And this allows us to hope that the desire for competent writing will become conscious, and self-control will become purposeful and motivated. The student who wants to be understood will check his notes in such a way that they are free of both errors and slips of the pen.

Although the textbook “To the Secrets of Our Language” does not provide for the mandatory memorization of information about proofreaders and does not teach children to strictly distinguish between slips and errors, the importance of this information and the corresponding skills cannot be underestimated. And that's why. When forming self-control, operations to detect slips and errors are divorced: after all, their appearance is provoked by various reasons. This is reflected in special points memos that guide the actions of students in various situations of writing.

Recall that in the textbook "To the secrets of our language" there are several reminders that accompany schoolchildren from 1st to 4th grade.

This means, first of all, memo 4 “How to write without errors?”, Which is being transformed, supplemented as children master spelling, grammar, etc.

But one thing remains unchanged: the function performed by the memo is to be a guide to spelling.

Important points There are two in this memo.

The first is related to the permission to leave a window in place of the spelling found; it is a signal of an unresolved (but conscious!)

chi and carried out in the course of the letter - self-control. (After all, before the window appeared, the student had to step by step track his own actions: evaluate each sound in the word; decide whether he can be trusted; determine which rule to act; finally, establish the boundaries of his own knowledge about how to solve the problem and the possibilities to apply them .)

The second key point of the memo is the item “Check” (“Work as a proofreader”), which orients children towards the implementation of final self-control. What operations, according to the memo, does the action of checking what is written fall apart?

w Read syllable by syllable for misspellings. w Find all the spellings again.

w Where possible, explain the choice of letters and decide if there are any mistakes. w Yes - correct; If in doubt, put a “?” above the letter.

The part of the memo devoted to self-examination acquires this form by the end of the first quarter of the 2nd grade.

At earlier stages, the same actions are performed based on memos 2 and 3. (The first of them works until the reception of writing with windows is introduced, the second - at an intermediate stage, when students are required to write with the omission of all spellings, including and those in whose place they know the letter or can determine it using a rule or a dictionary.)

The paragraph directing the action of the final self-control prescribes the execution of verification operations:

w read syllable by syllable and listen to yourself - are all sounds correctly identified;

w celebrate dangerous places.

As you can see, each option primarily provides for finding slips. They are identified subject to the obligatory condition: to read what is written in an undertone, in a whisper (in the early stages of learning), then to yourself, but always in syllables. The syllable-by-syllable method of reading involves slowing down the reading process and fixing the child's attention on whether each sound is indicated by its own letter. Students are also allowed to help themselves by highlighting syllables with a pencil.

The next step in self-checking is to look for spelling errors. There is only one way to find them - once again analyze the words for the presence / absence of spelling in them. This is possible if the student firmly knows their identifying features.

Then follows the determination of the correctness or incorrectness of the selected letter. How to do it? Determine the type of spelling again, that is, find out what rule it is for, and then apply this rule - solve the spelling problem. And from these positions, evaluate the letter chosen when writing, or, if the letter has not yet been selected and a window has been left in its place, close it.

As you can see, the writer repeatedly goes through all the stages of solving the spelling problem: from setting it up to choosing a letter in accordance with the rule. At the same time, he seems to rise to new round spirals: analyzes the result from the height of twice (and possibly more) performed spelling action. As a result, the student either finds a mistake, crosses out the wrong spelling and corrects it, or continues to be in doubt (not sure that he correctly determined which morpheme the spelling is in, does not know how to act, etc.) and expresses them , putting over the letter "?".

Practically the same actions are provided for when copying based on memo 1 (with the only difference being that the child still needs to compare dangerous places in the notes on the board or in the book and at home).

Let us pay attention to such an essential detail: no matter what memo schoolchildren work on, they must carry out self-examination, as they say, with a pencil in their hands. Why? The formation of any mental action must "begin with the use of various means of materialization." That is why the methods of fixing the results of the test are obligatory: syllable arcs (at the initial stages of learning); a dot under the letter (.) to indicate all spellings; a question mark over a letter (?) to highlight questionable letters (if already written).

Does the teacher have reason to expect that such a laborious procedure of self-control will be effective? Certainly. The learning effect is achieved due to the fact that speech-motor, auditory, and visual analyzers are simultaneously included in the work. Together they provide a flexible synthesis between

components of the spelling action, and therefore contribute to successful development spelling skills in general.

In addition, if the test is carried out according to the described technology (indicating all spellings, repeated oral tests and question marks in case of doubts), the teacher will receive full information about the degree of formation of all spelling skills among schoolchildren.

Above, we talked about the fact that students need not only to be taught, but also to be taught to carry out self-examination. And then it will be possible to expect that the habit of consciously controlling the correctness of writing will provide the ability not only to find and correct incorrect spellings, but also to prevent their occurrence. But what to do if the error nevertheless appeared, but was not noticed by the student during the check? This question is equally acute for both the student and the teacher, since everyone must respond to an error: the teacher - by correcting, and the child - by what we traditionally call work on mistakes. The actions of one and the other, though haunted common goal(detect incorrect spelling) have different content.

The authors of the textbook “To the Secrets of Our Language” believe that correcting mistakes in children’s work should be educational: “... this is not a simple statement of the fact “knows / does not know, knows how / does not know how”, but one of the elements of learning, which should help each student to improve his knowledge and skills” . How to achieve this? First of all, the teacher needs to think about ways to correct mistakes. The generally accepted way - to cross out the wrong spelling and correct it - does not contribute to educating children in a critical attitude towards what is written. Indeed, in fact, the teacher found a spelling for the student, determined its type, chose and wrote the correct letter in accordance with the prescriptions of the rule.

What editing methods to choose so that they work for the formation of all spelling skills proper, including the ability to consciously control the correctness of the letter? It is clear that with this approach, the method of correction should take on a different quality - become a way to show an error. We restrict ourselves to listing the techniques suggested by the authors of the textbook “To the Secrets of Our Language”:

w underline the letter, place in the word or the whole word where the violation was made;

w underline the word, highlight the misspelled morpheme in it;

w underline the misspelled word, and in the margin symbol indicate the morpheme containing the incorrect spelling;

w give the correct spelling of the word in the margin; w write the correct letter in the margin;

w put an error sign in the margins, and next to it - an indication of the morpheme or part of speech.

w mark only the line where the error should be looked for;

w indicate the page number on which the rule is formulated, the recommendation is given.

To choose a method of correction and hints, it is necessary to take into account a number of factors: the student's capabilities, the nature of the mistake made, the moment of learning, etc. With this approach, the teacher's help becomes targeted, since it takes into account the level of preparation of each child and provides him with the gradual formation of the necessary skills.

The foregoing determines the organization of the work on errors in the class itself. It is desirable that, having received a notebook, the student, relying on the notes made, corrected the mistakes (those that the teacher suggested to him, but did not correct).

In order for students to have a clear idea of ​​what needs to be done to work through each mistake, it is wise to offer a checklist to provide guidance to them. One possible option might be:

"1. Find the error (if it is not shown).

2. Determine in which part of the word the mistake was made; if this part is not highlighted, mark it.

3. Write the word with a box in place of the letter that is chosen incorrectly.

4. Decide which rule to apply.

5. Execute necessary actions and put in a letter.

6. Go back to the text where the mistake was and correct it.

In grades 3 and 4, point 3 of the memo will change: “If the error is in the ending, write out the word along with the one on which it depends; If

in another part of the word, write out this one word. In place of the wrong letter, leave a window.

As you can see, the prescriptions of the memo strictly correspond to the structure of the spelling action, thanks to which the memo acquires a universal character: it is suitable for working on errors for any rule. Therefore, there is no need, as is traditionally accepted, to include in it a list of operations prescribed by each rule, especially since this material is on the pages of the textbook.

How to organize the work in the lesson in order to maximize the learning potential of working on mistakes?

You will get a possible answer if you get acquainted with the technology of its implementation, developed by S.M. Blues, taking into account the specifics of the textbook "To the secrets of our language".

So let's sum it up.

1. In order for self-control to be effective and conscious, it is necessary to provide its motivation: if you want your record to be understandable, you need to write without errors and typos.

2. Younger students must be taught to control not only the result of the spelling action (the written word), but

è the course of its implementation. The results of self-control in the course of writing are reported by windows in the place of missed spellings.

3. The actions that make up the process of final spelling self-control (checking) include: a) identifying all the spellings of the recorded text; b) definition of varieties of orthograms; c) delimitation of spellings, in the correctness of which I am sure, from those that are in doubt; d) applying the rules to questionable spellings; e) if necessary, correction.

4. Schoolchildren need not only to be taught, but also to be taught to carry out these actions. To achieve this goal, special reminders serve. Following their instructions, schoolchildren gain experience in performing the necessary operations every lesson, as a result of which the ability to consciously control the correctness of what is written is formed.

5. To increase the learning effect of working on errors, you need to specifically choose the way they are shown, not limited to simple correction.

Taking into account these provisions, we hope, will help the successful formation of the ability to check what is written, without which there cannot be a full-fledged spelling skill.

III. Correction of specially made mistakes as a necessary spelling exercise, conditions for the success of its application

What is spelling, I think, no need to explain. What is

How do these words and the phenomena behind them (spelling and misspelling) relate to our theme of developing the ability to consciously control the correctness of writing? Let's try to figure it out.

It is well known that the skill of literate writing is not developed immediately. On the long way of its formation in children, mistakes are inevitable.

