Spelling ras grew rasch. Spelling of roots. Certificate for active participation in working to improve the quality of education together with the Infourok project

Goals and objectives:

consolidate the rule of spelling roots -rast-, -rasch-, -ros-; repeat the spelling of the roots –lag-, -lozh-; spelling roots with verified and unchecked unstressed vowel; develop the ability to find words with a studied spelling, the skill of writing words with specified roots;
develop students’ memory and thinking, coherent speech skills;
cultivate a love of nature and interest in the Russian language.

Equipment:

Laptop.
Multimedia projector.
Microsoft PowerPoint Presentation ( Annex 1)
Textbook “Russian language grade 5” by T.A. Ladyzhenskaya and others.
Individual cards with multi-level tasks.

During the classes

1. Organizational moment.

Soon the snow will melt, the rivers will be free of ice, and boats will be able to sail. Today we will again go to the Land of Words to visit the well-known Sovunya and take a river trip with her. During the trip, we will review roots with an alternating vowel and the spelling of roots with an unstressed vowel. (slide 1)

2. Checking homework.

Before we set off, let's check if we have completed everything at home.

Homework is checked at different levels.

1 group Students do independent work on a card using words from homework: write down in columns words with an alternating vowel in the root and words with an unstressed vowel in the root.
2nd group students insert the missing vowels in the same roots on the card.

Then a joint check is carried out.

Oral survey:

What determines the spelling of vowels in the roots –lag-, -lozh-? In the roots -grow-, -grow-, -grew-?

How to check for an unstressed vowel at the root of a word?

Is it possible to check roots with alternating vowel stress? Why?

3. Consolidation.

1) -We are going on a journey along the Grammar River. Notice how clear the water is. What plants can be seen at the bottom? (slide 2)

(seaweed)

What roots are found in this word?

Insert the letters and explain their spelling (on the interactive whiteboard).

(In clear water you can see algae thickets.)

What grows along the banks of the river? (slide 3)

(reed, cattail)

Pay attention to how the word is spelled cattail. Explain the spelling in the word reed

Make up and write down a sentence with this word.

(Tall reeds grow near the shore.)

What root with an alternating vowel did we come across? Explain its spelling.

2) - After we looked into the depths of the river and examined the banks, now let’s look around.

What grows on the shore? (slide 4)

(apple tree)

Look how beautiful the apple tree has grown. The sun warms it, and the apples on it ripen. And how they keep up, we will read about this in the poem “Apple Tree” (slide 5).

A student reads a poem.

R_sti, r_sti apple tree
Come on!
Blossom, blossom apple tree
Bloom!
Golden sun,
Gray hotter!
Grow some apples
Hurry up!
R_sla, r_sla apple tree
Pod_sla.
Blossom, blossom apple tree
Father
The apple tree tore off
Your outfit
And the apples ripened
For the guys.

Insert the missing letters and commas, explain the spelling.

What spellings did you work on?

Write down only those sentences where there are roots with an alternating vowel. Select them and indicate the spelling.

3) - We admired the apple tree, now we can sail further. The sun shines brightly. What is that glittering on the shore in the waves? (slide 6)

(bottle)

And there is a letter hidden in the bottle. I wonder what's in this letter? (slide 7)

This is a letter from the guys. Let's read it.

The garden has grown.

We have a garden in our yard. He was raised by the kids in our house. At first the yard was bad. Only barely noticeable grass grew near the fence. Then we planted trees and flowers and began to grow them.

The first shoots appeared. We protected every plant. Flowers grew before our eyes. The trees grew noticeably. Our yard has become green, and the garden is growing and becoming prettier.

Indeed, to grow a good garden, you have to work hard. And to remember how to do this, we will work with the text.

Where was the kindergarten? Who raised him?

What did the yard look like at first?

What did the guys do to change the yard?

How did the garden grow?

Find words that contain roots with an alternating vowel. Name the roots.

(grown, grew, grow, sprouts, plant, grew, grew up, growing)

Let’s read the text again and retell it, remembering where each word is.

But these are not simple stones, but grammatical ones. Under every stone there is a word.

Distribute these words into 2 columns: roots with an alternating vowel and roots with an unstressed vowel.

(bank, laid, current, river, grows, settle down, garden, grew)

Let's check if we distributed the words correctly.

5) The stones have been removed, you can go home. Look, Sovunya is meeting us. (slide 9). She wants to ask something.

4. Lesson summary.

What spelling obstacles did you encounter today? Is it possible to check the alternating vowel at the root of a word by stress?

You did a good job today.

5. Homework.

Do the work on the card. (slide 10)

The spelling at the root of a word is a topic discussed in the 5th grade of school. However, one can often find the erroneous use of roots with alternating vowels. What is the reason why it is difficult to write, for example, the roots -zar-/-zor- or -rast-/-rasch-/-ros-? The rule that is proposed in the school spelling course is aimed more at memorizing information than at its logical and etymological explanation. The matter becomes more complicated if the rule contains exceptions - words without explanation for memorization. The moneylender Rostislav from Rostov in a coat that is too big is almost a complete list of exception words from the rule discussed below.

Formal rule. Roots -grow-, -grow-, -grew-

The rule succinctly makes it clear that the spelling -o- is used with the final -s- in the root, while the choice of the spelling -a- is responsible for two options: - st and - shch. The correct choice of vowel in this case is the basis for successful mastery of the Russian language, since the question concerns a morpheme of primary importance - the root. The word, the first building element of language, rests on it.

Why is it difficult to choose the right spelling? The reason is that the vowel being modified is in an unstressed position, and therefore there is a need to formulate a rule for the roots (-rast-, -rasch-, -ros-). However, simply memorizing the norms of a language will not always be successful, unlike a logical explanation, which is easier to remember.

