Dictation "testing myself" as a means of developing students' spelling vigilance. To develop spelling skills, check the dictation written by the student and mark all spellings.
Methodology for conducting dictations in the Russian language in different classes
Dictation is a type of exercise where the student writes down words, sentences or texts that are perceived by ear. Methodology for conducting dictations in primary school and in older ones there are several significant differences. It is also worth keeping in mind that there are several types of dictations, for each of which separate methodological recommendations have been developed.
Types of dictations
All dictations can be divided into two large groups: training and control. The first group includes selective, dictionary, distribution, creative, free, warning, reconstructed, graphic, dictations by analogy, etc.
These same types of dictations can also be used as controls. But most often, full dictation (without changing the text) and dictations with a grammar task are chosen for control. For control dictations, a coherent passage of text is usually chosen from work of art, and in high school you can choose a text from scientific article or the media.
How to conduct a dictation in elementary school
Firstly, it should be taken into account that for each class there is a required minimum and maximum of words that must be present in the text. All standards are similarly described in the requirements of the State Standard for each year of study.
Secondly, the dictation text is selected taking into account the studied spelling patterns and rules. It is advisable to distribute all spellings evenly throughout the text, since students most often make mistakes at the beginning of the dictation and at the end. There should be no more than three words with unstudied spellings in the text!
Operating procedure:
1. Statement of the purpose of the dictation. Here it is necessary to focus students’ attention on the spellings that will be used in the dictation.
2. Reading of the entire text by the teacher.
3. Explanation of unfamiliar words (if any are encountered).
4. Writing words with unstudied spellings on the board.
5. Reading the text while writing. The teacher reads each sentence twice: the first time - to understand the meaning of the sentence, the second time - for recording. You should not be allowed to write while the reading of the sentence has not yet been completed.
6. At the end, the teacher reads the entire text again, but this time the pauses between sentences need to be increased so that students have time to check the spelling of all words or fill in the missing ones.
If a sentence is too long and difficult to hear, it should be read in parts. All unstudied punctograms are pronounced by the teacher.
You need to read the text loudly, pronouncing each word clearly. But! "Hints" are not allowed: for example, you cannot read "someone or milk." You need to read, observing the rules of pronunciation, but without deliberately distorting the phonetic sound of words.
To find out how much time is enough to write one sentence, you can select one student from a class with average performance and use it as a guide.
How to conduct a dictation in grades 5-7
When conducting control dictations in middle and high schools, the lesson plan remains the same. What is given above. Only the number of words and the complexity of the text change.
In middle grades, control dictations can be complicated by more extensive grammatical tasks. During the same period of training, free dictations, dictations based on a picture, and creative ones should be introduced. This will make it possible to diversify the types of control.
One of the good and non-standard options for writing a control dictation is relay. Its essence is that students are warned long before the test that the dictation will be taken from the material that they will study over a certain period of time. Practice shows that after such a warning, students are much more attentive to doing exercises, both in class and at home. Still would! The dictation will be taken from the textbook.
However, it is worth warning in advance that the relay dictation will be assessed much more strictly than the usual one, since the text is already familiar.
How to conduct a dictation in grades 8-9
Starting from the 8th grade, teachers try to start preparing for the GIA. And since during the exam you will need to write a presentation, for dictations they are increasingly choosing the type that involves retelling the text in your own words. This could be a dictation based on a picture, a letter from memory, a dictation with elements of presentation.
By this time, the volume of studied spellings increases so much that it is necessary to carefully select texts in order to focus on new rules, but, at the same time, consistently repeat all the topics covered.
In order to increase interest in learning and at least slightly relieve the stress load on students, which covers them even when just saying the word “Dictation”, you can conduct a prepared dictation - a competition - once every quarter. Its essence is as follows:
The teacher gives in advance a list of difficult words that need to be studied, a list of rules that will be used in the dictation, words whose meanings need to be clarified in dictionaries. Next, the preparation of students begins. They can compose vocabulary dictations themselves, dictate to each other, working in pairs or groups, check themselves, identify errors, and explain the rules. Practice shows that after such preparation, the results of the control dictation improve noticeably, and the material is better absorbed.
How to conduct a dictation in grades 10-11
By this period, students should already have mastered the technique of writing all types of dictations, which gives the teacher the opportunity to vary tasks and combine types of dictations. In high school there is no longer any point in conducting the usual dictation according to the scheme: dictation-writing. Since graduates are prepared for final exams(where, by the way, writing an essay is required), then it is better to choose all dictations in grades 10-11 those that involve working with text.
A good option is free or creative dictations. They will not only determine the level of proficiency in spelling and punctuation skills, but also the student’s ability to freely express the text in his own words.
Another option is dictations with language analysis. It is carried out as usual. But then comes analytical work with the text. Those. after the dictation, the teacher asks a number of questions regarding the language of presentation, expressive linguistic means, images, style of speech. It turns out that after the dictation, students need to write part of the test in their own presentation. This will allow you to check how freely students can express their thoughts and how much they know the terminology.
Sections: Russian language
Test work (most often a control dictation) carried out in school, give the teacher a general picture of the state of students' spelling and punctuation literacy.
Naturally, the controlling function comes first in test work; in the process of writing, the student is placed in such conditions that he must write in all cases: both when he is sure that he is writing correctly, and when he is not sure about it. Nobody is interested in his doubts.
But in the interests of teaching, it is important for the teacher to identify all these doubts; it is important to have a picture of the true level of knowledge of students.”
This type of work is the “Testing Myself” dictation, the main purpose of which is to identify students’ doubts when writing and teach them to doubt when they are faced with spelling.
A large number of people who doubt the writing of a particular spelling is a signal to the teacher that they need to continue working on this spelling, they need more training exercises, and it is premature to include it in the test.
Our task is to educate all schoolchildren, and to educate them well. It is very important that the teacher constantly has a clear idea of how all students have mastered the material, who is having difficulty with what, and who needs help. At the same time, the teacher’s help should be timely.
Usually, the teacher receives data on students’ mastery of spelling rules very late - when checking notebooks, during tests, when mistakes have already been made. In addition, the reasons why students made certain mistakes often remain unknown. Work on errors begins very late and does not always reach the goal.
In addition, the usual testing of students' knowledge using a control dictation does not make it possible to identify hidden errors in the form of accidentally correct spellings. And there are many of them, as evidenced by this fact, for example.
Students wrote a control dictation, the results of which were not reported to them. Two days later the same dictation was conducted a second time in the same class. The total number of errors in both cases was approximately the same.
But it is interesting that during the repeated dictation, approximately 50% of the errors made the first time disappeared, and in their place, the same number of new incorrect spellings appeared.
A different order of work was also used: after the first dictation, they worked on mistakes, and then gave a second dictation. The number of errors decreased, few students repeated their mistakes, but there were still quite a significant number of new errors.
The results always had one peculiarity: the better the work on errors was carried out, the fewer of them were made during repeated dictation, but the percentage of new errors increased.
How can you learn to promptly detect and prevent hidden errors? How to develop students’ ability to see spelling patterns, to see those places where a spelling error is possible when writing?
The solution to this problem is based on the methodology developed for the dictation “Testing myself.” Dictation began to be carried out both as a training (preventive and explanatory) and as a training and testing (control and explanatory) .
Conducted as a training dictation, “Testing Myself” allows you to prevent errors in the writing process.
Students receive instructions: skip those spellings that they doubt the spelling of, underline the place of the omission and write a question in the margins next to this line). This way errors are prevented.
After writing down each sentence, the teacher finds out who had questions during the writing process. At the same time, it is recommended to raise their hands not only for those who had a question at the time of recording and the spelling was missed, but also for those who only now discovered that they are not sure of the correctness of the written word or cannot explain the spelling.
The teacher sees how many students find it difficult to explain the writing, and asks other students to answer their friends’ questions. One of the students who did not raise their hand answers (that is, one of those who did not have a question and who, therefore, can explain the writing). Sometimes, with the help of the teacher, the student who asked the question can answer. If students cannot give a complete and clear explanation, the teacher clarifies their answers. When the spelling is explained and the answer to the question is received, students who missed the spelling form write it in, and those who made a mistake correct it.
If there are other spellings in which, in the teacher’s opinion, the students may be mistaken, then the teacher himself asks the question, although the students did not have this question.
For those who missed the spelling at the time of writing, the dictation is warning, and for those who corrected the mistake they just made, it is explanatory.
This is what a recording of one looks like: the same sentence from different students.
Before checking:
Early on a frosty morning I walk through the winter forest.
!(The student missed the spellings that made it difficult for him)
Early on a frosty morning I walk through the winter forest.