Scientists have long thought about the question: is it possible to make a mistake useful in teaching literate writing, and if so, how to achieve this?

The practice of teaching, the research of methodologists give a positive answer to the first part of the question: the possibility of using "negative material" (L.V. Shcherba's expression) and its positive impact on the development of spelling skills have been proven today.

However, in methodological science there are discrepancies regarding the conditions that must be observed so that the incorrect spelling presented to students for one purpose or another does not harm the emerging spelling skill.

The technique, which involves finding and correcting errors by the student, is quite widely presented on the pages of a number of modern manuals and textbooks of the Russian language, but is presented in various methodological variants. The specificity of each of them is due to the authors' ideas about the role of cacography in the formation of spelling literacy, their attitude to the use of erroneous entries as didactic material.

So, in the "Reference Guide" O.V. Uzorova, E.A. Non-fed quests of the "correct errors" type are actively used. Here is an example from the manual for the 3rd grade (task 227):

The earth blew cold. The sar tore leaves from foxes and oak forests and crushed them along the paths. The Birds began to gather in flocks. Sa took pas gyrfalcons and fell and bodies and over high mountains for blue marya to warm countries.

While we refrain from commenting on the methodological literacy of the presentation of “negative material”, we will limit ourselves to stating the facts: in this text there are 33 words, which account for 27 errors, mainly related to the spelling of unstressed vowels, the spelling of prefixes and prepositions, as well as the use of a dividing soft sign. And although they are evenly spaced (they are present in almost every word), the perception of the text is extremely difficult èç-çà due to the fact that the appearance of a number of words has been changed beyond recognition. In addition, some of the punctuation marks are missing in the text, which also complicates the task of the writer.

The recommendations of a number of methodologists (I.V. Borisenko, M.P. Tselikova, and others) can be characterized as cautious. For tasks for finding and correcting errors, it is proposed to use homophones, that is, words that coincide in sound, but differ in spelling and, of course, in meaning.

So that children can identify errors, it is recommended to include words in such sentences where their various lexical meanings will appear clearly: Mother tried on fighters. Purchased shoes need to be reconciled. Children, write to the cinema. Children, hurry this offer, etc. . If the words of each pair are removed from the context, they will appear before the children in an “unspoiled” form.

Thus, the imprinting in the memory of students of a distorted spelling appearance of words is excluded. The purpose of using this kind of tasks, according to methodologists, is to contribute to the development of spelling vigilance.

However, the role of cacographic (in other terminology - proofreading) exercises in teaching literate writing is much wider. “Firstly, it helps students develop a communicative motive that defines spelling as a tool of speech activity: you need to write in such a way that you are understood by those around you.

No. Secondly, it allows you to convince students of the need to study the rules: without following the rules, you cannot correctly formulate your thoughts in writing. Thirdly, it makes it possible to joint activities with students to develop the composition and sequence of operations of self-control action aimed at preventing violations of spelling norms ... ".

No less, but rather, more important is the question of what conditions must be observed in order to fully realize the learning potential of tasks aimed at finding and correcting specially presented errors, and not violating the “do no harm” principle. Such conditions were identified and formulated by T.V. Koreshkova. Being limited to the scope of the article, we will name the most important:

1. Performing corrective exercises should be an integral part of the overall system of work on the formation of junior schoolchildren conscious spelling. Their place is before acquaintance with the rules of writing to motivate their study, and mainly after a solid assimilation of these rules for teaching self-control.

2. Corrective exercises should be performed in the system: a) begin with the correction of graphic errors and extend to spelling ones; b) start with teamwork and be transferred to an independent one only when students learn the general method of checking.

3. The wording of the task for independent work should guide right action students: indicate the sequence of operations and their content.

4. It is necessary to ensure the mandatory correction of all errors presented, moreover, in a way that draws attention specifically to the editing (for example, with chalk or a paste of a different color).

5. The phasing in the presentation of erroneous material must be observed: first, spellings that violate one rule, and then several; words first, then sentences and texts.

6. Submissions must not exceed 8-12 single words or a text of 25-30 words, which should have no more than 4-6 errors, and they should not be concentrated at the end of the text.

7. Proofreading exercises proper should be supplemented with tasks for finding and eliminating errors in the sequence and content of operations performed when checking what is written, which is necessary for the formation of a conscious self-control action.

Of course, the question arises: is there any experience of observing these conditions when developing assignments that involve finding and correcting specially made mistakes? Yes, there is such an experience. As you may have guessed, these conditions are taken into account by the authors of the textbook "To the secrets of our language." It presents numerous examples of children's mistakes, since "teaching graphic and spelling self-control begins with correcting not one's own, but other people's mistakes - it is easier to find someone else's than one's own" .

It is not difficult to find tasks for detecting other people's errors in the textbook: a special sign indicates their presence on the page: “!” in the fields, which sharpens the attention of children, increases their vigilance. It means: "Attention: there are errors!".

To illustrate the observance of methodical gradualness when using "negative material", let's show one of the actual proofreading exercises of the textbook for the 1st grade:

As you can see, these records violated the norms of graphics, in particular, the rules for designating the softness of consonants. Separate words are proposed for correction, their number does not exceed the norm (8–12 words). Note: the task is formulated in such a way that the attention of first graders first focuses on correct spellings and only then is directed to finding errors. In addition, material fixation of the results of the check is provided: a + is placed over correctly written words, while errors are corrected

in a busy way. And so that undistorted images of each word are deposited in the spelling memory, students are invited to write them down correctly, acting according to the memo 2 “How to write down your thoughts and words?”, The last paragraph of which just provides for the verification of what is written.

Error is a multifunctional phenomenon. It is interesting to us as an indicator of the student's incorrect actions at one stage or another of solving a spelling problem.

Therefore, along with the ability to control the result (writing a word), it is necessary to form the ability to track the process of achieving it, in other words, to exercise operational control. And then you can count on the fact that the developed ability to consciously check what is written will provide an opportunity not only to find and correct mistakes that have already been made, but also to prevent their occurrence.

As is probably clear from all that has been said, the lecture on the formation of spelling self-control in younger students is not accidentally presented as the last one - it, like the very ability to exercise self-control (during the writing process and after its completion), is of a generalizing nature. Paraphrasing one of the theses of the textbook "To the secrets of our language", we can say: a full-fledged meaningful spelling training is a full-fledged spelling self-control.

Questions for self-examination

1. Look through all the lectures worked out and reveal the meaning of the thesis full-fledged conscious learning of spelling.

2. Remember Seryozha Tsarapkin, who thought about how to write an adverb unbearable. Define: does he check the result or the process of achieving it?

3. Prove that the reception of writing with windows (see lecture 2) is a way to teach children to self-control, carried out as they write.

4. Explain the educational meaning of the methods of correcting and showing errors in students' notebooks mentioned in the lecture. Illustrate how a differentiated approach can be provided

to students.

5. What information about the causes of errors, as well as, in general, about the level of spelling training of schoolchildren, can a teacher get if, when writing the text, they marked all spellings with dots, and doubtful ones with question marks?

6. Return to task 227 from O.V. Uzorova, E.A. Nefedova. Taking into account the conditions that ensure the positive impact of "negative material" on the development of spelling skills, evaluate the methodological literacy of the presentation of the material in this task.

1. Aleshkovsky Yuz. Black-brown fox. - M .: Children's literature, 1967.

C. 4.

2. Blues S.M. Work on mistakes. Textbook M.S. Soloveichik, N.S. Kuzmenko "To the secrets of our language" // Elementary school. 2004. ¹ 8. S. 40–45.

3. Borisenko I.V. Teaching junior schoolchildren spelling on a communicative basis // Primary school. 1998. ¹ 3. S. 40–41.

4. Koreshkova T.V. Reception of cacography: possibilities and conditions of application // Elementary school. 2000. ¹ 6. S. 38–43.

5. Koreshkova T.V. The use of incorrect spellings in teaching self-examination // Elementary School. 2003. ¹ 6. S. 82–86.

6. Soloveichik M.S., Kuzmenko N.S. To the secrets of our language. 1 class: Russian language textbook for a four-year elementary school - 3rd ed., revised. - Smolensk: Association XXI century, 2005.

7. Soloveichik M.S., Kuzmenko N.S. To the secrets of our language: Guidelines for textbook-notebook on the Russian language for the 1st grade of a four-year elementary school: A guide for a teacher - 3rd ed., revised. - Smolensk: Association XXI century, 2004.

8. Soloveichik M.S., Kuzmenko N.S. To the secrets of our language: Guidelines to the textbook and taskbooks in Russian for the 2nd grade of a four-year elementary school: A guide for a teacher - 3rd ed., revised. - Smolensk: Association XXI century, 2004.

9. Talyzina N.F. Formation of cognitive activity of younger students. – M.: Enlightenment, 1988.

10. Uzorova O.V., Nefedova E.A. Reference book on the Russian language: Grade 3(1–4). - M. ACT: Astrel, 2005.

11. Tselikova M.L. Kakograficheskie spelling at the lesson of the Russian language // Elementary school. 2003. ¹ 6. S. 86–88.

Final work

Dear students of advanced training courses!

Based on a well-developed lecture cycle, prepare and conduct a lesson in the formation or consolidation of one or more spelling skills:

a) detect spellings; b) determine which rule governs writing; c) apply this rule;

d) exercise spelling self-control.

The textbook, class and specific spelling theme (spelling of unstressed vowels, paired deafness-voiced consonants, unpronounceable consonants, separators, generic, case, personal endings, etc.) are chosen by you taking into account the working conditions.