Historical features

The fact is that the alternation of roots was a consequence of the mixing of two languages: Old Russian, the pre-literate language of Rus', and Old Slavonic, the language of church books. The first includes words with the root s -o- (teenager, tall, undergrown), the second - with -a (plant, grow, grow).

In modern linguistics, there is a tendency to unify the root by creating a common semantic nest with the main spelling -a-. In this case, the support for mastering the spelling will be a formal rule. However, there is an assumption that words with different spellings are fundamentally derived from different, although the same root words.

Words with the root -ros- are closest to the past tense form of the verb “to grow,” for example, “he grew.” If you look carefully at the entire semantic nest of these words, you will notice the abundance of past participles and nouns with the meaning of an action that has already taken place (adult - who has already grown up, porosl - has already grown up).

For roots with the phoneme -a- the word-producer will be the verb “grow”: age, plant.

Exceptions

However, not everything is so simple with the roots -rast-, -rasch-, -ros-: the rule does not affect all words with an unstressed spelling at the root, since there are exceptions. They are not very difficult to remember if you look at them in more detail. Rostov and Rostislav belong to the category of proper names that do not obey the general laws for common nouns.

There are also exceptions to -growth-, which can be explained logically and through the relationship with the word “growth”: usurer (one who gives money at interest, that is, “in growth”), for growth (that is, for future greater growth) and sprout (a young plant that has just begun to grow).

It is worth remembering when memorizing not only the spelling -rast-, -rasch-, -ros-: the rule is suitable from a formal point of view. Only a more detailed and extensive study of the problem will give a chance to find an adequate explanation of the rule of interest. Provided that the memorized material is logically and historically justified, it will be easier to perceive and memorize.

ORTHOGRAPHIC DICTIONARY

To main

Spelling words using letters from A before I look at the list of letters >>>

The most important spelling rules.

Spelling of roots.

12. Roots with verifiable vowels. In order not to make a mistake in the spelling of an unstressed vowel, you need to change the word so that this vowel is stressed: povr e child vr éd, teacher A fuck teacher A there, prib. I well prib. I no.

Note. When applying this rule, remember the following:

a) Vowels after sibilants and ts are written on the basis of special rules (see paragraphs 9, 10, 11).

b) The spelling of an unstressed vowel cannot be checked using imperfective verbs -yat , -ive , in which under stress instead of the root O happens often A : Tue O bird Tue A peek, n O sit n A sew, and so on.

13. Roots with unverified vowels. The spelling of vowels in many words cannot be checked by stress: With O tank, V O bastard, V A trash and etc.; You should look up such words in a dictionary and remember their spelling.

14. Roots with alternation O A. To spell some roots with alternation A O The following rules should be noted:

a) At the root braid cas (braid nudge cas get on) is written A -A- : cas-a-tsya, cas-a-telny, at- cas-a-tsya, But: at- braid-well, at- braid-n-ovenie.

b) At the root lodge lag (before lodge it before lag at) is written A , if the root is followed by a suffix -A- : from- lag-a-t, WHO- lag-a-t, at- lag-a-telial, But: from- lodge-ing, WHO- lodge-it, at- lodge-ing.

c) At the root clone clan (By clone clan to be) under stress can be and O , And A O : on clone yat, on clone come, With clone education, By clone education.

d) At the root creation creature (creation quality creature b) under stress can be and O , And A , but without accent it is written only O : creation ez, with creation go, creation education.

d) At the root mountains gar (mountains eat behind gar , on gar ) letter A happens under stress; written without accent O : mountains education, behind mountains at, behind mountains there are, behind mountains fir.

f) Root float pilaf spelled with a letter O only in two cases: pilaf ec, pilaf sneeze, in other cases it is written A : With float lie, float Nick, By float OK, float ounce (bug), float teaching(Remember the word pl s Woons subsoil layers saturated with water).

g) At the root zar - star (dawn - dawn - dawn) without stress is written only A: h A rya, s A rnitsa, s A roar, oz A bark, oz A rhenium.

h) At the root growth - height (grow - grew) without emphasis before st And sch is written A (ext. A style, age A st, nar A becoming, growing up A puppy, wed A tion); before With without follow-up T is written O (ext. O s, exp O sshiy, vodor O sly, nedor O sl).

Exceptions: p O drain, r O stockman, R O stov, R O stislav; negative A sl, neg A left.

i) Root equal- It is mainly written in words that are related in meaning to “equal” (“same”): R A numbered, R A pre-valued, Wed A understand, all R A clearly, and also in the words: R A opinion, R A pay attention, R A listening, since then A got involved, R A vnina; root exactly It is mainly written in words related in meaning to “even” (“smooth”, “straight”), for example: R O heed(tracks), other O heed(flower beds), etc., ur O ven, R O yay.

dictionary.liferus.ru

Alternating vowels rast-, ros-, rasch- in the root of the word

Fundamentally r a st- And r about s- choice of letter writing "A" or "O" depends on the presence of consonants in the root "st" And "sch".

Fundamentally growth-/growth-/growth-/growth vowels are most often unstressed, for example:

r a wall - grown - grown out - drain - pore.

But you should not check them with stress, as is most often done with unstressed vowels at the root, since vowels a//o are alternating.

These alternating roots arose historically as a result of the influence of the Old Church Slavonic language:

root grew- is originally Russian, and the root grow-/expand-- Old Slavonic.

In writing words with these roots, we will use the spelling rule:

Spelling words with the root ras-/rasch-

So, to select a letter "A" or "O" in the roots in question, you only need to look carefully at the word and notice the presence of the indicated combination of consonants in it "st" And "sch", for example:

vyr a st u - grown;

r about sli - vyr about sli.