! (The student, having written the word early with a mistake, doubted the spelling and formulated a question. He did not notice the mistake in the word winter, he did not have any doubts.)
AFTER Check:
Early on a frosty morning I walk through a winter forest.
!(The student inserted the missing spellings and wrote without errors.)
Early on a frosty morning I walk through the winter forest.
! (The student corrected the mistake both when a question arose and when it did not arise.)
The educational dictation “Testing myself” can be carried out in almost every lesson: after studying new material, at the beginning of the next lesson during repetition, in lessons for consolidating generalized repetition as preparation for tests.
Depending on the nature of the spelling, a dictation can be dictionary (from words or phrases), consist of individual sentences or a small coherent text.
During lessons on consolidation and general repetition, the text for the educational dictation can be saturated with spellings in different rules, be large in volume.
Sometimes such a dictation takes up an entire lesson. But more often than not, the teacher, having discovered a good mastery of the material in certain sections, moves on to more complex types exercises, to work of a creative nature. The educational dictation “Testing Myself” allows you to organize effective teaching, helps the teacher to see how the material has been mastered, whether it is possible to move on to another topic or to other, more complex exercises, in particular to the educational-testing dictation “Testing Myself”.
The educational-testing dictation “Testing myself” does not make it possible to prevent mistakes, but it allows you to take into account the actual literacy of students even more accurately than the control dictation, while control is combined with training.
The methodology for conducting the training and testing dictation “Testing myself” is as follows.
Students write down the dictated text without missing spellings, but the spelling and punctograms are more doubtful for themselves, and are emphasized in the margins (question).
In the event that the dictation is carried out during the lesson or a significant part of it and the teacher intends to put grades for the dictation in the journal, additional formatting is introduced: in parentheses after the sentence, the student indicates the number of questions that arose in the process of writing this sentence: (?0) - no questions (zero), (? 1) - one question, etc.
FOR EXAMPLE: I came to a cliff and saw an excellent picture.
Having dictated the sentence and given the students time to think about their difficulties, the teacher walks between the rows of desks and checks whether additional documentation has been made of the number of questions in brackets. And only then are students allowed to ask questions out loud. Indicating the number of questions in brackets is necessary so that the student does not fill out questions after someone else has asked about a difficult spelling, and so that the degree can be accurately determined. spelling vigilance students (if such records are kept.). If, according to the method of teaching and testing dictation, a short text is written down, for which a separate assessment will not be given, indicating the number of questions for each sentence is not necessary.
As we can see, during the teaching and testing dictation “Testing Yourself,” mistakes are not prevented, but students’ abilities to independently find mistakes are developed.
The teacher, checking the notebooks, sees all the student corrections made both on his own and on other people’s questions, and can take into account the actual literacy of the class.
This type of work combines itself features both explanatory and control dictation.
Due to its peculiarities, a training-test dictation cannot be carried out after a topic that has just been studied. You need to give time to learn the rules, and when the teacher sees that there are almost no doubts about the writing (the educational-warning version of the dictation “Testing myself”), he moves on to the educational-testing version of the dictation.
The educational-testing dictation “Testing myself,” which occupies a small part of the lesson and usually does not require a separate assessment, can be carried out quite often both in lessons for studying new material and in lessons for consolidation and general repetition. The text outlined by the teacher for the dictation can be used first as a teaching text, then as a teaching-testing dictation, and finally as a test: the course of the lesson will tell you when to give a more difficult type of dictation.
In the lessons of consolidation and repetition, the teaching-testing dictation “Testing myself” can be designed for half a lesson or more, and in these cases it can be assessed. The vocabulary training-test dictation “Testing Myself” is also assessed, although it can only take 10-12 minutes of the lesson. Such dictations, at the discretion of the teacher, can be conducted four to five times a quarter.
Finally, the training and testing dictation “Testing myself,” covering a number of learned rules, can be designed for an entire lesson and carried out instead of a control dictation or precede it. In my practice, such a dictation “Testing myself” is carried out once or twice a day. quarter. It must be graded.
If students have already repeatedly written the dictation “I’m testing myself,” then for this dictation, conducted according to the teaching-testing method, two assessments can be given: the first mark is for work in the lesson, the second is for factual knowledge. In the class magazine, the mark is given as a fraction or assigned two columns with the inscriptions: “training”, “control” (i.e., grades are given for both training and control dictation). Our experience has shown that the declassification of the second assessment does not frighten students and does not worsen the quality of their work during dictation. At the same time, the requirements for students are gradually increasing. At first, when one mark is given, only errors left uncorrected are taken into account (if the dictation is carried out correctly, there are few of them from the very beginning). Then “5” is given only for work in which no errors are left and all corrections are related to the student’s personal questions: if no errors are left in the notebook, but all or part of the corrections are made on other people’s questions, usually “4” is given (" 3" can be given if there are many errors and all of them have been corrected based on someone else’s questions). In the future, these requirements remain in relation to the first assessment - for work in the lesson. The first grade is strictly reduced for errors left uncorrected if these spellings were discussed in class; For one such mistake I give a “3”, and in the future “2”, especially in cases where the student made few mistakes at all.
The second grade is given, as a rule, according to the norms of the control dictation, but at the same time all the mistakes actually made, both left to the teacher and corrected by the student themselves on their own and other people’s questions, are taken into account. Therefore, there may be significant differences in grades among some students. For example: the first grade is “5”, the second is “2” (5-6 spelling errors were made, but all of them are related to personal issues and were corrected by the student himself).
The first grade is “2”, the second is “4” (two spelling errors were made, this student had no questions, the errors were not corrected, although these spellings were sorted out in class).
During a dictation, the teacher can immediately emphasize in his text those spellings and punctuations that raise questions from students. Then the teacher’s text looks something like this: when checking the work, the teacher, as usual, marks in red in the margins with “sticks” and “checkmarks” the errors not corrected by the students, circling the errors made in the spellings for which questions were asked during the lesson. Having found “?” in the margins, the teacher looks to see which spelling is underlined and whether the correct or incorrect spelling is asked a question.
If the question is posed with the correct spelling, then there is no error: the mark for questions with the correct spelling is not reduced.
If a question is asked with an incorrect spelling, the teacher may reduce the grade.
In most cases, corrections by students of spellings they have not underlined are made in response to questions from friends, the teacher, or independently, after the questions have been asked.
All corrections and errors provide the teacher with additional information about the level of development of students' spelling vigilance. And the students themselves also see their success in this regard.
This is a technique for conducting a training and testing dictation “Testing myself” in its purest form. But types of dictations are often intertwined.
As can be seen from the above, the features of the “Testing Myself” dictation technique are expressed in the following:
- Students ask questions and receive answers, as a rule, after writing each sentence, and not when they write the entire text of the dictation. Thus, the resolution of students’ doubts is not delayed, but occurs immediately, and if similar spellings are found in the following sentences, students can write them correctly, thus indirectly preventing errors. at the same time, the issue of the volume of a dictation designed for an entire lesson is easily resolved: students will write as much as they have time (the text must be selected with some reserve).
- Errors are corrected in an organized manner: students must listen carefully to the question and the answer to it, then find in their work (the word being analyzed and, if a mistake is made, correct it; only after that, after waiting some time, the teacher allows them to ask next question. With such an organization of work, when rushing is eliminated and students are given time to detect and correct errors, it is possible to achieve that students have practically no uncorrected errors in spelling patterns that were studied in class.
- Since the teacher himself asks students about difficult spellings if they do not ask a question, it turned out to be possible to ensure that 80-90% of errors (and sometimes 100%) are corrected by the students themselves during the lesson.
Practice has shown that if the dictation is carried out methodically correctly, then even the first dictation is written relatively well by students (we do not mean actual literacy, but the teaching side of the dictation).
In the future, it turned out to be possible to extend the “Testing Yourself” dictation technique to other types of work: training, creative, preparatory.
Karaganda Regional Institute of Advanced Studies
and retraining of civil servants
and education workers
The role of dictations in development
students' spelling literacy.
Types of dictations
Karaganda 2011
Reviewer
M.I.Tompieva, Art. Lecturer at the Department of OGN IPK and PGS RO
Compiled by:
G.I. Sultanova, secondary school No. 48, teacher of Russian language and literature
students' spelling literacy. Types of dictations / Comp./
G.I. Sultanova Karaganda, 2011 18 p.