The following requirements must be met in the abstract: w not only the topic of the lesson is accurately indicated, but also the tasks with the designation

formed spelling skills from among those listed above;

w used spelling exercises aimed at the formation of these skills;

the method of action that children master is clearly presented, including with the help of memos, algorithms (it is possible to use the materials given in the lectures).

The form of the lesson is free.

Please complete the final work and send it to the address: 121165, Moscow, st. Kyiv, 24. Pedagogical University "First of September".

The completed work must be accompanied by a certificate (Act of Implementation, the form of which will be sent to each student personally), certified by your educational institution.

All submissions must be typed or in legible handwriting.

Learning to solve spelling problems at the root of a word
in the endings of nouns .............................................................. ..........
Learning to solve spelling problems
in the personal endings of verbs .............................................. ...................
Formation of spelling self-control
as a complex spelling skill ..............................................
Final work ............................................... .........................................

Read an excerpt from the memoirs of Marshal A. M. Vasilevsky and indicate the name of the battle in question.

“... The battle lasted two months (from July 10 to September 10, 1941) and included a whole series of fierce operations that took place with varying success for both sides and were an excellent, albeit extremely expensive, school for developing military skills for the Soviet fighter and commander ... The main enemy groups ... were pretty exhausted. The delay in the enemy offensive in the main Moscow direction was a major strategic success for us. The Soviet command received additional time both to create new powerful reserves and to strengthen Moscow.

1) Orlovskoe

2) Belgorod

3) Smolensk

4) Kharkiv

Answer:

Read an excerpt from the summary of the Sovinformburo and determine which battle of the Great Patriotic War we are talking about.

“Until December 6, our troops fought fierce defensive battles, holding back the offensive of the enemy’s shock flank groups and repelling his auxiliary attacks in the Istra, Zvenigorod and Naro-Fominsk directions. During these battles, the enemy suffered significant losses ...

On December 6 ... the troops of our Western Front, having exhausted the enemy in previous battles, launched a counteroffensive against his shock flank groupings.

1) Moscow battle

2) defense of Leningrad

3) Battle of Stalingrad

4) Battle of Kursk

Answer:

Read an excerpt from international treaty and determine what phenomenon it is talking about.

"Article 1. The Government of the United States of America will continue to supply the Government of the Union of Soviet Socialist Republics with those defense materials, defense services ... which the President of the United States of America has authorized to transfer or provide."

2) Dropshot plan

3) lend-lease

4) "Marshall Plan"

Answer:

Read an excerpt from an interstate treaty signed by the USSR in July 1941 and determine with which country it was concluded.

"1. Both governments mutually undertake to render each other assistance and support of every kind in real war against Nazi Germany.

1) France

2) UK

3) Spain

Answer:

1) Battle of Stalingrad

2) Moscow battle

3) the battle of Kursk

4) breaking the blockade of Leningrad

Answer:

Read an excerpt from the memoirs of the writer and screenwriter G. M. Shergova and indicate what day they are talking about.

“The message that the Germans treacherously attacked our country found me in one of Moscow squares. From the loudspeaker came the muffled voice of Molotov. We tenth graders celebrated prom. The brightest day of the year suddenly became the gloomiest.

Answer:

“The situation at that time remained very difficult for our country. Under the heel of the fascist invaders were the Baltic States and Belarus, Ukraine and Moldova, Western and southern regions Russian Federation. The enemy continued blockade of Leningrad, kept large forces of troops not far from Moscow. The strategic reserves accumulated with great effort were used up ... The situation was aggravated by the unsuccessful outcome of hostilities for our troops near Leningrad, Kharkov and in the Crimea.

Answer:

1) deportation

2) evacuation

3) repatriation

4) mobilization

Answer:

1) in autumn 1941

2) in the spring of 1942

3) in autumn 1942

4) in the spring of 1943

Answer:

Read an excerpt from the memoirs of Marshal A.M. Vasilevsky and indicate what battle it is about.

“The results of the October events were very difficult for us. The army suffered serious losses. The enemy advanced almost 250 km. However, he failed to achieve the goals set by the Typhoon plan ... The defeat of the Nazis ended the first stage of the struggle on the way to complete and final victory over Nazi Germany.

1) Smolensk battle

2) Moscow battle

3) breaking the blockade of Leningrad

4) Battle of Stalingrad

Answer:

Read the extract from the statement and indicate the name of the process in question.

“From July to November 1941 to the Urals, to Siberia, Central Asia and Kazakhstan, more than 100 industrial enterprises were exported. In the same period, about 1.5 million wagons of cargo were transported by the country's railways. This clear work made it possible to quickly create a new economic base in the east of the country, which ensured the growth of the military power of the Soviet Union and its victory.

1) deportation

2) evacuation

3) repatriation

4) mobilization

Answer:

Read the extract from the document and indicate the name of the plan in question.

“In December 1940, the German military command developed a plan for a war against the USSR. He intended to defeat the Soviet Union in a fleeting, "blitzkrieg" campaign. With the help of tank groups, the Germans planned to encircle and destroy the main forces of the Red Army west of the Dnieper and Western Dvina rivers, to prevent their withdrawal into the depths of Russia. Next, it was planned to reach the Arkhangelsk-Kazan-Astrakhan line.

1) "Barbarossa"

2) "Citadel"

4) "Typhoon"

Answer:

Read an excerpt from the statement of G.K. Zhukov and indicate when the events described took place.

“Thanks to the stubbornness and stamina shown by our troops, who fought in encirclement in the Vyazma region, we won valuable time to organize defense on the Mozhaisk line. The shed blood and sacrifices suffered by the troops of the encircled group were not in vain. The feat of the Soviet soldiers who fought heroically near Vyazma, who made a great contribution to the common cause of defending Moscow, still awaits due appreciation.

1) in autumn 1941

2) in the spring of 1942

3) in autumn 1942

4) in the spring of 1943

Answer:

1) Stalingradskaya

2) for the Dnieper

3) Moscow

4) on the Kursk Bulge

Answer:

Read an excerpt from the statement of the Deputy Chief of the General Staff French army General Chassin and indicate the battle in question.

"1941, which was to be the year of the final establishment of German domination in Europe, ended with a terrible defeat for the Nazis ... The battle ... marked an important turning point in the war."

1) for the Dnieper

2) Stalingradskaya

3) on the Kursk Bulge

4) Moscow

Answer:

Read an excerpt from the memoirs and indicate what event of the Great Patriotic War we are talking about.

"The German General Westphal, describing Operation Typhoon, was forced to admit that" german army, previously considered invincible, was on the verge of destruction. "That's right, that's right ... The Red Army for the first time in six months of the war inflicted the largest defeat on the main grouping of Nazi troops. This was our first strategic victory over the Wehrmacht."

1) Battle of Stalingrad

2) Moscow battle

3) the battle of Kursk

4) breaking the blockade of Leningrad

Answer:

Read an excerpt from an article by a Russian historian and indicate which offensive of the German troops it refers to.

“Three most important factors contributed to the initial success of the new offensive of the Wehrmacht: the miscalculations of the Soviet High Command and personally I.V. Stalin in determining the main direction of the likely offensive of the Wehrmacht and in the general assessment of the enemy’s strike capabilities; the unsuccessful outcome of operations for the Soviet troops in May 1942 in the Crimea and in the Kharkov region, the fall on July 4 after the eight-month defense of Sevastopol; the absence of a second front in Europe."

1) attack on Moscow

2) offensive near Leningrad

3) offensive near Kursk

4) attack on Stalingrad

Answer:

Read an excerpt from the memoirs and indicate the year to which the events described relate.

“The situation at that time remained very difficult for our country. Under the heel of the fascist invaders were the Baltic states and Belarus, Ukraine and Moldova, the western and southern regions of the Russian Federation. The enemy continued blockade of Leningrad, kept large forces of troops not far from Moscow. The strategic reserves accumulated with great effort were used up.<...>The situation was aggravated by the unsuccessful outcome of hostilities for our troops near Leningrad, Kharkov and in the Crimea.

Answer:

Read the passage from the statement and indicate the name of the process in question.

“From July to November 1941, more than 100 industrial enterprises were exported to the Urals, Siberia, Central Asia and Kazakhstan. In the same period, about 1.5 million wagons of cargo were transported by the country's railways. This clear work made it possible to quickly create a new economic base in the east of the country, which ensured the growth of the military power of the Soviet Union and its victory.

1) deportation

2) evacuation

3) repatriation

4) mobilization

Answer:

Read an excerpt from the memoirs and indicate the city in which the described battle of the Great Patriotic War took place.

1) Stalingrad

2) Leningrad

Answer:

1) in the summer of 1941

2) in the winter of 1941-1942.

3) in the spring of 1942

4) in autumn 1942

Answer:

Read an excerpt from the memoirs of a contemporary and indicate when the described events took place.

“We are more and more often in free time approached the maps and peered at those points that were indicated in military reports. The Smolensk direction was especially disturbing, since it is a direct road to Moscow. I was also worried about Zhytomyr, this is already a deep arrow aimed deep into Ukraine, towards its glorious city of Kyiv. There was also a threat to Leningrad. And although the glorious marshals Voroshilov, Timoshenko and Budyonny stood in these three directions, we nevertheless experienced legitimate anxiety, knowing that all people experience the same anxiety.

1) in the summer of 1941

2) in autumn 1942

3) in the spring of 1942

4) in the winter of 1941-1942.