Let's select the letter in the same way "A" in writing words:

in the morning the paths began to appear;

sprout on time;

to imitate a daughter;

the flowers began to bloom;

aged actor;

a growing rumble;

germinated seed;

grown crop;

extension.

Without rain, grass does not grow (proverb).

A Christmas tree grew in the forest on a mountain; its needles were silver in winter.

The icicles have been melting all day, although they are melting - they are growing, they have become almost to the ground. That's how much you've grown! (Elena Trutneva).

Spelling words with the root ros-/rost-

In words with the root ros-, which is not followed by letters "st" And "sch", select a letter "O":

A forest mountain ash tree has ripples growing right on the path.

We stand for two or three minutes, as if rooted to the spot: blue forget-me-nots, forget-me-nots have bloomed (E. Trutneva).

Exceptions:

All derived words retain the specified spellings, for example:

sprout - sprouts, sprout, sprout, growth;

usurer - usurer, usurer, usurer, usury.

In early spring, a seed will fall from a spruce tree into moist soil and sprout. A small sprout will appear. He will give life to a new tree (G. Skrebitsky).

Video lesson “Alternating vowels in the roots ROS, RAST, RASCH”

russkiiyazyk.ru

Letters “O and A” in roots with alternating -rast-, -rasch-, -ros-

Goals and objectives:

consolidate the rule of spelling roots -rast-, -rasch-, -ros-; repeat the spelling of the roots –lag-, -lozh-; spelling roots with verified and unchecked unstressed vowel; develop the ability to find words with a studied spelling, the skill of writing words with specified roots;
develop students’ memory and thinking, coherent speech skills;
cultivate a love of nature and interest in the Russian language.

Equipment:

Laptop.
Multimedia projector.
Microsoft PowerPoint Presentation ( Annex 1)
Textbook “Russian language grade 5” by T.A. Ladyzhenskaya and others.
Individual cards with multi-level tasks.

During the classes

1. Organizational moment.

“Soon the snow will melt, the rivers will be free of ice, and boats will be able to sail.” Today we will again go to the Land of Words to visit the well-known Sovunya and take a river trip with her. During the trip, we will review roots with an alternating vowel and the spelling of roots with an unstressed vowel. (slide 1)

2. Checking homework.

— Before we set off, let’s check that we have completed everything at home.

Homework is checked at different levels.

1 group Students do independent work on a card using words from homework: write down in columns words with an alternating vowel in the root and words with an unstressed vowel in the root.
2nd group students insert the missing vowels in the same roots on the card.

Then a joint check is carried out.

Oral survey:

— What spellings did you work on?

— What determines the spelling of vowels in the roots –lag-, -lozh-? In the roots -grow-, -grow-, -grew-?

— How to check an unstressed vowel at the root of a word?

— Is it possible to check roots with alternating vowel stress? Why?

3. Consolidation.

1) -We are going on a journey along the Grammar River. Notice how clear the water is. What plants can be seen at the bottom? (slide 2)

— What roots are found in this word?

— Insert the letters and explain their spelling (on the interactive board).

- Make up and write down a sentence with this word.

(In clear water you can see algae thickets.)

—What grows along the banks of the river? (slide 3)

- Pay attention to how the word is spelled cattail. Explain the spelling in the word reed

(Tall reeds grow near the shore.)

- What root with an alternating vowel did we come across? Explain its spelling.

2) - After we looked into the depths of the river and examined the banks, now let’s look around.

— What grows on the shore? (slide 4)

Look how beautiful the apple tree has grown. The sun warms it, and the apples on it ripen. And how they keep up, we will read about this in the poem “Apple Tree” (slide 5).

A student reads a poem.

R_sti, r_sti apple tree
Come on!
Blossom, blossom apple tree
Bloom!
Golden sun,
Gray hotter!
Grow some apples
Hurry up!
R_sla, r_sla apple tree
Pod_sla.
Blossom, blossom apple tree
Father
The apple tree tore off
Your outfit
And the apples ripened
For the guys.

— Insert the missing letters and commas, explain the spelling.

- Write down only those sentences where there are roots with an alternating vowel. Select them and indicate the spelling.

3) — We admired the apple tree, now we can sail further. The sun shines brightly. What is that glittering on the shore in the waves? (slide 6)

“And there’s a letter hidden in the bottle.” I wonder what's in this letter? (slide 7)

- This is a letter from the guys. Let's read it.

We have a garden in our yard. He was raised by the kids in our house. At first the yard was bad. Only barely noticeable grass grew near the fence. Then we planted trees and flowers and began to grow them.

The first shoots appeared. We protected every plant. Flowers grew before our eyes. The trees grew noticeably. Our yard has become green, and the garden is growing and becoming prettier.

- Indeed, to grow a good garden, you have to work hard. And to remember how to do this, we will work with the text.

-Where was the kindergarten? Who raised him?

—What did the yard look like at first?

— What did the guys do to change the yard?

— How did the garden grow?

— Find words that contain roots with an alternating vowel. Name the roots.

(grown, grew, grow, sprouts, plant, grew, grew up, growing)

- Let’s read the text again and retell it, remembering where each word is.

- But these are not simple stones, but grammatical ones. Under every stone there is a word.

- Distribute these words into 2 columns: roots with an alternating vowel and roots with an unstressed vowel.

(bank, laid, current, river, grows, settle down, garden, grew)

- Let's check if we distributed the words correctly.

5) The stones have been removed, you can go home. Look, Sovunya is meeting us. (slide 9). She wants to ask something.

4. Lesson summary.

— What spelling obstacles did you encounter today? Is it possible to check the alternating vowel at the root of a word by stress?

Spelling of roots -rast- (-rasch-) – -ros- and -lag- (-lozh-). 5th grade

Target: master the content of the studied spelling rules and algorithms for their use. Apply knowledge and skills in the field of morphemics and word formation in spelling practice.