©IPK and PGSRO, 2011
©G.I. Sultanova, 2011
Explanatory note
IN modern school For the most part, children do not want to read, they are passive, indifferent, and inert. Hence poor literacy, poor reading, uninteresting speech. Like many teachers, I am concerned about the problem of students' writing. How can we reduce the number of errors? It’s good if a child feels intuitively and writes correctly, but there are only a few of them. There are more children who know the rules but write illiterately. The conclusion suggests itself: our children must know the rules and be able to apply them. What is the reason for the inept application of the rules? Apparently, due to the inability to see the required spelling.
Studies have shown that 15-45% of students independently determine spelling patterns. If you carry out systematic work, then 70-90%. Therefore, work on developing spelling vigilance should be carried out systematically, tirelessly, from lesson to lesson.
What should be done? What paths can be identified? How to solve the problem?
Spelling vigilance needs to be developed gradually, in the process of performing a variety of exercises that ensure visual, auditory, articular perception and memorization of spelling material.
So, a necessary condition The formation of a full-fledged and lasting spelling skill is the development of spelling vigilance, which consists of the ability to detect, see, notice and apply spelling.
Understanding the structure of spelling vigilance and creating conditions for its development make it possible to form more high level development of spelling vigilance in the majority of students, which affects literate writing and leads to a reduction in spelling errors. But while developing spelling vigilance, it is also necessary to diagnose and monitor the level of its development in a timely manner. Therefore, here it is necessary to carry out intermediate and final control work to monitor this. In this capacity, various types of dictations are offered.
About dictations
Based on their meaning, dictations are divided into control and educational ones.
According to the structure of the dictated text - consisting of words and phrases; from individual proposals; from a connected text, etc.
According to students’ perception of what is dictated – auditory, visual, visual-auditory.
According to the nature of the recording of the dictated text: 1) without changing the text; 2) with a change in what is dictated: a) selective, b) free, c) creative, d) graphic.
According to some features in the organization of the explanation of what was written: 1) warning; 2) explanatory; 3) commented during the writing process; 4) “checking myself.”
The teacher uses one or another type of dictation depending on the content of the grammatical topic being studied and the time of its study. So, for example, on initial stages When studying a topic, it is advisable to conduct dictations of an educational nature without changing the dictated text. Then it is useful to practice dictations that require students to be more independent - selective, graphic, dictations with entertaining elements.
At the final stage of studying a particular topic, it is advisable to conduct creative and free dictations.
And finally, as a result of studying a whole section or part of it, as well as at the end of the quarter and academic year, control dictations are carried out.
Ways to check dictations:
1) The teacher checks the dictations and then announces the results.
2) Dictations are checked collectively in the class by explaining difficult spellings using cut cards and passing commentary.
3) Self-test. This technique helps students develop self-control, attentiveness, and spelling vigilance. It consists in the fact that after the dictation, children are asked to check what they have written with the printed text and note the erroneous spelling of words in the margins.
4) Mutual verification. Children exchange works and check them, marking spelling and punctuation errors.
About some types of dictation in fifth grade
The fifth grade textbook contains texts that allow you to practice prepared dictations.
In order to effectively complete the work, both the teacher and the student must comply with certain requirements:
Dictation from memory
In order for children to successfully write a dictation from memory, careful preliminary preparation is necessary. Usually in the class a grammatical, spelling and punctuation analysis of the text intended for dictation is carried out from memory, i.e. learn the text by heart and learn to write it correctly. The latter requires completing a number of tasks at home: you need to write out words with difficult spellings from the text; repeat the necessary rules, etc.
On the appointed day, students write a dictation in class from memory. It is advisable to complicate this work with additional tasks, for example: to designate a particular spelling, parse a word according to its composition, draw a sentence diagram, etc. Such dictations are checked by the teacher (if the dictation is a control one), or the students themselves check what they have written (dictation with self-test).
Graphic dictation
Graphic dictation is practiced mainly when studying syntax and punctuation. The essence of this dictation is that schoolchildren do not write down what is dictated, but only schematically depict syntactic constructions included in the dictation. It is also advisable to encourage children to write out words with difficult spellings. In order to develop speech, it is useful to give a task to reproduce the content of a dictated text.
The technique for conducting this type of dictation is as follows:
1. The students have a goal: to listen carefully to the text and understand its content.
2. The teacher reads the text a second time. Students draw sentence diagrams and write down words with a certain spelling. All sentences are numbered both in the teacher’s text and in the students’ notebooks, for example:
| Sentences dictated by the teacher Carpenter Luka Aleksandrovich shouted: “Kashtanka, let’s go!” “Ivan Ivanovich, what’s wrong with you?” asked the owner of the goose. (A.P. Chekhov) | Recording in student notebooks |
|
| Words with difficult spellings 2.Asked | Sentence schemes 1.| |: "| oh,|!” 2. "| oh, |?"-| |. |
|
Vocabulary and spelling dictation
Vocabulary dictations, consisting of the most spelling-difficult words, develop spelling vigilance: during the dictation, students, ready for a spelling “trick” in each word, work especially carefully, try to find a difficult spelling, identify it and apply the rule. In addition, vocabulary and spelling dictations can be carried out more often than others, since they are small in volume and require less time than regular training or control dictations.
Firstly, vocabulary and spelling dictations are mainly composed of phrases (rather than words).
Secondly, vocabulary dictations are thematically consistent, which allows them to be used for work on the development of oral and writing students.
Average volume of vocabulary and spelling graphic dictation– 30 words (from 19 words at the beginning of the year to 35 words at the end of the year). The teacher can, at his discretion, increase both the number of words and the number of dictations, composing them taking into account the difficulties of students in a certain class.
There are great opportunities for using vocabulary and spelling dictations to work on the development of coherent speech among students. The material of many dictations essentially represents supporting words on the basis of which a coherent text can be compiled. The thematic choice of words suggests its direction. This material can be used to prepare oral and written expressions at home and in the classroom.
Students can compose dictations themselves, including in them those spellings in which they made mistakes, for example, in the next test. This task can be given individually (to one or more students) or to the whole class. In the latter case, it is good, after checking all the works, to dictate to the class the best one.
An interesting and useful type of exercise is for students to compile dictations for each other. Each of the neighbors at the desk is asked to compose a vocabulary and spelling dictation on those rules in which their friend made mistakes in a test or regular work. Then the students dictate the composed texts to each other and check them.
The vocabulary and spelling dictations of the textbook are the basis to which the teacher, based on the specific spelling preparation of the class, can make additions, taking into account certain working conditions in the class.
Dictation with entertaining elements
It is difficult to overestimate the importance of interest in the general system of studying the Russian language in the 5th grade. Elements of entertainment and playful moments that the teacher can use help to instill interest in children, develop their cognitive abilities, and make it easier, where possible, to complete difficult and complex tasks - this is only a means subordinated to the goals of learning and development of schoolchildren. Dictations with entertaining elements are not some special types of dictations, they are the same vocabulary, selective, from memory, pre-prepared dictations. Often the name itself determines the essence of the dictation, for example: “In two columns”, “Who is bigger and better?”, “Who knows the rule better?”, “Who will hold the chalk longer?”, “The fourth wheel”, etc.
Control dictation
As experience shows, it is advisable to somewhat “push back” the control dictation (grade 5), i.e. it should not be carried out immediately at the end of the section, but after 7-10 days (when a new section is already being studied).
Final control dictations should be carried out in a specific system.
1. Gradually increase the number of different spellings.
2. In the dictation, systematic repetition of all spellings should be ensured, but it is more appropriate to pay special attention to the most difficult cases.
3. As a rule, only 2-3 paragraphs should be included in one dictation.
4. Use words with unverifiable spellings and difficult spellings to supplement coherent texts.
5. The proposed dictations should reflect the vocabulary of the section.
6. Develop additional tasks for control dictations that help the teacher identify how consciously students apply the rules and whether they can analyze and reason.
7. Offer not only auditory dictations as tests, but also free, selective, graphic, etc.
The teacher can use other texts and other types of dictations at his discretion. When choosing the type of control dictation, the teacher is guided by the specifics of the material being studied and the opportunity to repeat what was previously studied.
Dictation texts different types
Vocabulary dictations
Festive table, elegant vase with flowers, wonderful dishes, juicy strawberries, blueberry pie, vegetable and apple juices, strawberry jam, ice cream.
Determine what phrases these are; graphically highlight the main and dependent words in the first three phrases.
Talk to border guards famous hero, excellent parachutist, jury decision, housing construction, wonderful herbarium, amazing collection.
Determine what rules the dictation is based on. For the adjectives wonderful, amazing, choose words that are close in meaning.
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Keep your word, look at the herbarium and collection, cashless payments, use the phone, fix the TV, a huge building.
Name words with uncheckable spellings; indicate phrases with the main word - a noun.