Answer:

Read an excerpt from the memoirs of a contemporary and indicate the city in which the described battle of the Great Patriotic War took place.

“The city was on fire. The flames of the fires rose several hundred meters. Fascist planes flew overhead. Not only the earth, but also the sky trembled with explosions. Clouds of smoke and dust hurt my eyes. Buildings collapsed, walls fell, iron warped. It seemed that all living things were dying here, but people went into battle... It was hot on Mamaev Kurgan too. Here the enemy pulled together several infantry battalions and over 20 tanks. Six times during the day, the Nazis tried to bring down our units from a height and each time rolled back, hundreds of corpses remained on the slopes of the mound. The guards repulsed all enemy attacks.

1) Stalingrad

2) Leningrad

Answer:

1) "Barbarossa"

2) "Bagration"

3) "Typhoon"

4) "Citadel"

Answer:

Read an excerpt from the memoirs of G.K. Zhukov and indicate the name of the military operation in question.

“In undertaking an operation ... the fascist German command hoped to defeat the Soviet troops in the Vyazma-Moscow and Bryansk-Moscow directions and, bypassing Moscow from the north and south, to take it as possible short term... The first encirclement and defeat of the Soviet troops was planned to be carried out in the regions of Bryansk and Vyazma; the second encirclement and capture of Moscow was planned to be carried out by a deep bypass of the armored forces of Moscow from the north-west through Klin and from the south through Tula, Kashira.

1) "Citadel"

2) "Barbarossa"

3) "Typhoon"

4) "Bagration"

Answer:

Read an excerpt from the memoirs of G.K. Zhukov and indicate the name of the military operation in question.

“In undertaking the operation ... the fascist German command hoped to defeat the Soviet troops in the Vyazma-Moscow and Bryansk-Moscow directions and, bypassing Moscow from the north and south, to seize it in the shortest possible time ... The first encirclement and defeat of the Soviet troops was planned to be carried out in the regions of Bryansk and Vyazma; the second encirclement and capture of Moscow was planned to be carried out by a deep bypass of the armored forces of Moscow from the north-west through Klin and from the south through Tula, Kashira.

1) "Bagration"

2) "Typhoon"

3) "Barbarossa"

4) "Citadel"

Answer:

Read an extract from a modern historian's work and indicate the battle in question.

“The battle ... in terms of the number of troops and military equipment, the scope and intensity of battles and operations was one of the largest wars in history. Over 7 million soldiers and officers, about 6,500 tanks, 53,000 guns and mortars, and more than 3,000 combat aircraft of Germany and the USSR fought a fierce confrontation for 203 days. The flames of battles engulfed a territory equal in area to such states as England, Switzerland and Iceland combined ... For the first time in World War II, the German army suffered a major defeat, the myth of its invincibility was dispelled. Germany ... lost the "blitzkrieg" against the USSR.

1) Battle of Kursk

2) the battle for Berlin

3) the battle for the Dnieper

4) battle for Moscow

Answer:

1) in the summer of 1941

2) in autumn 1941

3) in the spring of 1942

4) in the summer of 1942

Answer:

Read an extract from a historian's work and indicate when the events described took place.

1) in the summer of 1941

2) in the winter of 1941-1942.

3) in the spring of 1942

4) in autumn 1942

Answer:

Read an extract from a historian's work and indicate when the events described took place.

“By the end of the first day ... the enemy managed to break through to the Dubysa River (northwest of Kaunas) in the northwest, and force the Neman River 60 km south of Kaunas. On the left wing of the western front, the Soviet troops, the 4th Army, had to retreat and leave Brest. But the Brest citadel was heroically defended for a long time. Details of this courageous struggle against fascist invaders became known only many years after the end of the war.

1) in the summer of 1941

2) in the winter of 1941-1942.

3) in the spring of 1942

4) in autumn 1942

Answer:

Read an extract from a historian's work and indicate when the events described took place.

“At this time, the position of our troops at the front ... turned out to be critical. A bloody battle unfolded in the Mozhaisk direction, in the area of ​​​​the Borodino field, it went on for six days and nights ... In those days, the enemy also took Maloyaroslavets, Borovsk, Tarusa, Ruza. In some places, the Nazis approached Moscow by 50 kilometers ... A state of siege was introduced in Moscow and the surrounding areas.

1) in the summer of 1941

2) in autumn 1941

3) in the spring of 1942

4) in the summer of 1942

Answer:

3) in May 1942

Answer:

Read an excerpt from the memoirs of a contemporary and indicate when the described events took place.

“In essence, at that time we had no information and no knowledge about what was really happening at the front. In the reports "From the Soviet Information Bureau" the names of cities began to appear, which we considered to be located almost in the depths of the country, in any case, distant from the border. At the same time, it was about large cities, such as Lvov, Minsk, and some others. The fact that they, in essence, were taken on the move by the enemy, who had fallen on our troops in a three-, five-fold superiority, we did not yet know about the so-called wedges.

1) in the summer of 1941

2) in the winter of 1941-1942.

3) in the spring of 1942

4) in autumn 1942

Answer:

Read an excerpt from the diary of the Chief of the General Staff of the German Land Forces and indicate when the described events took place.

“The situation is unclear. The enemy is concentrating forces against the advancing wing of Army Group Center in the region northwest of Moscow. Although these are not large formations, but small groups, they are constantly arriving at the front and creating ever new obstacles in the path of our tired troops. In front of the front of formations advancing on the Moscow-Volga canal, the enemy is slowly retreating, waging stubborn rearguard battles.

3) in May 1942

Answer:

Read the extract from the document and indicate the code name of the plan in question.

“In December 1940, the German military command developed a plan for a war against the USSR. He intended to defeat the Soviet Union in a fleeting, "blitzkrieg" campaign. With the help of tank groups, the Germans planned to encircle and destroy the main forces of the Red Army west of the Dnieper and Western Dvina rivers, preventing them from retreating deep into Russia. Next, it was planned to reach the Arkhangelsk - Kazan - Astrakhan line.

2) "Typhoon"

3) "Citadel"

4) "Barbarossa"

Answer:

Read an excerpt from the Notes of Captain 1st Rank A.K. Evseev relating to 1942, and indicate the city in question.

“As the main base of the fleet, (the city) was strongly protected only from the sea and only from the naval enemy. Most coastal artillery batteries<...>coastal defense could fire only towards the sea.<...>Dozens after tens, hundreds after hundreds of enemy planes flew<...>The number of aircraft was brought to the limit. Sky<...>no longer contained them<...>Days passed after days, and the bombardment proceeded with the same unrelenting frenzy and consistent pace, tearing apart (the city) and its environs<...>Having received the order to withdraw, we, leaving the cave, moved to our truck<...>The city was unrecognizable. The city is dead. Once upon a time white<...>the handsome man has now been reduced to ruins.

1) Arkhangelsk

2) Vladivostok

3) Sevastopol

4) Murmansk

Answer:

Read an excerpt from the childhood memories of I. Mindel and indicate the name of the city in question.

"I was born in a beautiful city<...>When the war started, I was eight years old. Parents were on a long business trip, dad was a military man. I stayed with my grandparents with...>

On September 8, 1941, the Germans closed the blockade by land. Supply became possible only by air or through Lake Ladoga. They began to reduce the norms for issuing products many times, and the issuance of bread was reduced to 125 grams. It was blockade bread - black, heavy, with surrogates. Frosts have begun. Cold and hungry<...>

Grandmother began to weaken, often rested. We slept dressed together in the same bed, she pressed me to her to keep me warm. At night, during the bombing, they got up and went to the bomb shelter.

One night she did not wake me up to get up, and I was glad that I could sleep. By the morning, when she turned to her, she somehow sharply pulled away from me. I began to disturb her - I did not wake up and was cold. Grandma was dead."

1) Stalingrad

3) Leningrad

Answer:

Read the excerpt from the decree and determine the date of its adoption.

"1) If any of the landlords wishes to release<...>their peasants singly or by a whole village to freedom and at the same time approve a piece of land for them,<...>then, having made conditions with them, which, by mutual agreement, are recognized as the best, he has to present them at his request through the provincial noble marshal to the Minister of the Interior<...>.

2) Peasants and villages, released from the landlords under such conditions with land, if they do not wish to enter into other states, can remain landowners on their own lands and in themselves constitute a special state of free cultivators.

Answer:

Read an excerpt from the work of the historian Yu. M. Lotman and determine the name of the government body under whose leadership the described activities were carried out.

“Looking through the cases, you are convinced that not only political crimes, but also crimes against morality, and even not actions at all, but intentions, opinions, words and thoughts fell into the field of view. The gendarmes could be interested in the reading circle of this or that person, the content of his private correspondence, they did not hesitate to print out love letters and eavesdrop on friendly conversations.

1) Holy Synod

2) III Branch of His Imperial Majesty's Own Chancellery

3) State Council

4) Private Committee

Answer:

Read an excerpt from the memoirs of a contemporary and indicate the city in which the events described took place.

“The encirclement is shrinking every day. The Nazi command sends food and ammunition to the "cauldron". Pilots are dropping "gifts" in containers on parachutes... I witnessed how a large group of enemy transport aircraft approached the city, to the "boiler", under the cover of Messerschmitts. Our fighters rose to meet us. In a short air battle, they shot down all the transport aircraft ... Now air supremacy belonged to us ... The troops of the 71st Army of General I.M. Chistyakov, operating from the west, united in the area of ​​​​the village of Krasny Oktyabr and Mamaev Kurgan with units of the 62nd Army, dividing the retreating enemy into two isolated groups ... "

1) Smolensk

3) Stalingrad

Answer:

Read an excerpt from a document published in Nazi Germany and indicate the name of the city missing in the text.