Formation of UUD:

Cognitive meta-subject skills

Use spelling rules to solve spelling problems.
Reproduce text taken under dictation, observing spelling standards.
Be able to work with an explanatory dictionary.
Be able to explain the reasons for errors, correct them, and give your own examples.

Communicative meta-subject skills

Relying on phonetic, morphemic-word-formation and morphological analysis when choosing the correct spelling of a word, come to a common decision in joint activities.

Regulatory meta-subject skills

Plan your activities in the lesson, carry out self-testing of written texts.
Observe basic spelling norms in written speech, evaluating other people's and own speech statements from the point of view of compliance with their communicative requirements and language norms.
Correct speech deficiencies.

Stage of motivation (self-determination) for educational activities

Students are asked to solve two rebus.

As a result, the following words are written in students’ notebooks and on the board:

– By what rules do we write these words?

Development of "I - concept"

Stage 2 (slides 6, 7, 8)

The stage of updating and recording an individual difficulty in a trial action

– Name the words from the home exercise that are written with the letter a at the root. Comment on your choice.
– Name the words from the home exercise that are written with the letter o at the root. Comment on your choice.

Difficulty. Problematic situation.

Spelling 5-minute. Fill in the missing letters. Discuss in pairs.

Fascinating beauty
Make...give a wish
The sky is in the stars
Pre-baked pie
Make an effort
Children are growing up

It’s just at this stage that we formulate the topic of the lesson and write it down in a notebook.

Formed UUD

Development of cognitive interests, educational motives

Finding different ways to solve problems

Stage 3 (slides 9, 10, 11)

The stage of discovering new knowledge, primary consolidation with pronunciation in external speech, it is possible to work with a dictionary.

Let's think!

- Here are cards with groups of words.
Observe when these words are written O, and when A.

Draw a conclusion.
(Work in pairs)

Card 1

The letters o-a in the root -lag- - -false-

Suggestion A go - sentence O live
Sl A expected – sl O life
Adj A go - adj O life

Card 2

The letters o-a in the root -rast-(-rasch-) - -ros-

ra st- ra st tion
-ra sch— vra sch established
-ro With— early With whether

Exceptions: otra With l, ro st ok, ro st sheep worker, Ro st ov, Ro st Islav, podro st forged, grown Art.

Based on the study of patterns in the spelling of words, students verbally formulate two spelling rules, then the teacher suggests checking them with the wording given in the textbook. In the process of work, it may be necessary to interpret the words “money lender”, “industry”. As a rule, fifth graders cannot explain their meaning. Therefore, the next stage of work could be working with an explanatory dictionary, as a result of which students make up sentences with the words “loan shark”, “industry”.

Industry– a separate field of science and production.
Moneylender- one who lends money at high interest rates.
Finding the necessary information to solve educational problems using educational literature
Structuring knowledge
Using speech to regulate one's actions

Stage 4 (slides 12, 13)

Stage of independent work with self-test according to the standard

Students are asked to complete the following task on the card (work in pairs)

Insert the missing letters:

1) vent,
2) lie down,
3) clause,
4) offer,
5) lay down,
6) presentation,
7) lie down,
8) half_g,
9) move_live,
10) position,
11) lie down,
12) assume
13) adjective,
14) growth,
15) grow_sti,
16) branch,
17) moneylender,
18) r_stock,
19) sub_sli,
20) pros_sti,
21) grown,
22) dear_sti,
23) fertility ,
24) age,
25) nature.

Ability to negotiate and come to a common decision in joint activities
Finding the necessary information to complete training using educational literature

Stage 5 (slide 14)
Stage of inclusion in the knowledge system and repetition

Define "third wheel"

attach, catch, reconcile;
complicate, put, presentation;
grow, shake, expound.

The game “The Third Wheel” allows students not only to repeat the rules they have learned, but also to realize the need to distinguish between roots with alternation and roots with a tested unstressed vowel. In addition, students remember such an important skill for the formation of spelling skills as the ability to correctly identify morphemes.

Formed UUD

Development of the “I Concept”
Mastery of dialogical form of speech.
Squeak of various ways to solve problems
Structuring knowledge

Stage 6 (slide 15)

Reflection stage of educational activities in the lesson

At this stage, students are asked to recall the stages of mastering spelling rules and apply new knowledge when solving the next spelling problem presented on the slide. At the same stage, the teacher interviews the students about how they worked in pairs, asks them to talk about the positive aspects of joint activities and what difficulties the students experienced, the students fill out a success card and hand it over to the teacher.

Historical features

Alternating vowels rast-, ros-, rasch- in the root of the word

Fundamentally growth-/growth-/growth-/growth vowels are most often unstressed, for example:

These alternating roots arose historically as a result of the influence of the Old Church Slavonic language:

root grew- is originally Russian, and the root grow-/expand-- Old Slavonic.

Spelling words with the root ras-/rasch-

r about sli - vyr about sli.

Let's select the letter in the same way "A" in writing words:

in the morning the paths began to appear;
aged actor;
extension.

A Christmas tree grew in the forest on a mountain; its needles were silver in winter.

A forest mountain ash tree has ripples growing right on the path.

We stand for two or three minutes, as if rooted to the spot: blue forget-me-nots, forget-me-nots have bloomed (E. Trutneva).

Exceptions:

sprout - sprouts, sprout, sprout, growth;

In early spring, a seed will fall from a spruce tree into moist soil and sprout. A small sprout will appear. He will give life to a new tree (G. Skrebitsky).

russkiiyazyk.ru

24. The letters o – and in the roots -lag- / -lozh-, -ros- / -rast- (-rasch-). Rules

In the root -lag- / -false- in place of an unstressed vowel
the letter a is written before g,
before z - the letter o:

In the root -ros- / -rast- (-rasch-) in place of an unstressed vowel
the letter o is written before the c,
before st, sh – letter a:

grew - plant - increment.

industry, sprout, growth, moneylender,

Rostov, Rostislav and words derived from them.