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Parse the sentence, underline the adjectives, write a statement, express your thoughts, start adding, change the places of the terms, propose a different solution.
Find synonyms for the word expound.
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Rosehip thickets, tundra vegetation, industry, southern plants, young shoots, wheat has sprouted, seedlings have grown, seaweed.
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Honor guard, silk suit, excellent juggler, black berries, yellow building, beautiful hood, strict discipline, chocolates, callous man, whispering leaves, bee flying, squirrel clicking, chocolate bar, gooseberry jam, hairbrush, silk dress , baby's cheeks.
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Practice multiplication, make mistakes when solving a problem, make mistakes in presentation and dictation, in a geography lesson, call by name, at lectures in the planetarium and museum.
Name a phrase in which the main word is a verb; indicate the gender of the noun surname; determine using explanatory dictionary, meaning of the word planetarium.
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A huge hall, a basketball team, well-aimed shots, a rapid breakthrough, a calculated throw, enormous tension, a fair decision, the ball in the hoop, a winning point.
Determine how the dependent word is connected to the main word.
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Clean the apartment, lock the balcony, polish the parquet floor, wipe down the furniture, sparkle in the sun, lay out the tablecloth, freeze with admiration.
Identify types of verbs.
Creative dictation
1. The squadron sat down on a large colored carpet - it opened and then closed its painted wings ( butterfly). 2. Under the pines, under the fir trees, a ball of needles crawls ( hedgehog). 3. Not alive, but walking, motionless, but leading ( road). 4. In the morning I wash myself with dew, and once a year I shave with a scythe ( meadow). 5. Eh, bells, blue light, - with a tongue, but no bells ( bell). 6. She approached - she rumbled, threw arrows on the field, she approached and spilled - the arable land drank plenty ( cloud). 7. On the pole is a cheerful house with a small round window. For the children to fall asleep, the wind shakes the house ( birdhouse). 8. The river is flowing - we are lying. Ice on the river we run ( skates). 9. Two snub-nosed girlfriends did not leave each other behind; both tapes are left on the snow while running ( skis). 10. There is a scarlet ball in the blue thicket; he is both bright and hot ( Sun). 11. He is golden and mustachioed, there are a hundred guys in a hundred pockets ( ear). 12. The fish live warmly in the winter, the roof is thick glass ( ice). 13. In the heat of the day, the stumps have many thin stems. Each thin stem holds a scarlet light ( strawberries). 14. The blanket is white, not made by hand - not woven or spun, fell from heaven to earth ( snow).
(From the production. V. Fetisova)
Write down the answers. Determine the rules for spelling the dictation. Make up a question and exclamation sentence with any word from the dictation.
3.Free dictations
Manshuk Mametova
A monument to two Kazakh girls, Heroes, was erected in the center of Almaty Soviet Union. One of them is Manshuk Mametova. In the battles for the city of Nevel, she accomplished a feat. During a heavy attack, a girlish figure with braids rushed forward and led the fighters into a decisive battle with the fascists. It was machine gunner Manshuk Mametova. The enemies opened furious fire from mortars. The blast wave knocked over the machine gun, and blood covered Manshuk’s face.
The rage that gripped her drowned out the pain. Grabbing the machine gun, she pulled it into an open position and slashed it with fire. The enemies fled away. And Manshuk kept hitting them, clearing the way for the fighters. (100 words)
Kazakh steppe
Summer was beginning. A quiet, soft wind walked across the vast expanses, gently blowing pollen from the flowers. There was an abundance of herbs everywhere. Such flowering of the steppe has not been seen in the country of the Kazakhs for a long time. And the weather was unusually kind. Warm, but not hot summer. It was time to start mowing. Today we could stock up on plenty of hay.
Early heavy rains watered the earth in abundance, and it blossomed, generously giving gifts to people, trying to pay them in full for their stinginess in former times.
The joyful news of the victory of the Kazakh warriors over the Dzungar army came to the steppe. The steppe blossomed even brighter, it became even dearer and sweeter. (93 ff.)
(According to A. Alimzhanov)
THE MOST BEAUTIFUL AND THE ugliest
The boy was given an essay at school on the topic “What was the most beautiful and the ugliest thing you saw?” The boy thought for a long time. It seemed to him that the most beautiful thing was the lilac flower. And the ugliest one seemed to be the frog.
He went to his grandfather and asked if this was so? Grandfather said: “Walk the earth for a few days. You will see everything with your own eyes and understand.”
The boy went. He sees a wheat field, spikelet to spikelet. “This is the most beautiful thing. After all, this is human work,” the boy thought.
He goes further, approaches the school. Children are running and frolicking. Here is a girl eating bread and butter. I didn’t finish it, threw it, and ran to my friends. “This is the ugliest thing. After all, she is throwing into the wind what was made by human hands,” the boy decided. (100 words)
(Pavlysh tales)
TITTIC AND THE HARE
Zinka flew down from the tree. Suddenly the animal jumped out from under the snow and sat down. All white, ears with black dots held upright.
Zinka lost his wings from fear. "Who are you?" - she squeaked. “I am a white hare, I am a hare. And who are you?" - “Oh, hare! Then I'm not afraid of you." Even though she had never seen hares before, she heard that they don’t eat birds and are afraid of everyone.
“Do you live here on earth?” - Zinka asked. “This is where I live.” - “But you’ll be completely covered in snow here.” - “And I’m glad. The blizzard covered all traces and carried me away. The wolves ran nearby, but they didn’t find me.” (100 words)
(By V. Bianchi)
4. Selective dictation
1. Gulya came up with a way out of the difficult situation. 2. She gave up riding when Barasbi invited her to ride after evening tea. 3. Gulya laid out books on the table and hung them on the wall geographical map. 4. The dog jumped up on his hind legs and placed his front legs on Gulya’s shoulders. 5. Quarantine, so quarantine, and it’s like you’re under arrest, and you’re not entitled to any concessions. 6. The low sun lay in wide stripes on the ground covered with needles and the reddish trunks of pine trees. 7. The village where the children's sanatorium was located was called Kholodnaya Balka. 8. And no one could have imagined then that after some ten years this girl herself would become a heroine and raise people to heroic deeds.
(From the production. E. Ilyina)
Write words with roots - lag- - false-; name 2-3 examples of nouns with the same root.
TALE OF FOREST AND MEADOW
One day there was a fire in the forest. The fire was put out, but the forest lost its health and became sick. Meadow grass immediately settled on the burnt edge, and the war began.
The forest is planting on its former land seeds of aspen and birch, and cereal grasses with thin roots have pierced the upper layers of the earth so much that forest seeds cannot germinate. The forest ordered the thorn to go on the offensive.
Thorn is a cunning shrub that reproduces by roots. It spread its strong roots underground, broke through the grass and began to grow in the meadow. He cleared the ground around him and invited the birch tree to settle down nearby. And the aspen trees came for the birch and began to show off their young foliage.
So the thorn conquered the land for forests and meadows. (100 words)
(By M. Gavrilova)
5. Control dictations
My Kazakhstan.
The lands of Kazakhstan are widely spread. Here you can see the highest snow-capped mountains and flat plains, meadows and deserts, fast rivers and seas.
In early spring In the southern valleys, apricots bloom, seeds fall like golden rain into the warmed ground. The desert is covered with a green carpet of grasses with a bright pattern of scarlet tulips and poppies. And in the north of the republic snowstorms are still raging.
Diverse animal world our country. What kind of animals and birds can you find in the mountains, plains and deserts! Snow leopards and steep-horned argali live high in the mountains, and swift golden eagles and eagles soar in the sky.
From glaciers and lakes, fast rivers begin their rapid run into the valleys. (108 words)
Checked vowels and consonants at the roots of words, endings of nouns, adjectives, verbs; sentences with homogeneous members.
Astana is the capital of Kazakhstan.
In the spacious Kazakh steppes, on the banks of the calm Ishim River, a military town arose in 1824.
For a long time this place was called Ak-Mola by the Kazakhs, which means “White Mausoleum”. Its bright silhouette was visible from afar when merchants with grain convoys arrived here, and herd drivers drove cattle to the annual fair.
So the town on Ishim, which guarded trade routes from robbers, began to be called Akmola.
In our time, Akmolinsk has become the main city of the new Kazakhstan. Now it is called Astana - the main camp, the capital.
Beautiful white marble structures are reflected in the calm waters of ancient Ishim. Straight streets, large green areas of parks, a bend in the river - an unforgettable sight when you look at the city from an airplane window. (111 words)
Find homogeneous parts of the sentence, underline; indicate proper nouns, common nouns.