“I have decided, as soon as weather conditions permit, to launch the Citadel Offensive, the first offensive of the year. This offensive is of decisive importance. It must end quickly and decisively.

success ... I order:

The purpose of the offensive is a concentrated strike, carried out decisively and quickly by the forces of one shock army from the Belgorod region and the other from the region south of Orel, by means of a concentric offensive to surround the troops located in the ____________ region and destroy them ... "

3) Kharkov

Answer:

Read an excerpt from the memoirs of a contemporary and indicate the name of the military operation in question.

“During the seventeen days of the offensive, the army advanced three hundred and fifty kilometers, crossed the Berezina and the Neman, together with its neighbors captured the cities of Bobruisk and Minsk, liberated five thousand settlements... The partisans of Belarus provided us with great help. Many of their brigades, detachments and groups fettered the enemy in his rear, disrupted his transportation, and assisted our troops in forcing rivers.

Having joined the ranks of our army, the partisans not only replenished it, but multiplied its heroism.

1) "Kutuzov"

2) "Ring"

3) "Bagration"

Answer:

Read an extract from an official document and indicate the name of the authority missing in the text.

“In view of the state of emergency and in order to quickly mobilize all the forces of the peoples of the USSR to repulse the enemy who treacherously attacked our Motherland, the Presidium of the Supreme Soviet of the USSR, the Central Committee of the CPSU (b) and the Council of People's Commissars of the USSR recognized it as necessary:

1. Create _________________ consisting of:

comrade I. V. Stalin (chairman)

V. M. Molotov (deputy chairman)

Comrade Voroshilov K. E.

Comrade Malenkov G. M.

Comrade Beria L.P.

2. Concentrate all power in the state in his hands.

3. Oblige all citizens and all party, Soviet, Komsomol and military bodies to unquestioningly comply with his decisions and orders.

1) Supreme Soviet of the USSR

2) State Defense Committee

3) Headquarters of the Supreme Commander

4) Council of People's Commissars

Answer:

Read an excerpt from the memoirs of a Soviet diplomat and indicate the country whose exit from the war is being discussed.

“This official act marked an event of outstanding significance - the beginning of the rapid disintegration of the Hitlerite aggressive bloc. “[Country] from 4 o'clock on August 24, 1944 completely ceased hostilities against the USSR in all theaters of war, withdrew from the war against the United Nations, broke off relations with Germany and its satellites, entered the war and will wage war on the side of the Allied Powers against Germany and Hungary in order to restore their independence and sovereignty…”.

2. Agreed that from a military point of view, it is highly desirable that Turkey enter the war on the side of the Allies before the end of the year;

4. Took note that Operation Overlord would be undertaken during May 1944, together with the operation against Southern France. This last operation will be undertaken to the extent that the available landing craft will permit. The conference further took note of Marshal Stalin's statement that the Soviet troops would launch an offensive at about the same time to prevent the transfer of German forces from the eastern to the western front;

5. Agreed that the military headquarters of the three powers should henceforth keep close contact with each other with regard to forthcoming operations in Europe. In particular, it was decided that a plan to hoax and deceive the enemy in relation to these operations should be agreed between the respective headquarters.

3) Tehran

4) Potsdam

Answer:

Read an excerpt from the memoirs of a Soviet aircraft designer and indicate the year when the described events took place.

“Talalikhin was nervous. Will it leave? He was afraid of losing the enemy in the night sky, but the bomber's burning engine served as a good guide. Talalikhin caught up with the enemy and immediately gave several long

bursts, but apparently missed because the "Heinkel" continued to leave. Victor approached him even closer, pressed the trigger, but there were no more cartridges. And he decided to chop off the tail of the Heinkel with the propeller of his fighter. Rushing the gas sector to the stop, he began to quickly overtake the enemy. At that moment, the Heinkel gunner pierced the cockpit of the fighter with a response burst, and one of the bullets ricocheted Talalikhin's right hand.

Shedding blood, Talalikhin decided to ram the enemy at all costs. He caught up with the fascist. The fighter at great speed crashed into the bomber, and he, engulfed in flames, went to the ground like a stone.

Answer:

Read an excerpt from the message of the Sovinformburo and indicate the city whose name is missing in the excerpt.

“From November 16 ... German troops, having deployed 13 tank, 33 infantry and 5 motorized infantry divisions against the Western Front, launched a second general offensive on _____________.

Until December 6, our troops fought fierce defensive battles, holding back the offensive of the enemy’s shock flank groupings and repelling his auxiliary attacks in the Istra, Zvenigorod and Naro-Fominsk directions. During these battles, the enemy suffered significant losses. From November 16 to December 6, according to far from complete data, our troops destroyed and captured, not counting the actions of aviation: tanks - 777, vehicles - 534, guns - 178, mortars - 119, machine guns - 224; the loss of the enemy killed - 55,170 people. On December 6, the troops of our Western Front, having exhausted the enemy in previous battles, launched a counteroffensive against his shock flank groupings. As a result of the launched offensive, both of these groups were defeated and hastily retreated, abandoning their equipment, weapons and suffering huge losses.

Read the extract from the document and determine the time of its appearance.

“Imbued with ... the new spirit of liberated democracy, the statements of the Provisional Government, of course, cannot give the slightest reason to think that the coup has led to a weakening of Russia's role in the common allied struggle. Quite the contrary, the popular desire to bring the world war to a decisive victory only intensified due to the awareness of the common responsibility of each and every one.

2) October 1916

3) April 1917

4) November 1917

Answer:

Read an excerpt from the work of A.I. Denikin and indicate the year the events of which are being discussed.

“As a result of the prolonged government crisis caused by the events of July 3-5, the defeat at the front and the irreconcilable position taken by the liberal democracy, in particular the Kadet party, on the question of the formation of power, the Soviet was forced to formally release the socialist ministers from responsibility to themselves and provide Kerensky's right to single-handedly form a government.

- + II - - I holding. t holding. T Reflecting the movement of thought, the icons in the first case show: the verb is not on -it(- ), exception ( + ), 2nd conjugation ( II). The second entry is deciphered as follows: not on -it(- ), not an exception ( - ), 1st conjugation ( I). If the result of the first reasoning is the choice of the letter And, then the result of the second is letters e. At what stage did the “failure” occur, what incorrect conclusion did it lead to and, as a result, became the cause of the erroneous spelling? Finding answers to these and similar questions will teach the children to pay more attention to the correctness of their own actions. It is also necessary to convince fourth-graders that ignorance of letters in place of suffixes in the indefinite form of the verb can lead to an error. The task will help in this: “Read the boy’s reasoning and explain why the errors occurred: Obtained during the study of the section "Learning to write personal endings of verbs" knowledge must be included in the system acquired earlier. This will be done by adding a reminder of the characteristics of the verb. (Now the analysis involves indicating the conjugation of the verb and its role in the sentence.) In the course of training in the definition morphological characteristics verb, it is appropriate to discuss the question voiced by the foreign boy: “ Is it possible to determine the conjugation of past tense verbs? We do not learn from them the conjugation to write the ending» . Having received an affirmative answer to the first question and the necessary clarifications on the boy's second remark, the guys move on to task (450), which contains a "trap" that helps to reach a higher level of generalization. An approximate version of the organization of work: - Verbs are given: live, make noise, ring. Try to guess what conjugation the first verb is. (Perhaps the 2nd. After all, it ends in - it.) - And what conjugation make noise And ring? (Probably the 1st, because they don't end in -it.) - Let's check if you reasoned correctly. To do this, form the form of the 2nd person singular, 2nd and 3rd person plural. - What happened? (The first verb turned out to be of the 1st conjugation: live, live, live, and the rest - the 2nd: make noise, make noise, make noise; ringing, ringing, ringing.) - How was conjugation determined? (According to shock personal endings.) - Have your assumptions been confirmed? (No.) Why? (Because only the indefinite form was taken into account.) - What will you remember to avoid such mistakes in the future? (By initial form, without first putting the verb in the personal form, its conjugation cannot be determined.) - In what case will the indefinite form help? (If the personal ending of the verb is unstressed.) Check the depth of knowledge and the degree of formation of the methods of action necessary for setting and solving spelling problems in endings different parts speech, the material of the training lessons will help. They also pursue another, no less important, goal: they “embed” the final link into the system of ideas that fourth-graders already have about how to act in order to correctly write the endings of nouns, adjectives, and now also verbs. 1. Why is the ability to write unstressed personal endings of verbs, like case endings inflected parts of speech, is complex? 2. What undesirable consequences can the use of the 3rd person plural form as a means of determining conjugation lead to? 3. What methodological solutions and specific methods of work recommended in the textbook "To the secrets of our language" do you consider useful to adopt? Literature