Problems on the topic “The letters o - and in the roots -lag- / -lozh-, -ros- / -rast- (-rasch-)”

To express, to settle, assumption, position, to arrange, to settle, to settle, position.

Grow, Rtislav, growth, grown, Rstov, grow, shoot, drain, grown, branch, algae, fly off.

Floor to live on the table, grew up in the village, summary, make an effort, think presumably, branch of knowledge, younger age.

Suggested answer, postpone until tomorrow, difficult position, tree sprouting, placing hopes, seaweed, offering help, arrangement of rooms, noise increased.

Insert the missing letters.

grow up, growth, adult, mature, age, grow, shoot, germinate, grow, grown, thicket.

To lay things down, an urgent matter, mineral deposits, the floor above the bed, lay out a mosaic, sprouting roots, indoor plants, growing in the sand, outgrowing peers, an old moneylender, steel paths.

school-assistant.ru

Gerere24.ru

Roots grow grew rule

The spelling at the root of a word is a topic discussed in the 5th grade of school. However, one can often find the erroneous use of roots with alternating vowels. What is the reason why it is difficult to write, for example, the roots -zar-/-zor- or -rast-/-rasch-/-ros-? The rule that is proposed in the school spelling course is aimed more at memorizing information than at its logical and etymological explanation. The matter becomes more complicated if the rule contains exceptions - words without explanation for memorization. The moneylender Rostislav from Rostov in a coat to grow - this is an almost complete list of exception words from the rule discussed below.

Formal rule. Roots -grow-, -grow-, -grew-

For roots with the phoneme -a- the word-producer will be the verb “grow”: age, plant.

Fundamentally r a st- And r about s- choice of letter writing "A" or "O" depends on the presence of consonants in the root "st" And "sch".

r a wall - grown - grown out - drain - pore.

But you should not check them with stress, as is most often done with unstressed vowels at the root, since vowels a//o are alternating.

In writing words with these roots, we will use the spelling rule:

r about sli - vyr about sli.
sprout on time;
a growing rumble;
germinated seed;
grown crop;
extension.

The icicles have been melting all day, although they are melting - they are growing, they have become almost to the ground. That's how much you've grown! (Elena Trutneva).

In words with the root ros-, which is not followed by letters "st" And "sch", select a letter "O":

Roots grow grew rule

Why is it written “grow” if the test word is “growth”?

In the Russian language there is a rule regarding unstressed roots “-ros-” and “-rast-“. So, in roots without T “-ros-” it is written O, and in roots with T “-rast” - A.
Examples: grow, tall, plant.
Exceptions: Rostok, Rostov, Rostislav, branch.

A rule from the category of spelling roots with alternating vowels. In roots with alternating vowels growth, expansion And grew- The vowel “a” is written before the subsequent combination “st” or “sch”. In all other cases, the vowel “o” is written. Exceptions to this rule are the words Rostov(including surname and derivatives from it), moneylender, sprout, industry, name Rostislav.

Height is not a valid word! There are two spellings here: grow - roots with alternation. Growth - tested unstressed vowels in the root.

All unstressed vowels of the root are divided into verifiable (we check with stress), unverified (memorize), alternating (we apply the appropriate rule). The rule is passed correctly. The list of exceptions or special words goes on: for example, the word “teenage”. According to the rule - a. According to the same rules, you cannot check. And we write O. In the lists of exceptions, this word is also usually not mentioned.

This is the alternation of vowels in the root “ros”/”rast”. See Rosenthal's reference book: Spelling Root Vowels -> Alternating Vowels:

Fundamentally growth – grew- written a before the subsequent combination st(also before sch), in other cases it is written O: grow, growth - grown, thicket, shoot.

Exceptions: industry (although no cm); sprout, sprout, moneylender, Rostov, etc. (although there are cm).

§ 35. There are roots in which the writing of letters in place of unstressed vowels does not correspond to the general rule, but is subject to tradition. These include the following roots with alternating vowels.

1. Roots with letters a and o.

gar - mountains In place of the unstressed vowel, the letter o is written, although under the stress - a, for example: burn, scorch, burn out, burn out, tanned, burnt out, combustible; but: soot, tan, soot, fumes. Exceptions (gar without emphasis): residues, izgar, burnt, cinder (along with the cinder variant).

zar - zar. In place of the unstressed vowel, a is written: dawn, lightning, glow, illuminate, illuminate, illumination, robin (bird), lightning; under stress - a and o, cf.: glow, radiant, radiant and zori (plural of the word dawn), zorka, zorenka, zoryushka, zorya (military signal, usually in the expression to beat or play zorya).

cas - braid This root is written a if the root is followed by a; in other cases it is written about: Wed. touch, touch, touch, tangent, touching, but touch, touch, contact, inviolable (the vowel of the root does not occur under stress).

clan - clone. In place of an unstressed vowel it is written about, for example: bow, bow, bow, bow, deviate, bow, bow, bow; under stress - o and a: cf. bow, bow, bend, inclined, inflexible and bow, bow, bow.

speck - crop. The letter o is written without emphasis in words with the meaning ‘to cover with drops, splashes’: sprinkle, sprinkling (from sprinkle), sprinkling, sprinkled, sprinkling; the letter a - in words with the meaning ‘to cover with small specks, dots’: speckled, speckled (from krápat meaning ‘to cover with speckles, apply speckles’), interspersed. Under stress - only a: speck, speck, speck, intersperse, interspersed, speck.