Aliya Moldagulova
When did the Great Patriotic War, Aliya Moldagulova is only 15 years old. She voluntarily joined the sniper school. From the first days she showed herself to be a good fighter. In a combat situation, she was distinguished by fearlessness and heroism. In the battle near the village of Kazachikha, Aliya raised the entire battalion into battle under heavy fire. She accomplished a feat, but died in battle for her homeland. She stepped into immortality. Monuments were erected to her in the Pskov land, in Aktobe, in Almaty. Schools, streets, and military units are named after the glorious daughter of the Kazakh people, Aliya Moldagulova. (84 ff.)
Emphasize grammatical basics in simple sentences; determine the type of verbs; case endings of nouns and adjectives.
AUTUMN PICTURE
How many colored boats are on the pond! Yellow, red, golden boats flew here by air. They smoothly fall onto the water and immediately sail with raised sails.
There is still a large supply of such boats in the trees that surround the pond with a multi-colored wall. Before others, they rush to the soybean first and last trip Maple leaves. These are the most sailing ships. And how elegant they are!
The sky is clear. Then the swallows appeared, circled and flew away to distant lands, where there are no winter blizzards and blizzards. Bon voyage, swallows! The sun shines brightly. The breeze rustles the leaves and propels the colored boats on the pond. (87 words)
(By D. Kaygorodov)
Unpronounceable, consonants, b to indicate the softness of consonants, b dividing; verified vowels and consonants in the root; letters and, y, a after hissing ones; sentences with homogeneous members, with appeal.
WINTER FOREST
The blizzard silvered the lush hair of the slender pines. Has the clear birch blossomed its light braids of frost-covered branches? Glistens in the sun with delicate thin birch bark...
The winter sleep of nature is deep, but life goes on under a snowdrift. Try to shovel the snow down to the ground in the forest. In the place that you cleared, you will see lingonberry bushes and blueberry branches. The round leaves of wintergreen and heather are still green here.
Porosha talks about events in the winter forest. A fox's trail winds through a forest clearing. A lanky elk plowed through a snowdrift, and a hare galloped along. A couple of footprints littered the snow. It was a marten running by, the predator was looking for squirrels.
The snow sparkles, snow sparks flare up and go out. The forest is beautiful in winter attire! (94 words)
(By D.Zuev)
Prefixes, case endings of nouns and adjectives... sentences with homogeneous members; complex sentences.
WHY DOES DEW HAPPEN?
It’s good to run to the river early in the summer for a swim. The water is warm, and tiny droplets in the grass sparkle in the morning sun. It seems that fragments of crystal are lost in the grass and play with red, green and blue lights. This is dew.
The dew lies on the grass all night and does not immediately evaporate in the early morning. During the day, the sun first heats the earth, and then the grass, flowers, and air heat up from the earth.
But night came. Now the earth cools down first. Light warm air tends to fly to the heights, and cold air falls in its place. The grass, flowers, and leaves are cooling down. There is already moisture in the air, it begins to cool and turn into water droplets. This is how dew is formed. (100 words)
LITERATURE
Abzhanova T.A., Begalieva S.B., Bruleva F.G., Maryukhina T.M. Collection of dictations and texts for presentation. For teachers of 5th grade of secondary schools. Almaty “Atamura”, 2001.
Algazina N.N. Preventing spelling errors for students in grades 5–8. M., 1965.
Vinogradova L.A. Collection of dictations in the Russian language. Teacher's manual. – M.: Education, 1985.
Vinogradova L.A. Collection of dictations in the Russian language, grade 5. Book for teachers. M.: Education, 1988.
Ladyzhenskaya T.A. Russian language in 5th grade. M.: Education, 1977.
Nikitina E.I. Russian language lessons in 5th grade. M., 1975.
Pronina I.V. Studying difficult words using etymological analysis. M., 1964.
Explanatory note…………………………………………….3
About dictations (methodology) …………………………………………………………5
Texts of different types of dictations…………………………………….10
References……………………………………………………………………...20
In some cases, it is possible to give for a dictation not one whole text, but two or three small passages, but with the condition that they, taken together, satisfy all the requirements for the dictation text and set out above.
The text for the dictation can be a scientific, political article or an excerpt from a work of art. For grades IV-VI, it is better to take a coherent story, for VII-VIII - scientific and journalistic articles, for both - a spelling-complicated text of a work of art (including processed by the teacher, adapted in the direction necessary from the point of view of teaching spelling). The text does not have to be bookish: it can be compiled by the teacher himself.
In cases of difficulties in finding coherent texts, dictation from individual sentences can be allowed.
It is not indifferent to the size of the sentences that make up the text proposed for dictation. Thus, the Gogol period, for example, is clearly unacceptable for students in the fifth grade, and vice versa, a text consisting only of simple, even common sentences, is unacceptable for the seventh grade. The norms for assessing the knowledge, skills and abilities of students in grades IV-X in the Russian language set the volume of dictation: in grade IV - 90-100 words, in grade V - 100-110, in grade VI - 110-120, in grade VII - 120- 140, in VIII grade – 140-160. If necessary, if the text contains anything that interferes with its use in the classroom, it can be subjected to some processing on the part of the teacher: the period found in the text for grade V can be divided into a number of separate sentences; rarely encountered words and expressions, obsolete and heavy construction phrases are omitted or replaced, etc. Of course, all this should be done without violating the meaning of the text as a whole and without reducing its value in orthographic terms.
The text for the test dictation conducted at the end of the year must include all the basic spellings (and punctograms) of a given year of study.
It is not necessary that each of the rules be represented in the dictation text by not one, but several spellings. It is hardly possible to find a text such that it contains absolutely all cases of spelling according to the program of a given year of study, and even in several variants. Therefore, if a particular passage does not include individual spelling options for any rule, this cannot be considered an obstacle to the general (i.e., for everything passed) test of students’ spelling literacy. Non-basic spellings, rare spellings, “exceptions” may not be included in the text for such a dictation. You should not allow the inclusion in the text of specially selected words that are not commonly used in any context. literary language, nor in colloquial speech words, combinations and phrases or casuistic cases of spellings designed to provoke students into error.<…>]
Not all words of the text (especially special terms and foreign words) may be known to students and not in all cases can be omitted completely or replaced by others that correspond to them in meaning. The teacher himself must explain to the students the meaning of such words (even before reading the entire passage), and, if necessary, write them down on the board. Such text processing does not reduce the importance of either the method of testing students' knowledge or its results. There should not be many unclear words in the text (no more than two or three), otherwise the text must be considered unsuccessful.
After finishing the dictation, students should be given 5-7 minutes to check and correct mistakes on their own. Checking can be carried out in two ways: students silently, each to themselves, correct mistakes; or the correction occurs while the teacher, having finished the dictation, slowly reads the entire text, stopping for a long time on the periods (at the end of sentences). to give students the opportunity to find the mistake themselves and correct it.
After viewing the dictation by the students, the notebooks are immediately selected by the teacher to check them at home.
Algazina spelling skills: A manual for teachers. –M.: Education, 1987. – P. 71-73.
Formation of spelling skills taking into account spelling options
Spelling skills must be developed using didactic material that contains all the options for the corresponding spelling. As a result, students will get a concrete idea of what range of words this or that rule applies to...
Spelling variations must also be taken into account when selecting texts for spelling tests.
Firstly, in order to obtain objective data on the degree of assimilation of the studied spelling rule, the text for the test work includes those spelling variants that were the subject of special concern for the teacher. As for spelling variants that did not come to the attention of students during training, the inclusion of words with these spellings will not reflect objective data about the nature of the assimilation of the spelling rule to be tested.
For example, if, in the course of consolidating the spelling rules of prefixes on z(s) there was no word included in the exercises tasteless, and in the test it was found, then a large number of errors in the spelling of this word does not mean that the students have not learned the rule that interests us.
Secondly, when the teacher prepares students for the next dictation or presentation, he must draw their attention to spelling options that are difficult for them. Let's take, for example, a dictation:
Near our house there was a vacant lot; a huge oak tree grew there alone. In the vacant lot we played volleyball, football, and gorodki.
One morning I looked out the window and couldn’t believe my eyes. People, trucks, powerful dump trucks, and cranes appeared. I hurried to our favorite place, and my friends had already gathered there.
They informed me interesting news. The Palace of Pioneers and Schoolchildren will be built here. Masons, concrete workers, and welders will come here.
And we will plant an orchard around the Palace, and our oak tree will not be lonely.