Arsiry A.T., Dmitrieva G.M. Materials on entertaining grammar of the Russian language. - part 1 - Uchpedgiz, M., 1963. - p. 142 Ivanova V.A., Potikha Z.A., Rozental D.E. Interestingly about the Russian language. - L .: Education, 1990. - p. 168 Russian in primary school: Theory and practice of teaching. // Ed. M.S. Soloveichik. - M.: 1993 and later. P. 159 Russian language: A textbook for students in grade 4 educational institutions: At 2 pm - Part 1 / S.V. Ivanov and others - M .: Ventana-Graf, 2005 Russian language. Proc. for 4 cells. early school At 2 h. Part 1 / A.V. Polyakov. - M .: Education, 2003 Ryabtseva S.L. Dialogue behind the desk. - M.: Enlightenment, 1989 Soloveychik M.S., Kuzmenko N.S. To the secrets of our language: Methodological recommendations for the textbook and notebooks in the Russian language for the 3rd grade of a four-year elementary school. A guide for the teacher. -3rd ed., revised. - Smolensk: Association of the XXΙ century, 2005. Soloveichik M.S., Kuzmenko N.S. To the secrets of our language: Grade 3: Russian language textbook for a four-year elementary school. At 2 h. Part 1. - 3rd ed., revised. - Smolensk: Association of the XXΙ century, 2005. Soloveichik M.S., Kuzmenko N.S. To the secrets of our language: Grade 4: Russian language textbook for a four-year elementary school. In 2 hours, Part 2 - 3rd ed., revised. - Smolensk: Association of the XXΙ century, 2005. Soloveichik M.S., Kuzmenko N.S. To the secrets of our language: Grade 4: Task book 2 to the Russian language textbook for a four-year elementary school. - Smolensk: Association of the XXΙ century, 2005. Soloveychik M.S., Kuzmenko N.S., Kubasova O.V., Kurlygina O.E. Russian language in elementary grades. Collection of methodical tasks. - M .: "Academy", 2000 and later. Fonin D.S. Attention: verb! - Beginning school. –– 1996, No. 3. – S. 25 – 28

LECTURE 8

Formation of spelling self-control

as a complex spelling skill

Plan

concept self-control. Teaching children to consciously control the correctness of writing at its different stages. Correction of specially made mistakes as a necessary spelling exercise, the conditions for the success of its application.

1. Conceptself-control . “... Prefixes, suffixes and case endings flashed in my head. I wrote the words on the sandy path with a match: “I got tanned. Beautiful. Unbearable". I was sure of the correct spelling of the first spirit of the words, but I thought about "unbearable". I erased this word and wrote it separately: “not in my power”, because I decided: “not” with the preposition “in” is not written together ... ". What do you think, at what stage of the spelling action is Seryozha Tsarapkin, the hero of Yuz Aleshkovsky's story "The Black-Brown Fox"? The title of the lecture suggests: at the stage of self-control. What is self-control anyway? This is the ability to look at your actions and their results as if from the outside. Spelling self-control is the ability to control the course of a spelling action, i.e. the correctness of following the algorithm for solving the writing problem, and evaluate the result - the selected letter - in terms of compliance or non-compliance with spelling standards. As the practice of teaching shows, schoolchildren very often simply do not see, do not know how to detect an error in the text they have written. The reason, first of all, is that the act of self-control is carried out by them formally (“Why check if the errors are “hidden” anyway?!), and the recommendation “Reread, check yourself!” not filled with specific content for students. In order to make self-examination effective and prevent formalism in its conduct, it is necessary from the beginning of training to focus the attention of children on two key points: a) What check, i.e. a list of spellings to be controlled at this stage of training; b) How check, i.e. set of necessary operations. As you can see, the ability to check what is written is complex. It is no coincidence that in the hierarchy of proper spelling skills, it is in the last, fourth, place. The formation of the three previous ones - the ability to detect spelling, determine their type and act in accordance with the rule - is precisely the condition for the successful formation and development of the ability to control what is written. To illustrate this, let's look at an example. Suppose, in a dictation, a second grader wrote Checking himself, at first he argues something like this: “The sound [w] is not“ dangerous ”, because it is followed by a vowel, the letter w written correctly; [y] shock, no doubt, so the letter at chosen correctly; [p] - deaf double and stands in front of another double - [k], you need to put a danger signal under the letter P; the sound [k '] is in front of the vowel, so it can be trusted, which means the letter To chose correctly; [and] unstressed, it is easy to make a mistake in it, therefore, under the letter And We need to set up a danger signal." We see: the reasoning and actions of the student were aimed at, based on the knowledge of identifying features, to identify all the spellings in the word. The next step of the student is to determine in which part of the word spellings are found: “The paired voiceless consonant [p] is at the root of the word-name of the subject coat(fur coat, fur coat), and unstressed [and] – at the end ( coat, coat)". Further, the rules are applied to dubious spellings: “How to find out the letter in the root of the name-subject? I will explain its meaning with the help of a single-root word: fur coats ka- it's small fur coats A. I hear the sound [b]. I can trust him, because he is followed by a vowel. So, it needs to be labeled b. I have written P, this is mistake. Cross it out and write a letter on top b. The second spelling is at the end. How to solve such problems, we still do not know, so I will put above the letter And, I will show that I doubt whether I chose it correctly. We gave an example of a detailed reasoning of a student, carrying out the process of checking what was written and fixing its results. It is clear that at the later stages of learning, these considerations collapse, and the operations that involve determining the type of orthograms and performing actions in accordance with the rule are combined. We all, of course, want the children to have nothing to correct in their notebooks. To do this, we are trying to work on the development of the spelling vigilance of young schoolchildren, we teach them to act in accordance with the prescriptions of the rules, in a word, we improve the actual spelling skills. But do we always realize that the last of them - the exercise of self-control - can, on an equal basis with the rest, participate in warning mistakes? What does that require? It is necessary to organize self-examination training in such a way that the efforts of students are directed not only to finding the wrong spelling, but also to discovering its cause - the wrong link in the reasoning, actions that led to the wrong choice of the letter. More briefly, this idea can be formulated as follows: it is necessary to form the ability to control not only your result, but also the process of achieving it (to exercise operational control). However little man it is difficult to make one's own mental actions the subject of analysis, so it is necessary to start with learning to look for errors in other people's reasoning that led to incorrect spelling. It is this methodological solution that was adopted and implemented on the material of very numerous exercises in the textbook "To the Secrets of Our Language". (In the relevant part of the lecture, we will talk about this in detail.) Indicators of the formation of spelling self-control are: 1) the ability to identify an error, discover those actions that were not committed when writing the text. How to ensure the effective formation of these skills, "make" them work to improve spelling literacy in general? Obviously, there is more than one answer to this question. Let's show how it is solved in the textbook "To the secrets of our language", since in it the teaching of self-control is carried out in a logic different from the traditional one. 2. Teaching children to consciously control the correctness of writing at its different stages. The experience of communicating with teachers shows that many of them believe that the ability to check oneself develops by itself, automatically, as they master the signs of basic orthograms and gain experience in solving the corresponding spelling problems. Is it possible to accept such a point of view? Of course no. Teaching self-examination must be purposeful. And it is necessary to start with the introduction into the minds of young schoolchildren of the installation: any paperwork is considered completed only when it is checked, when errors are found, if any. It is her awareness that the first steps in teaching self-control should be subordinated to. Word error is understandable to everyone, including first-graders, and, it would seem, does not need special consideration. However, being the object of search and analysis during self-examination, the error, as it were, passes into another "weight category" - it acquires the status of a concept. It is well known that it is easier to understand a concept if its introduction is motivated. What motive may be due to the inclusion of the concept error in the field of view of younger students? Let's try to figure it out. To do this, read the phrase below and appreciate the speed and ease of "making sense." " Advance thisplhopagdy.» Did you manage to understand right away that you have a line from a song to the words of E. Ryazanov “Nature does not have bad weather…”? What hindered the perception of what was written, made it difficult to understand it? Lots of graphical and spelling errors. The conclusion is unequivocal: for a written message to be understandable, it must be free from errors. The same conclusion is drawn by first-graders who are looking for an answer to the question "What does it mean to write correctly?" First, it turns out that "the correct letter is a letter without typos." The theme of the corresponding lesson is formulated in the same way. On it, students will learn what typos and typos are. It seems that it is clear why these two concepts were next to each other: both typos and misspellings are errors caused by inattention. In addition, they manifest themselves in the same way: omissions, substitutions, permutations of letters. The motivation for both terms is transparent, so children can deduce the meaning of each of them on their own. The reasoning begins with an excerpt from the childhood memories of V. Inber, who found an error in the book: “... In the line “Cockerel, cockerel, golden comb” was printed “comb”. In reporting errors made during print anii books, newspapers, magazines, given the name - about print ki, as well as information about special workers who look for and correct typos - proofreaders. (This information is not intended to be memorized.) First graders know from their own experience that errors are possible in notebooks, in pis handwritten text. The term is derived based on an analogy: print at - aboutprint ki;pis ah - .... When the guys tried themselves as proofreaders, they eliminated the “breakdowns” in the words from the exercises, to each of them are invited to make an important decision for themselves. The “through” hero Anton has already expressed his opinion: “But I like to write like that, because it’s funny. Isn’t it fun to write with typos?” Accept your personal The solution for first graders will be helped by the notes made in advance on the board: I want to make everyone laugh. Let me be well understood. The choice of each student will be told by his “own” proposal written off by him. However, the correct letter is a letter not only without typos, but also without errors. What is an error? "Every rule violation is a mistake." The guys come to the understanding of the concept by working with a “cunning” sentence invented by Anton: nasharik snarled the ball[Ibid]. Having corrected all the mistakes, listed the rules of writing that Anton violated, the first graders are already ready to answer the question: what does it mean to write correctly? The answers of the guys are compared with the answers of the authors of the textbook:
A constant return to the idea that errors and omissions make it difficult to understand what is written will form a more responsible attitude of children to written speech. And this allows us to hope that the desire for competent writing will become conscious, and self-control will become purposeful and motivated. The student who wants to be understood will check his notes in such a way that they are free from both errors and slips of the pen. Although the textbook “To the Secrets of Our Language” does not provide for the obligatory memorization of information about proofreaders and does not involve teaching children a strict distinction between slips and errors, the importance of this information and the corresponding skills cannot be underestimated. And that's why. When forming self-control, operations to detect slips and errors are divorced: after all, their appearance is provoked by various reasons. This is reflected in special handout points that guide students in various writing situations. Recall that in the textbook "To the secrets of our language" there are several reminders that accompany schoolchildren from the 1st to the 4th grade. It means, first of all, memo 4 « How to write without mistakes?”, which is transformed, supplemented as children master spelling, grammar, etc. But one thing remains unchanged: the function performed by the memo is to be a guide to spelling. There are two important points in this memo. The first is related to the permission to leave the “window” in place of the found spelling; it is a signal of an unresolved (but conscious!) task and a realized one - along the way letters - self-control. (After all, before the “window” appeared, the student needed to track his own actions step by step: evaluate each sound in the word; decide whether he can be “trusted”; determine which rule to act on; finally, set the boundaries of his own knowledge about how to solve the problem and opportunities to apply them.) The second key point of the memo is the point Check (work as a proofreader) that orients children to the implementation final self-control. What operations, according to the memo, does the action of checking what is written fall apart?