lag - log - lie. In place of the unstressed vowel before g it is written a, before z - o, for example: to set out, impose, assume, attach, decompose, urgent, delay, vagina, adjective, term, versifier, but: lay down, lay out, put aside, put, sentence come to life , attach, presentation, position, sentence, versification, cover, side. The emphasis is always about: tax, pledge, forgery, forged, put, put. In the word polog, where the root -log- is no longer distinguished in modern language, o is written without stress before g.

poppy - mok - moch. In place of the unstressed vowel, the letter a is written before k in words meaning ‘dip, immerse in liquid’: dunk, dunk, dip; the letter o - in words with the meaning 'to become wet': to get wet, to get wet, to get wet, to get wet (in the rain), in words derived from wet (for example, wet, sputum, sputum, wood lice) (under the stress - in the words wet, get wet, get wet, get wet, etc.), and in words with the meaning 'to dry with something. absorbing moisture’: get wet, get wet, blotter, blotter. Before h there is always the letter o, for example: wet, wet, wet, soaked (cf. under stress: wet, soaked; for verbs in -ivat like wet, soak, see § 34, note 2).

pay - sing (in the verb pay and words with the same root). Without stress it is written a: solder, solder, solder, soldering iron, etc. Under stress - a and o: cf. sealed, sealed, soldered, soldered and soldered, soldered.

swim - swim. Without stress it is written a: floating, fin, float, float (grass; beetle; water possum), float (beetle), float (bird), float, float, afloat, float; but: swimmer and swimmer with the letter o. Under stress - only a: swim, timber rafting.

Note. In the word quicksand (soil) the letter s is written, as in other words derived from the verb swim - swim: float, swim up, blur, etc.

equal - equal The letter a is written in words related in meaning to the adjective equal 'same', for example: equate (someone with someone), equal (something or with someone. ), equalize, equalize, compare (s), comparison, equalize (in something), equalize (count), equalize, level (for example, lines - 'make equal in length'), equalize, equalize, equalize, equal, equivalent, equal, balance, equinox, equal, equal.

The letter o is written in words related in meaning to the adjective smooth ‘smooth, straight, without unevenness’, for example: level (bed, road surface), level, level, level, level (make even, smooth, straight).

However, in words equal, coeval, related in meaning to equal, the letter o is written; in the word plain, related in meaning to equal, there is the letter a. In words with an unclear relationship, the following are written: the letter a - in the verb equate (in a line, during formation) and the words derived from it equal, equate, level (in line); the letter o - in combination the hour is not equal, in the word level.

different - different In numerous complex words with the first part, heterogeneous (various, multilateral, disparate, etc.) the letter a is written without stress, in the word separately - the letter o. Under stress - a (different, difference, differ) and o (discord, disparate , scattered).

ros(t) - ras(t) - rasch. In place of an unstressed vowel it is written: a) before s (without a subsequent t) - the letter o: grew, grew, grew, grown, thicket, shoot, algae, undergrowth; exception - industry and its derivatives (industry, inter-industry, diversified); b) before st - the letter a, for example: grow, grow, grow, grow, grow, grow, grow, grow, germinate, grow, grow, increase, increase, age, plant, vegetation, wild; exceptions: sprout, growth, usurer, outgrowth, outgrowth, outgrowth, outgrowth, outgrowth, teenage (along with the variant teenage); c) before u always a, for example: grow, grow, grown, increase, build-up, fusion.

Under the stress before s (followed by t and without it) - only o, for example: growth, growth, outgrowth, teenager, overgrowth; grew, overgrown, grown up, tall, wild plants.

jump - jump - jump - jump. If the root ends in k, then in place of the unstressed vowel the letter a is written, for example: gallop, gallop, gallop, gallop, jump rope, gallop, on a gallop, gallop, although under the stress - o, for example: gallop, gallop, rebound, jump, jump (about -ivat verbs like jump, see § 34, note 2).

If the root ends in h, then the letter a is written in the forms of the verb skakat and verbs derived from it (for example: I jump, jump, jump, jump, jump, jump, jump), as well as in the elephant jump (the forms of the same verbs are used to check - e.g., jump, jump, and derivatives of jump, gallop); letter o - in prefixed verbs ending in -skochit (for example: jump up, jump up, jump up, jump out, jump out, jump out, jump off, jump up) and in the word upstart (check - with forms of the same verbs, except jump out: jump up, jump off, etc.) P.).

Wed: I'll skip (a hundred miles), proskachi (forms of the verb to skip, will skip) and proskoch', skip (forms of the verb to skip, will slip); I’ll jump up, jump up (forms of the verb podskakat, podskakʹet approach jumping’) and jump up, jump up (forms of the verb jump up, jump up ‘with a quick movement to approach someone or rise sharply’).

creation - creature. In the words create, creation, creator, created, get up, etc., the letter o is written without emphasis; under the emphasis - not only about (creative, creativity), but also a (creature, created). In the word utensil, where the root -tvar- is no longer distinguished in modern language, a is written without stress.

2. Roots with letters i and e.

shine (k, t) - shine - shine. In place of the unstressed vowel, the letters i and e are written: i - before st with the subsequent stressed a, for example: shine, shine, shine, shine, brilliant, shine; e - in other cases, for example: sparkle, sparkles, shiny, sparkling, sparkle, sparkle, sparkle, sparkle, reflection, sparkle, sparkle, sparkle, sparkle. Under stress - e and e: shine, shine, shining; sparkle, sparkle, sparkle, glitter.

vis - weight. In place of the unstressed vowel, a letter is written in the verb hang (hang, hang) and its derivatives (hang, hang, etc.), as well as in prefixed verbs with the common part -hang: hang, hang, hang, etc. (cf. under stress: hang, hang, hang); letter e - in the words hang out, signboard, suspended, suspended, in weight (cf. under stress: hang, hang, hang).