In preparation for this dictation, work is done with the following words: powerful(cf.: power), night(cf.: night); mason(cf.: stone), lamplighter(cf.: flashlight); will not, will not, cannot, will not.[…]
Work on errors should also be carried out taking into account spelling options. If a student, for example, made a mistake in the verb was(written by Not together), then for working on errors, didactic material with the same spelling variant is selected: couldn't, didn't want, didn't, won't, can't, don't want, won't.
These are general questions regarding the variability of didactic material as one of the conditions for the formation of spelling skills.
Chediya dictation in psychocorrectional work when passing the syntax of the Russian language “by the immersion method” // Scientific notes of psychologists-educators of Tver and the region. 1998. No. 6. P. 136-141.
As the children's learning capabilities grow, the complexity and volume of dictations increase in doses so that the dictation is a challenge, but nonetheless manageable for exertion.<…>
It is very useful to start colliding different syntactic phenomena that are provocatively similar to each other, which will reliably protect against the formation of a thoughtless pattern.<…>
Bulokhov varieties of dictation. – Krasnoyarsk: Publishing house Krasnoyarsk. University, 1994. – pp. 6-8.
The psychological classification of dictation types should be based on the types of memory involved in the formation of spelling skills.
Based on the duration of action, long-term and short-term (operative) memory are distinguished. Writing from memory (self-dictation) specifically sets the task for schoolchildren to remember for a long time the “physiognomy” of a word and the syntactic-punctuation image of a sentence. Repeated and prepared (learned) dictations are aimed at the same thing, as well as very similar to each other, but given different names by the authors: relay dictation, for checking home exercises, “Following the traces of completed exercises.”
Dictations that develop operational speech memory primarily include the “Who will remember the most” dictation, when students write down a series of words (phrases) or a whole sentence from one reading by the teacher, as well as any other type of dictation (explanatory, control, warning, auditory) , if sentences are read in large parts that need to be remembered, and the number of readings is limited. believes that free dictations also develop working memory. According to our data, creative dictations with the rearrangement of introductory and inserted constructions, participial and participial phrases, subordinate parts from postposition to preposition or interposition, from preposition to interposition (especially to the position between the main parts of the sentence) also contribute to the same thing.
Verbal-logical memory is developed by many types of dictation, but special mention should be made of dictations that pose the task of classifying linguistic phenomena: selective, distributive, selective-distributive, digital, alphabetic.
By type of perception didactic material Dictations are traditionally divided into auditory, which include exercises in which the teacher dictates words, phrases, sentences or text, and visual - “reverse” dictation, writing from memory (self-dictation) and some other varieties, for example, the “Who is more” dictation will remember”, in the case when children remember a series of words or a sentence not by ear, but on the basis of visual perceptions.
The development of speech motor (kinesthetic) memory is supported by dictations, which are accompanied by syllable-by-syllable orthographic pronunciation aloud (pa-ro-voz), but it is useful, as experts note, to mentally pronounce words, because those movements of the speech organs (larynx, lips, tongue) are repeated in a weakened form ), which are characteristic of loud speech.<…>
Motor (hand-motor) memory is developed by all types of dictations, during which students write down words and phrases in their full letter form within a sentence or outside of it. This obviously does not include graphic dictation, digital, alphabetic, with a letter designation, because it is not words that are written, but individual morphemes, graphic designations of morphemes, numbers or letters assigned to the recorded categories of words.
Knowing the psychological capabilities of each type of dictation, the teacher will be able to improve the types of memory children have and develop those that are missing, which will help improve students’ literacy.<…>
To help teachers choose a text that is appropriate in terms of difficulty for a particular class, we have compiled a text passport. The idea of mandatory certification of texts in explicit form has been expressed for the first time, although it is difficult to find a text recommended for dictation in which any individual elements of the passport would not be given, for example: the number of words, the name of the grammatical topic or the prevailing spelling patterns and punctuation patterns. The passport we compiled contains these traditional characteristics of the text, but, in addition, it also includes indicators that warn the teacher about the degree of psychological difficulty of the text. These include the length of the word in letters and the length of the predicative unit in words.
An analysis of schoolchildren's written speech shows that the average length of words containing spelling errors exceeds 7 letters, i.e., the average amount of operational speech memory responsible for the construction and process of writing sentences. The longer the predicative unit, the greater the load on the working memory. The experiment proved that both the length of the word and the length of the predicative unit are indicators of the orthographic difficulty of the dictation text. Thus, spelling difficulty depends not only on the number and specificity of spellings and punctuation, not only on the volume of the text, but also on the length of the word and the predicative unit.
To make it easier for the teacher to navigate in determining the degree of psychological difficulty of the text, we established a total indicator of the average length of the word and the average length of the predicative unit, denoting it with the letter X. For example, the average length of the word in the text “Foundation of Krasnoyarsk” is 5.97 letters, and the average length of the predicative unit units – 15.12 words. The total text score for these parameters is X = 20.09. In the above texts, the value of X ranges from 11.7 to 21.29. All other things being equal, texts are easier to spell if the X score approaches 11, and more difficult if it approaches 21.
The total indicator X is an integral part of the text passport. We hope that the passport we offer (it needs further improvement) will help you choose a text based on the tasks of developing the psychological and pedagogical capabilities of students.
Razumovskaya teaching spelling at school. – 2nd ed., add. – M.: Education, 1996. – P. 198-200.
ABOUT tests by spelling
IN methodical writing"ABOUT uniform requirements to students’ oral and written speech, to carrying out written work and checking notebooks” as test work For spelling, dictation is recommended. At the same time, the number of dictations for each class is indicated precisely as assessment work for a certain period (beginning-end of the year, end of the quarter, after a certain significant topic): V grade - 8 dictations, VI grade - 8 dictations, VII grade - 6 dictations, VIII – 5 dictations, IX class – 3 dictations. Of course, the number of assessments may vary as needed, but in general it reflects the needs of the practice.
Another thing is what type of work should be used as an assessment, dictation? Dictation is a familiar and quite effective exercise that reliably serves the purpose of training mastery of the rules of spelling and punctuation. Its results are important, first of all, for the teacher: it is immediately clear what material the students have mastered and what they have not, and whether the process of developing error-free writing is progressing successfully among the students.
However, choosing the text of a dictation correctly from a methodological point of view is a very difficult matter. Every teacher knows that one dictation gives very bad results, another – good, and we are talking not only about the difficulty and ease of writing individual words, but also about the linguistic features of the text; about the correspondence or inconsistency of this text with the speech and mental development of the child. And often the reason for errors lies in the fact that the meaning of the text as a whole is not clear to the child.
The “Norms...” provide the restrictive limits of spellings allowed in the texts of final dictations: in grade V – various spellings, in grade VI – 16, in grade VII – 20, in grades VIII and IX – 24 spellings. But these numbers are of little help, because, firstly, the level of difficulty of spellings is different (cf.: by the river And – on the steep bank of a playful river And ), secondly, any dictation text alone contains at least more than twenty words per hundred words for unstressed root vowels.
In a word, despite its apparent simplicity, dictation is a very insidious written test, which does not give a fair assessment of the spelling preparation of students of a certain age at a particular educational stage, since the text of the dictation may be in conflict with the speech and intellectual development of the child. Therefore, many Methodists vehemently protested against dictation, advocating creative work. A well-known scientist in the field of spelling methods believed that the final assessment work on spelling should be work of a creative nature, for example, presentation.
It seems that, indeed, the presentation is best suited for the final assessment of natural literacy: putting into words certain content, the child rejects elements unusual for his speech experience, reproducing to a certain extent “his own.” At the same time, the orthographic side of literacy is not an end in itself, but appears “in its place,” accompanying a written speech utterance. Therefore, in any case, at the end of the year, at the end of the quarter, it is advisable to carry out a presentation small form, presentation with the purpose of testing spelling skills in the conditions of one’s own statement. Then it turns out that in grades V and VI there are 4 dictations and 4 presentations each, in grade VII - 3 dictations and 3 presentations.
It is advisable to select texts for dictations from works studied in literature or close to them, so that the meaning and broad context are well known and understandable to students. Texts must satisfy literary standards, since in this case, as a rule, the difficulties of writing are harmoniously combined, without their artificial exaggeration, which is possible only in special training exercises.
Ostrikova dictation and its learning difficulty // Spelling at school: half a century of teaching experience. – M.: Verbum-M, 2008. – P. 195-199.
Dictation methodological passport
DM’s methodological passport shows how solution-oriented he is educational tasks taking into account the characteristics of students’ language training, when and where it is appropriate in class and individual systems teaching the Russian language, in current and final, teaching and monitoring work, at what stage of training, in what class.