read the syllables - are there any typos; find all the spellings again; where possible, explain the choice of letters and decide if there are any mistakes; is - correct; in doubt - put over the letter ? .

The part of the memo devoted to self-examination acquires this form by the end of the first quarter of the 2nd grade. At earlier stages, the same actions are performed based on memo 2 And 3 . (The first of them “works” until the reception of writing “with windows” is introduced, the second - at an intermediate stage, when students are required to write with the omission of all orthograms, including those in the place of which they know the letter or can determine it with using a rule or a dictionary.) The point directing the action of the final self-control prescribes the execution of operations: Check:

read the syllables and listen to yourself - are all the sounds correctly indicated; mark dangerous places.

As you can see, each option provides, first of all, finding slips. They are identified subject to the obligatory condition: to read what is written in an undertone, in a whisper (in the early stages of learning), then to yourself, but always in syllables. The syllable-by-syllable method of reading involves slowing down the reading process and fixing the child's attention on whether each sound is indicated by its own letter. Students are also allowed to help themselves by highlighting syllables with a pencil. The next step in self-checking is to look for spelling errors. There is only one way to find them - once again analyze the words for the presence / absence of spelling in them. This is possible if the student firmly knows their identifying features. Then follows the determination of the correctness or incorrectness of the selected letter. How to do it? Redefine the type of spelling, i.e. find out what rule it is for, and then apply this rule - solve the spelling problem. And from these positions, evaluate the letter chosen when writing, or, if the letter has not yet been selected and a “window” has been left in its place, “close” it. As you can see, the writer repeatedly goes through all the stages of solving the spelling problem: from setting it up to choosing a letter in accordance with the rule. At the same time, he, as it were, rises to a new turn of the spiral: he analyzes the result from the height of a twice (and possibly more) performed orthographic action. As a result, the student either finds a mistake, crosses out the wrong spelling and corrects it, or continues to be in doubt (not sure that he correctly determined which morpheme the spelling is in, does not know how to act, etc.) and expresses them by putting over letter ? . Almost the same actions are provided for when writing off based on memo 1(with the only difference that the child still needs to compare dangerous places in the notes on the board or in the book and at home). Let us pay attention to such an essential detail: no matter what memo schoolchildren work on, they must carry out self-examination, as they say, “with a pencil in their hands.” Why? The formation of any mental action must "begin with the use of various means of materialization." That is why the methods of fixing the results of the check are obligatory: syllabic arcs (at the initial stages of learning), a dot under the letter ( . ) to denote all orthograms; a question mark over the letter (?) to highlight questionable spellings (if already written). Is there any reason for the teacher to expect that such a laborious procedure of self-control will be effective? Certainly. The learning effect is achieved due to the fact that speech-motor, auditory, and visual analyzers are simultaneously included in the work. Together, they provide a flexible synthesis between the components of the spelling action, and therefore contribute to the successful development of the spelling skill as a whole. In addition, if the test is carried out according to the described technology (with an indication of all spellings, repeated oral checks and question marks in case of doubts), the teacher will receive complete information about the degree of formation of all spelling skills among students. Above, we talked about the fact that students need not only to be taught, but also accustom carry out a self-check. And then it will be possible to expect that the habit of consciously controlling the correctness of writing will provide the ability not only to find and correct incorrect spellings, but also to prevent their occurrence. But what to do if the error nevertheless appeared, but was not noticed by the student during the check? This question is equally acute for both the student and the teacher, since everyone must respond to an error: the teacher - by correcting, and the child - by what we traditionally call work on mistakes. The actions of one and the other, although they pursue a common goal (to detect incorrect spelling), have different content. The authors of the textbook "To the Secrets of Our Language" believe that the correction of errors in children's work should be teaching: "... this is not a simple statement of the fact "knows / does not know, knows how / does not know how", but one of the elements learning which should help to each the student to improve his knowledge and skills. How to achieve this? First of all, the teacher needs to think about ways to correct mistakes. The generally accepted way - to cross out the wrong spelling and correct it - does not contribute to educating children in a critical attitude towards what is written. After all, in fact, the teacher found for a student spelling, determined its type, chose and wrote the correct letter in accordance with the prescriptions of the rule. What editing methods to choose so that they work for the formation of all spelling skills proper, including the ability to consciously control the correctness of the letter? It is clear that with this approach fixes should pass into a different quality - become a way showing errors. We restrict ourselves to listing the techniques suggested by the authors of the textbook "To the secrets of our language":

underline the letter, place in the word or the whole word where the violation was made; underline the word, highlight the misspelled morpheme in it; underline the word in which there is an error, and indicate the morpheme containing the incorrect spelling in the margins with a conventional sign; write the correct letter in the margins, write the correct letter in the margins, put an error sign in the margins, and next to it - an indication of the morpheme or part of speech. mark only the line where you need to look for an error;

indicate the page number on which the rule is formulated, the recommendation is given.

To choose a method of correction and "hints", it is necessary to take into account a number of factors: the student's capabilities, the nature of the mistake made, the moment of learning, etc. With this approach, the teacher's help becomes targeted, since it takes into account the level of preparation of each child and provides him with the gradual formation of the necessary skills. The foregoing determines the organization of the work on errors in the class itself. It is desirable that, having received a notebook, the student, relying on the marks made, corrected the mistakes (those that the teacher suggested to him, and did not correct). In order for students to have a clear idea of ​​what needs to be done to work through each mistake, it is wise to offer a checklist to provide guidance to them. One possible option might be:

Find the error (if it is not shown). Determine in which part of the word the mistake was made; if this part is not highlighted, mark it. Write out the word with a "box" in place of the letter that is chosen incorrectly. Decide which rule to apply. Follow the steps and insert the letter. Go back to the text where the error was and correct it.