lip - lep. In the words stick, stick, etc., the letter i is written in an unstressed position (cf. under the stress: sticky, stick), and in the words sculpt, stick, stick, etc. - the letter e (cf. under the stress: sculpts , stick, modeling).

sid - se(d). In place of an unstressed vowel, the following are written: the letter i - before the soft consonant d - in the verb sit (sit, sat) and its derivatives (sit, sit, sit, sit, sit, etc.); the letter e - before the hard d: saddle, saddle (in the latter in the plural - e: saddles), saddle, seat, sedal, sit, sit, press, squat, assessor, chairman, and also - before the soft d - in derivatives from the word saddle (saddle, sedelnik, cheresedelnik, sedeltse). Under the stress - and and e, for example: sitting, imprisonment, assiduous; sit down, sit down, village, homebody, fidget, hen, squat; in the forms of the verb sit down and prefixes - also a (in the letter I): sit down, sit down, sit down.

Note 1. For the writing of vowel letters i and e in verbal roots with a fluent vowel, see § 36.

Note 2. In verbs with a common part - take (e.g., occupy, pester, embrace, take away, lift, remove, understand, appease), which correspond to the perfect verbs of - take (occupy, accept, raise, understand, appease and etc.), written after n in place of an unstressed vowel, the letter i; the same in the verb to take out (cf. sov. view take out). In some verbs of this group, the unstressed vowel of the root can be checked by stress and in forms such as take away, lift, remove (these are forms of verbs in -nyat), rarely - in derivative words: snapshot, in an embrace.

Note 3. The letter and in place of an unstressed vowel is also written in the root of the verbs to conjure and curse. In the corresponding verbs of the perfect form and other words with the same root, the letter l is written (both in an unstressed position and under stress): curse, curse, curse, curse, curse, curse, etc.

Letters “O and A” in roots with alternating -rast-, -rasch-, -ros-

develop students’ memory and thinking, coherent speech skills;

Equipment:

Laptop.
Multimedia projector.
Textbook “Russian language grade 5” by T.A. Ladyzhenskaya and others.

During the classes

1. Organizational moment.

Before we set off, let's check if we have completed everything at home.

Homework is checked at different levels.

Then a joint check is carried out.

Oral survey:

What determines the spelling of vowels in the roots –lag-, -lozh-? In the roots -grow-, -grow-, -grew-?

Is it possible to check roots with alternating vowel stress? Why?

(Tall reeds grow near the shore.)

What root with an alternating vowel did we come across? Explain its spelling.

What grows on the shore? (slide 4)

A student reads a poem.

Insert the missing letters and commas, explain the spelling.

What spellings did you work on?

Write down only those sentences where there are roots with an alternating vowel. Select them and indicate the spelling.

Indeed, to grow a good garden, you have to work hard. And to remember how to do this, we will work with the text.

Where was the kindergarten? Who raised him?

What did the guys do to change the yard?

How did the garden grow?

(grown, grew, grow, sprouts, plant, grew, grew up, growing)

But these are not simple stones, but grammatical ones. Under every stone there is a word.

(bank, laid, current, river, grows, settle down, garden, grew)

Let's check if we distributed the words correctly.

What spelling obstacles did you encounter today? Is it possible to check the alternating vowel at the root of a word by stress?

Rules for root growth

Roots -rast-, -rasch-, -ros-: rules of use

The rule succinctly makes it clear that the spelling -o- is used with the final -s- in the root, while the choice of the spelling -a- is responsible for two options: - st and - sch. The correct choice of a vowel in this case is the basis for the successful development of the Russian language, since the question concerns a morpheme of primary importance - the root. The word, the first building element of language, rests on it.

Exceptions

ORTHOGRAPHIC DICTIONARY

To main

Spelling words using letters from A before I look at the list of letters >>>

The most important spelling rules.

Spelling of roots.

Note. When applying this rule, remember the following:

a) Vowels after sibilants and ts are written on the basis of special rules (see paragraphs 9, 10, 11).

14. Roots with alternation O A. To spell some roots with alternation A O The following rules should be noted:

g) At the root zar - star (dawn - dawn - dawn) without stress is written only A: h A rya, s A rnitsa, s A roar, oz A bark, oz A rhenium.

Exceptions: p O drain, r O stockman, R O stov, R O stislav; negative A sl, neg A left.

vyr a st u - grown;
to imitate a daughter;
the flowers began to bloom;
extension.
Without rain, grass does not grow (proverb).

Spelling words with the root ros-/rost-

All derived words retain the specified spellings, for example:
usurer - usurer, usurer, usurer, usury.
Video lesson “Alternating vowels in the roots ROS, RAST, RASCH”

russkiiyazyk.ru

Goals and objectives:
consolidate the rule of spelling roots -rast-, -rasch-, -ros-; repeat the spelling of the roots –lag-, -lozh-; spelling roots with verified and unchecked unstressed vowel; develop the ability to find words with a studied spelling, the skill of writing words with specified roots;
cultivate a love of nature and interest in the Russian language.
Microsoft PowerPoint Presentation ( Annex 1)
Individual cards with multi-level tasks.
2. Checking homework.
1 group Students do independent work on a card using words from homework: write down in columns words with an alternating vowel in the root and words with an unstressed vowel in the root.
2nd group students insert the missing vowels in the same roots on the card.
How to check for an unstressed vowel at the root of a word?

3. Consolidation.

1) -We are going on a journey along the Grammar River. Notice how clear the water is. What plants can be seen at the bottom? (slide 2)

What roots are found in this word?

Insert the letters and explain their spelling (on the interactive whiteboard).

Make up and write down a sentence with this word.

(In clear water you can see algae thickets.)

What grows along the banks of the river? (slide 3)

Pay attention to how the word is spelled cattail. Explain the spelling in the word reed

2) - After we looked into the depths of the river and examined the banks, now let’s look around.