Drawing up a dictation passport requires knowledge of the following questions:
Types and types, variants of spellings and punctograms;
Punctuation marks, their types and functions;
Academic and school formulations of spelling and punctuation rules;
Classification of didactic material;
Types of spelling and punctuation errors;
Criteria and standards for assessing control dictations.
The dictation methodological passport can be short and detailed. First, let's look at an example of a brief certification of a dictation presented in a teacher's manual on practical methods of the Russian language.
In summer
We spent the summer with my brother on the river. Every day we went swimming and fishing in the river. How cheerful we felt after swimming! Every day they brought home 15-12 pipe cleaners and breams.
It's nice in the summer on the river bank! A bell swings over the grass. The strawberry turns red under the leaf. The air is filled with the fresh aroma of herbs, flowers, and the river. A coniferous forest turns black ahead. Birds chirp and whistle in it. The hot sun is warm. White clouds float by. Time goes fast. It's time to leave, but I really don't want to. We sit on the shore until late in the evening.
(82 words)
Words on the board aroma, daily, feel and others.
Verifiable unstressed vowels in the root of the word (spelling No. Unverifiable and labor unverifiable unstressed vowels in the root of the word (spelling No. Unpronounceable vowels in the root of the word (spelling No. Case endings nouns and adjectives - 6. Vowels and, y, a after sibilants - 5. Personal endings of verbs - 5.
Orthographic saturation - 76% (62: 81) with standard saturation 70-75%.
The certification process is simplified if you use more detailed schemes. Here is a fragment of the control dictation passport we developed (see Table 35).
Table 35
Control dictation passport card
for____________ class, level of difficulty
1. General signs of DM (circle what you need or write it down)
Nature of examples: DM verbal, collocational, phrasal, textual; mixed Style and genre: artistic style (genres - story, tale, fairy tale...)... Type of speech: description, narration, reasoning, mixed. Topic: conversational topic................................................... program theme(s).... |
|
number of words... and sentences... |
|
Psychological difficulty | average length of a word... letters + average length of a sentence...words = |
Adaptation | by volume - full or partial; by appearance - lexical, lexico-spelling, syntactic, syntactic-punctuation, other |
DM deformation | not spelling deformed, deformed... |
2. Spelling difficulty of the dictation
Spelling type | Spellings | Examples of words with potential errors that, when assessed, |
|||
are not taken into account | taken into account |
||||
same type | not rough |
||||
Rule-checked spellings |
|||||
Spelling letters | Capital letters b b will divide. b grammatical to indicate softness Vowels in the root: verifiable alternating Consonants in the root: unpronounceable verifiable Prefixes: unchangeable on 3-C pre-price Vowels in suffixes: noun. adj. verb adv. Vowel endings: noun. adj; verb<…> | ||||
Non-letter spellings | spaces contacts hyphens | ||||
Vocabulary words: mastered recently learned |
|||||
Conclusion about the orthographic richness of DM: old spellings new spellings total spelling in % - |
Spelling saturation of the dictation - one of the main indicators of its educational difficulty, therefore, when certifying a dictation, the spelling concentration of the didactic material is necessarily determined, and its adaptation is also carried out taking into account the level of development of the class and the period of study. The concentration of spelling patterns in a dictation can be reduced (light dictation), normative (standard dictation), or increased ("fill in" dictation).
So, in order for students to make a “reasonable” number of errors in dictations that do not discourage them from learning, it is important to determine the orthographic richness of the dictation (see Table 36), its concentration in the number of old and new spellings, and among those and others, highlight those that are relevant for these students . Super-concentrated texts are used to a limited extent, as a rule, for the purpose of consolidating spelling skills and ongoing, non-final control of literacy.
Table 36
Approximate requirements for the volume and complexity of written work
Types of jobs | Counting units | Classes |
|||||
Vocabulary dictation | |||||||
Text dictation | |||||||
vocabulary words | |||||||
spellings | |||||||
punctograms |
TYPES OF DICTANTS
Lecture on methods of teaching the Russian language.
N.M. Rotanova
In the Dictionary of the Russian Language, the meaning of the word “dictation” is defined as follows: dictation is a written work for spelling exercises, consisting of writing down the dictated text. Consequently, the main thing in dictation is recording a word from ear, a recording that is designed to develop the ability to find a spelling pattern (punctuation) and write it down correctly. The essence of such an exercise was very correctly defined by L.P. Fedorenko: “Dictation is an exercise that is based on comparing pronunciation with writing.”
Modern technique offers new types of dictations, and the definition of the concept itself has also changed somewhat (become more complicated):
dictation is a practical method of teaching, a method of developing educational, linguistic, spelling and speech skills; This is an exercise consisting of reproducing a text that is heard (in recording a dictated text) or its elements, as well as a text that is visually perceived and, in contrast to copying, recorded from memory (i.e., during recording, the graphic appearance of what is perceived is reproduced mentally).
All types of dictations can be divided into groups on certain grounds:
1. By text structure When used for dictation, dictations can be vocabulary, from individual sentences or phrases, or text (connected texts).
3. By main goal dictations can be control or educational: if before the recording, during the recording process or after recording the dictation, an analysis of the language material is carried out, then the dictation is educational, respectively: warning, commentary, explanatory. At independent work students, without the help of a teacher (any reference materials), the dictation is a test.
4. By text perception dictation can be auditory, visual, visual-auditory, self-dictation (writing from memory).
5. By the nature of the student's activity- dictation without changing the text and dictation with changing the text (i.e., what is dictated does not coincide as a result of completing the task with the entry in the student’s notebook).
6. According to the methodology, all dictations used in Russian language lessons are different, although the named characteristics apply to each type. For example, a signal dictation is a vocabulary dictation, most often orthographic in content, educational (explanatory), visual, with changes in the text.
The terminology (names) of dictations, which differ in the methodology of their implementation, is not entirely correct, but this is what they are called in school teaching practice, so we use the same names for different types of dictations.
Methods of conducting dictations of different types
Control dictation. A control dictation is traditionally called an auditory punctuation and spelling dictation without changing the text, which takes up the entire lesson. Conducting such a dictation makes sense only if it was preceded by a whole series of training exercises using the same rules and if the students can be considered already sufficiently prepared. The control dictation is not intended to convict children of illiteracy; we check the assimilation of what was taught.
The text for the dictation is selected by the teacher himself. The content of the text should be understandable to children; in terms of spelling and punctuation patterns, the dictation should correspond to the program and sections completed at the time of its implementation. The text of the dictation should include not only spellings for the last rules learned, but also words that made it difficult for students in previous written works (i.e. words that children wrote incorrectly in previous dictations or written homework).
It has been noticed that by the end of the dictation children allow large quantity errors, typos, blots. This is explained by students' fatigue and weakening of attention towards the end of hard work. It has also been noted that at the beginning of a dictation, other things being equal, there may be slightly more errors than in the middle; this must be attributed to the fact that the students have not yet had time to concentrate and get involved in the work. Therefore, the largest number of spellings (especially difficult ones) should be in the middle part of the text. Ready-made dictation texts (in special collections, methodological manuals for the teacher), as a rule, do not take this problem into account and, even more so, cannot take into account the preparation of a specific class. In such a situation, it is more expedient for the teacher to compose the text of the dictation himself, including in it the difficult words necessary for a particular class and distributing spellings and punctograms, taking into account the psychology of perception and reproduction of the text.
At the beginning of the lesson, the teacher slowly and expressively reads the entire text of the dictation. Students are required to listen carefully in order to understand the content (without this, correct punctuation of speech is impossible). Then the text of the dictation is read in separate sentences: the teacher reads the sentence - the children listen (do not write!), after which the teacher repeats the sentence in parts - the children write it down. There is no need to dictate a proposal in separate words, but in phrases completed with semantic segments. Reading should be slow, but not so slow that the thought expressed by this sentence is lost or torn apart. It is also necessary to ensure that all students have time to take notes. Prompting spelling in pronunciation is unacceptable; the teacher must be proficient literary pronunciation. There is also no need to interrupt the dictation with reminder comments like: “We just talked about this yesterday” or “You had a similar sentence in your home exercise”... Do not distract students during independent work.
If in the text of the dictation you could not do without words that are still unknown to the children, they need to be written down on the board in advance and explained before the dictation lexical meaning, and during dictation, draw the children’s attention to these words again.
After finishing the dictation, students should be given 5-7 minutes to correct mistakes on their own. The check can be carried out in two ways: immediately after finishing the dictation, the children begin an independent check, or the teacher reads the text in its entirety again, pausing for a long time on the points, giving the students the opportunity to check each sentence (as practice shows, a pause in duration can be equal to reading a sentence three times at a normal pace ).