In the 3rd and 4th grades, the third point of the memo will change: if the error is in the ending, write out the word along with the one on which it depends; if in another part of the word, write out that one word. In place of the wrong letter, leave a "window". As you can see, the prescriptions of the memo strictly correspond to the structure of the spelling action, thanks to which the memo acquires a universal character: it is suitable for working on errors for any rule. Therefore, there is no need, as is traditionally accepted, to include in it a list of operations prescribed by each rule, especially since this material is on the pages of the textbook. How to organize the work in the lesson in order to maximize the learning potential of working on mistakes? You will get a possible answer if you get acquainted with the technology of its implementation, developed taking into account the specifics of the textbook "To the secrets of our language" by S.M. Blues (see g. "Primary School" 2004 - No. 8). So let's sum it up. 1. For self-control to be effective and conscious, it is necessary to provide motivation for its implementation: if you want your entry to be understandable, you need to write without errors and typos. 2. Younger students need to be taught to control not only result spelling action (written word), but also move its implementation. The results of self-control in the course of writing are reported by "windows" in place of the missed spellings. 3. The actions that make up the process of final spelling self-control (checking) include: a) identifying all the spellings of the recorded text; b) definition of varieties of orthograms; c) delimitation of spellings, in the correctness of which I am sure, from those that are in doubt; c) applying the rules to questionable spellings; d) if necessary, correction. 4. Schoolchildren need not only to be taught, but also to be taught to carry out these actions. To achieve this goal, special reminders serve. Following their instructions, schoolchildren gain experience in performing the necessary operations every lesson, as a result of which the ability to consciously control the correctness of what is written is formed. 5. To increase the learning effect of working on errors, it is necessary to specifically choose the way they are shown, not limited to a simple correction. Taking into account these provisions, we hope, will help the successful formation of the ability to check what is written, without which there cannot be a full-fledged spelling skill. 3. Correction of specially made mistakes as necessary spellingical exercise, the conditions for the success of its application. What's happened ortho graph, I think, no need to explain. A kako graphics? These terms are opposite in meaning. If όρθος translated from Greek - correct, then κάκος – bad, stupid. How do these words and the phenomena behind them (spelling and misspelling) relate to our theme of developing the ability to consciously control the correctness of writing? Let's try to figure it out. It is well known that the skill of literate writing is not developed immediately. On the long way of its formation in children, mistakes are inevitable. Scientists have long thought about the question: is it possible to make a mistake useful in teaching literate writing, and if so, how to achieve this? The practice of teaching, the research of methodologists give a positive answer to the first part of the question: the possibility of using "negative material" (L.V. Shcherba's expression) and its positive impact on the development of spelling skills have been proven today. However, in methodological science there are discrepancies regarding the conditions that must be observed so that the incorrect spelling presented to students for one purpose or another would not harm the emerging spelling skill. The technique, which involves finding and correcting errors by the student, is quite widely presented on the pages of a number of modern manuals and textbooks of the Russian language, but is presented in various methodological options. The specificity of each of them is due to the authors' ideas about the role of cacography in the formation of spelling literacy, their attitude to the use of erroneous entries as didactic material. So, in the "Reference Guide" O.V. Uzorova, E.A. Nefedova tasks such as "correct mistakes" are actively used. Here is an example from the manual for the 3rd grade (No. 227): The earth blew cold. The sar tore leaves from foxes and oak forests and crushed them along the paths. The Birds began to gather in flocks. Sa took pas gyrfalcons and flares for the high Mountains for the blue marya in warm countries . While we refrain from commenting on the methodological literacy of the presentation of “negative material”, we will limit ourselves to stating the facts: in this text there are 33 words, which account for 27 errors, mainly related to the spelling of unstressed vowels, the spelling of prefixes and prepositions, as well as the use of a dividing soft sign. And although they are evenly spaced (they are present in almost every word), the perception of the text is extremely difficult due to the fact that the appearance of a number of words has been changed beyond recognition. In addition, some of the punctuation marks are missing in the text, which also complicates the task of the writer. The recommendations of a number of methodologists (I.V. Borisenko, M.P. Tselikova, and others), which are found on the pages of the periodical press, can be characterized as cautious. For tasks on finding and correcting errors, it is proposed to use homophones, i.e. words that sound the same, but differ in spelling and, of course, in meaning. So that children can identify errors, it is recommended to include words in such sentences, where their various lexical meanings will appear clearly: Mother tried on fighters. Purchased shoes need to be reconciled. Children, write to the cinema. Children hurry up this offer. and so on. . If the words of each pair are removed from the context, they will appear before the children in an “unspoiled” form. Thus, the imprinting in the memory of students of a distorted spelling appearance of words is excluded. The purpose of using this kind of tasks, according to methodologists, is to contribute to the development of spelling vigilance. However role kakografichesky (in other terminology - proofreading) exercises in teaching literate writing is much wider. “Firstly, it helps students develop a communicative motive that defines spelling as a “tool” of speech activity: you need to write in such a way that others understand you. Secondly, it allows you to convince students of the need to study the rules: without following the rules, you cannot correctly formulate your thoughts in writing. Thirdly, it makes it possible, in joint activities with students, to develop the composition and sequence of operations of self-control actions aimed at preventing violations of spelling norms ... ". No less, but rather more important, is the question of which conditions must be observed in order to fully realize the learning potential of tasks aimed at finding and correcting specially presented errors, and not violating the “do no harm” principle. Such conditions were identified and formulated by T.V. Koreshkova. Being limited by the scope of the article, let's name the most important ones: 1. Performing corrective exercises should be an integral part of the overall system of work on the formation of conscious spelling actions among younger students. Their place is before acquaintance with the rules of writing to motivate their study and, mainly, after a solid assimilation, to teach self-control. 2. Corrective exercises should be performed in the system: a) begin with the correction of graphic errors and extend to spelling; b) begin with collective work and be transferred to independent work only when students learn the general method of testing. 3. The wording of the task for independent work should guide the correct actions of students: indicate the sequence of operations and their content. 4. It is necessary to ensure the mandatory correction of all errors presented, moreover, in a way that draws attention specifically to the editing (for example, with chalk or a paste of a different color). 5. The stages in the presentation of erroneous material must be observed: first, spellings that violate one rule, and then several; words first, then sentences and texts. 6. The submitted material should not exceed 8 - 12 separate words or a text of 25 - 30 words, which should not contain more than 4 - 6 errors; they should not be concentrated at the end of the text. 7. Proofreading exercises proper should be supplemented with tasks for finding and eliminating errors in the sequence and content of operations performed when checking what is written, which is necessary for the formation of a conscious self-control action. Of course, the question arises: is there any experience of observing these conditions when developing assignments that involve finding and correcting specially made mistakes? Yes, there is such an experience. As you may have guessed, these conditions are taken into account by the authors of the textbook "To the secrets of our language." It presents numerous examples of children's mistakes, since "teaching graphic and spelling self-control begins with correcting not one's own, but other people's mistakes - it is easier to find someone else's than one's own" The page says a special sign: ! in the fields, which sharpens the attention of children, increases their vigilance. It is decoded like this: Attention: there are errors!» . To illustrate the observance of methodical gradualness when using "negative material", let's show one of the actual proofreading exercises of the 1st grade textbook:
As you can see, these records violated the norms of graphics, in particular, the rules for indicating the softness of consonants. Separate words are proposed for correction, their number does not exceed the norm (8 - 12 words). Note: the task is formulated in such a way that the attention of first-graders first focuses on correct writing, and only then sent to search for errors. In addition, material fixation of the results of the check is provided: a +, errors are corrected in the way shown. And so that undistorted images of each word are deposited in spelling memory, students are invited to write them down Right, acting on memo 2 “How to write down your thoughts and words?”, The last paragraph of which just provides for the verification of what is written. Error is a multifunctional phenomenon. It is interesting to us as an indicator of the student's incorrect actions at one stage or another of solving a spelling problem. Therefore, along with the ability to control the result (writing a word), it is necessary to form the ability to track the process of achieving it, in other words, to exercise operational control. And then we can expect that the developed ability to consciously check what is written will provide an opportunity not only to find and correct already made mistakes, but also to prevent their occurrence. As is probably clear from all that has been said, the lecture on the formation of spelling self-control in primary schoolchildren is not accidentally presented as the last one - it, like the ability to exercise self-control itself (during writing and after its completion), is of a generalizing nature. Paraphrasing one of the theses of the textbook "To the secrets of our language", we can say: a full-fledged meaningful spelling training is a full-fledged spelling self-control. Check how you learned the material. 1. Look through all the lectures worked out and reveal the meaning of the thesis: full-fledged conscious spelling training. 2. Remember Seryozha Tsarapkin, who thought about how to write an adverb unbearable. Determine whether he is checking the result or the process of achieving it? 3. Prove that the reception of writing with "windows" (see lecture 2) is a way to teach children to self-control, carried out as they write. 4. Explain the educational meaning of the methods of correcting and showing errors in students' notebooks mentioned in the lecture. Illustrate how a differentiated approach to students can be provided. 5. What information about the causes of errors, as well as in general about the level of spelling training of schoolchildren, can a teacher receive if, when writing the text, they marked: a) all spellings with dots; b) question marks - doubtful? 6. Return to task 227 from O.V. Uzorova, E.A. Nefyodova. Taking into account the conditions that ensure the positive impact of the “negative material” on the development of spelling skills, evaluate the methodological literacy of the presentation of the material in this task. Literature 1. Aleshkovsky Yuz. Black-brown fox. - M .: Children's literature, 1967 2. Blues S.M. Work on mistakes. Textbook M.S. Soloveichik, N.S. Kuzmenko "To the secrets of our language". - Beginning school - 2004. - No. 8 - P. 40 - 45 3. Borisenko I.V. Teaching junior schoolchildren spelling on a communicative basis. - Beginning school - 1998. - No. 3. - P. 40 - 41 4. Koreshkova T.V. Reception of cacography: possibilities and conditions of application. - Beginning school - 2000. - No. 6. - P. 38 - 43 5. Koreshkova T.V. Use of incorrect spellings when teaching self-examination. - Beginning school - 2003. - No. 6. - P. 82– 86 6. Soloveichik M.S., Kuzmenko N.S. To the secrets of our language: Grade 1: Russian language textbook for a four-year elementary school. - 3rd ed., revised. - Smolensk: Association of the XXΙ century, 2005 7. Soloveichik M.S., Kuzmenko N.S. To the secrets of our language: Methodological recommendations for a textbook-notebook on the Russian language for the 1st grade of a four-year elementary school. A guide for the teacher. - 3rd ed., revised. - Smolensk: Association of the XXΙ century, 2004.8. Soloveichik M.S., Kuzmenko N.S. To the secrets of our language: Guidelines for the textbook and workbooks on the Russian language for the 2nd grade of a four-year elementary school. A guide for the teacher. - 3rd ed., revised. - Smolensk: Association of the XXΙ century, 2004.9. Talyzina N.F. Formation of cognitive activity of younger students. - M .: Education, 1988 10. Uzorova O.V., Nefedova E.A. Reference book on the Russian language: 3 cells. (14). - M.: AST: Astrel, 2005 11. Tselikova M.L. Kakograficheskie spellings in the lesson of the Russian language. - Beginning school - 2003. - No. 6. - P. 86 - 88

1 Ramburs - V international trade– payment for the purchased goods through the bank

2 Collection normative documents. Russian language. / Comp. E.D. Dneprov, A.G. Arkadiev. - M .: Bustard, 2004, p.12.

3 And in the following we mean nouns of the 1st, 2nd, 3rd declension, so the type of declension is not indicated