Look how beautiful the apple tree has grown. The sun warms it, and the apples on it ripen. And how they keep up, we will read about this in the poem “Apple Tree” (slide 5).

3) - We admired the apple tree, now we can sail further. The sun shines brightly. What is that glittering on the shore in the waves? (slide 6)

And there is a letter hidden in the bottle. I wonder what's in this letter? (slide 7)

This is a letter from the guys. Let's read it.

We have a garden in our yard. He was raised by the kids in our house. At first the yard was bad. Only barely noticeable grass grew near the fence. Then we planted trees and flowers and began to grow them.

The first shoots appeared. We protected every plant. Flowers grew before our eyes. The trees grew noticeably. Our yard has become green, and the garden is growing and becoming prettier.

What did the yard look like at first?

Find words that contain roots with an alternating vowel. Name the roots.

Let’s read the text again and retell it, remembering where each word is.

Distribute these words into 2 columns: roots with an alternating vowel and roots with an unstressed vowel.

5) The stones have been removed, you can go home. Look, Sovunya is meeting us. (slide 9). She wants to ask something.

4. Lesson summary.

Spelling of roots -rast- (-rasch-) – -ros- and -lag- (-lozh-). 5th grade

Target: master the content of the studied spelling rules and algorithms for their use. Apply knowledge and skills in the field of morphemics and word formation in spelling practice.

Formation of UUD:

Cognitive meta-subject skills
Use spelling rules to solve spelling problems.
Reproduce text taken under dictation, observing spelling standards.
Be able to work with an explanatory dictionary.
Be able to explain the reasons for errors, correct them, and give your own examples.
Communicative meta-subject skills

Relying on phonetic, morphemic-word-formation and morphological analysis when choosing the correct spelling of a word, come to a common decision in joint activities.

Regulatory meta-subject skills
Plan your activities in the lesson, carry out self-testing of written texts.
Observe basic spelling norms in written speech, evaluating other people's and own speech statements from the point of view of compliance with their communicative requirements and language norms.
Correct speech deficiencies.

Stage of motivation (self-determination) for educational activities

Students are asked to solve two rebus.

As a result, the following words are written in students’ notebooks and on the board:

– By what rules do we write these words?

Development of "I - concept"

Stage 2 (slides 6, 7, 8)

The stage of updating and recording an individual difficulty in a trial action

Difficulty. Problematic situation.

Spelling 5-minute. Fill in the missing letters. Discuss in pairs.

Fascinating beauty
Make...give a wish
The sky is in the stars
Pre-baked pie
Make an effort
Children are growing up

It’s just at this stage that we formulate the topic of the lesson and write it down in a notebook.

Formed UUD

Development of cognitive interests, educational motives

Finding different ways to solve problems

Stage 3 (slides 9, 10, 11)

The stage of discovering new knowledge, primary consolidation with pronunciation in external speech, it is possible to work with a dictionary.

Let's think!

- Here are cards with groups of words.
Observe when these words are written O, and when A.

Draw a conclusion.
(Work in pairs)

Card 1

The letters o-a in the root -lag- - -false-

Suggestion A go - sentence O live
Sl A expected – sl O life
Adj A go - adj O life
Card 2

The letters o-a in the root -rast-(-rasch-) - -ros-
ra st- ra st tion
-ra sch- vyra sch established
-ro With- early With whether
Exceptions: otra With l, ro st ok, ro st sheep worker, Ro st ov, Ro st Islav, podro st forged, grown Art.

Based on the study of patterns in the spelling of words, students verbally formulate two spelling rules, then the teacher suggests checking them with the wording given in the textbook. In the process of work, it may be necessary to interpret the words “money lender”, “industry”. As a rule, fifth graders cannot explain their meaning. Therefore, the next stage of work could be working with an explanatory dictionary, as a result of which students make up sentences with the words “loan shark”, “industry”.
Industry– a separate field of science and production.
Moneylender- one who lends money at high interest rates.
Finding the necessary information to solve educational problems using educational literature
Structuring knowledge
Using speech to regulate one's actions
Stage 4 (slides 12, 13)

Stage of independent work with self-test according to the standard

Students are asked to complete the following task on the card (work in pairs)

Insert the missing letters:

1) vent,
2) lie down,
3) clause,
4) offer,
5) lay down,
6) presentation,
7) lie down,
8) half_g,
9) move_live,
10) position,
11) lie down,
12) assume
13) adjective,
14) growth,
15) grow_sti,
16) branch,
17) moneylender,
18) r_stock,
19) sub_sli,
20) pros_sti,
21) grown,
22) dear_sti,
23) fertility ,
24) age,
25) nature.
Ability to negotiate and come to a common decision in joint activities
Finding the necessary information to complete training using educational literature
Stage 5 (slide 14)
Stage of inclusion in the knowledge system and repetition

Define "third wheel"
attach, catch, reconcile;
complicate, put, presentation;
grow, shake, expound.
The game “The Third Wheel” allows students not only to repeat the rules they have learned, but also to realize the need to distinguish between roots with alternation and roots with a tested unstressed vowel. In addition, students remember such an important skill for the formation of spelling skills as the ability to correctly identify morphemes.

Formed UUD
Development of the “I Concept”
Mastery of dialogical form of speech.
Squeak of various ways to solve problems
Structuring knowledge
Stage 6 (slide 15)

Reflection stage of educational activities in the lesson

At this stage, students are asked to recall the stages of mastering spelling rules and apply new knowledge when solving the next spelling problem presented on the slide. At the same stage, the teacher interviews the students about how they worked in pairs, asks them to talk about the positive aspects of joint activities and what difficulties the students experienced, the students fill out a success card and hand it over to the teacher.