Students should be warned about the dictation in advance; it is also useful to name the rules, the knowledge of which will mainly be tested.
Control dictations are not recommended to be carried out on Monday, Saturday, after a holiday, immediately after the holidays, in the first and last lessons, in an unusual environment, in addition, the student should not be moved to another place before writing a dictation (even to prevent cheating).
The control dictation may be complicated by an additional grammatical task (for example, language analysis - full or partial).
Dictation “Testing myself”. The advantage of this dictation over others is that it trains not only in the application of rules, but, most importantly, in the detection of spellings and punctograms, i.e. develops spelling and punctuation vigilance.
The peculiarity of this dictation is that after writing it, students have the right to ask the teacher any question regarding spelling, receive an answer, correct the mistake, and there will be no grade for this.
Students ask only those questions that interest them most, so the degree of student attentiveness is usually high, especially since errors not corrected by the student, but explained in class, are each counted as two.
The method of conducting the dictation “Testing Myself” is that the teacher dictates, and the students, in the process of writing down the text, highlight all the places that are questionable for them, in order to then ask whether they wrote correctly. Such underlinings are needed so as not to forget to ask after writing the entire dictation. The presence of corrections does not affect the score, but each missed error, as already mentioned, is counted as two.
Before using the “Testing Myself” dictation, it is necessary to explain to students the essence of the work and the procedure for carrying it out, to prepare them so that they do not hesitate to ask, but also do not try to ask about all absolutely doubtful cases. The teacher does not answer the same question twice, so students must be extremely careful when checking. The teacher does not comment on the complexity of the question; he answers any asked question briefly, clearly, in a serious and friendly manner. The check is organized for each sentence in order, starting with the first, so that children have the opportunity to quickly find in their notebook the spelling or punctogram that the teacher comments on.
Self-test dictation(dictation with self-test). This type of dictation is smaller in volume than a regular text dictation. Up to 20 minutes of the lesson are allocated for writing from dictation, the rest of the time is used for self-testing and language analysis.
To organize such work, the dictation text must be copied in advance; if it is not in the textbook, a copy of the text for self-test is given to each student after writing it under dictation. The guys check the text in the notebook with the control copy, make corrections, the mark is reduced only for missed errors, and each one is counted as two, as when writing the dictation “Testing myself.” To increase awareness of the work being performed, an additional task is given in the form of spelling and punctuation analysis of difficult writing cases.
This type of dictation is effective in studying the so-called vocabulary words. Checking the vocabulary dictation on a control card must be accompanied by spelling reading: the student, checking the word, quietly pronounces it as it is written (i.e., pronouncing each letter).
Prepared dictation. The text from which the dictation will be carried out is indicated in advance. Within 2-3 days, the children must study it, find an explanation for all difficult cases of writing (they can turn to classmates, the teacher, textbooks for help). After writing from dictation, it is advisable for students to be given individual assignments for spelling and punctuation analysis, i.e. for a written explanation of some difficult writing cases. This type of dictation, like the previous two, gives schoolchildren the opportunity to “learn victoriously” (V.F. Shatalov), but is also assessed just as strictly.
Dictation with justification. Conducted as a spelling test. The essence of this type of dictation is as follows:
The student must justify in writing and extremely concisely the writing of the dictated word, which requires maximum attention and memory of the writer (if a text dictation is given, then before starting work the teacher names the spelling that requires explanation (for example, before dictation, the task is given in writing to justify the choice of an unstressed vowel in the endings of all parts of speech);
Justification should precede writing, which teaches children to think first and then write; however, as practice shows, it is easier for students to skip a letter when writing a word, give a written justification for choosing the letter, and then write it into the word. A humorous name for such a record is a letter “with holes”;
The justification may consist of writing a test word, a reference to case, conjugation, etc., or a graphic designation of the spelling. A written word with justification may look like this: We often (written at– 1 reference) write e m letters to friends. Winter (spread it– excl.) spread e there is a downy white blanket on the field;
or first they write down a word with a missing spelling, then provide a graphic explanation and only after that insert a letter.
Having explained to the children what the essence of the work is, the teacher slowly dictates the text, pausing where it is necessary to give an explanation when writing.
Self-dictation(writing from memory). To master a number of spelling patterns, the memorization of which is based primarily on visual perceptions, along with other types of work, writing from memory is also used. Self-dictation can be carried out with the aim of mastering and consolidating the skill of spelling words with unstressed vowels, combined and separate spelling of adverbs, traditional spellings and spellings that are exceptions to the rule.
The text of the dictation is learned by heart after spelling and punctuation analysis in class; The text for this type of work can also be any text (suitable in terms of spelling) known to children, for example, a poem or a prose passage that students memorized for a literature lesson.
This dictation, like the prepared one, is assessed more strictly than others, since the children had the opportunity not only to memorize the graphic appearance of the text, but to consciously remember how to correctly place punctuation marks and write words.
After writing such a dictation, the teacher can give an additional (maybe individual) task, for example:
Write down words with an unstressed vowel at the root, first with a verifiable stress, then with an unverified vowel, then with alternating vowels at the root of the word;
Place stress in words and underline all unstressed vowels in the dictation text;
Graphically explain the separation of definitions;
Explain graphically in the margin the absence of a comma before the conjunction AND in complex sentence and so on.
Silent dictation(“in silence”) This dictation is usually carried out in grades 5-6, in addition to teaching, it solves an educational problem - it disciplines a noisy class. During the work, everyone is silent: the teacher silently depicts something with gestures and other movements, the children silently record the “decoding” in their notebooks. Of course, before performing, the children are told the topic and formulated a task - spelling, grammar, etc. For example: “Observe my movements and write down in a notebook words with alternating vowels in the root, naming my actions” or “...write down the active participles, graphically explaining the unstressed vowels in the suffixes.”
Silent dictation can also be carried out with the display of spelling cards on which words are written with missing letters. The teacher silently shows the cards, the children write down the words, inserting the missing letters; then the teacher shows cards with these words in the same order, but without missing letters - the children check what is written in the notebook (as in a dictation with self-test). You can also use pictures for silent dictation that depict objects, actions, etc. You can even prepare a pantomime skit with several students on the eve of the lesson, which they will perform in front of the rest of the students as a dictation text. While observing the actions of the children, classmates, on the instructions of the teacher, will have to write down either sentences of a certain structure, or words of a given part of speech, or words with a given spelling, etc. One of the main tasks is complete silence in the classroom!
"Find the spelling". Dictation develops spelling vigilance. Under the dictation of the teacher, the children write down the text, omitting the given spelling, for example, vowels before suffixes in verbs and participles past time (i.e. we write “with holes”): glue pencil, mixed paints, depending on parents, offending a friend, sowing wheat, hating deception, depending on him, hating war, melting snow, melted snow, write a letter, absent-minded person, etc. Then we check, firstly, whether the students found the spelling correctly, i.e. did you make the omissions correctly? To do this, we open the entry “with holes” made in advance on a closed board; it must coincide with what is in the children’s notebook; in addition, children check the spelling of unstressed vowels in the suffixes of present participles and in the endings of verbs. After which the children exchange notebooks and write the necessary letters “in the holes” with a pencil, returning the notebook to their neighbor. The teacher writes and explains the required letters on the board - students have the opportunity to “evaluate their neighbor’s check” and carefully (by erasing the pencil) correct the mistakes made. You can, of course, finish the test differently: call the student left without a pair to the closed board (there is no one to exchange notebooks with), and ask him to insert the missing letters on the board, and then check the correctness of his work and explain the choice of the desired letter.
"Look to the root". As an analysis of the essays of school graduates shows, one of the most common is the error reflecting ignorance of spelling No. 1 - these are unstressed vowels at the root of the word, checked by stress. Errors made using this rule are not of the same type, since each time the student must demonstrate the ability to select a specific test word. And this skill is based on understanding the meaning of the word, on knowledge of the lexical meaning of the root, which the student must correlate with a certain graphic appearance (for example: creak - fasten, chewed - lived, old-timer - guarded, developed - fluttered, etc.).
Taking into account the knowledge of schoolchildren about the morphological principle of Russian orthography, which asserts the uniform spelling of morphemes, and about the alternation of sounds in the roots of words, the dictation “Look at the root” solves the problem of attracting children’s attention to the graphic appearance of the root and developing the ability to correlate the meaning of the root and its spelling.
Supporting in in this case are the ability to put stress in a word and analyze the word according to its composition (in particular, to find the root).
Dictation technique:
The teacher dictates words with unstressed vowels at the root of the word, the students write down only the root of the word they hear;
We open the dictation text prepared in advance on a closed board, the roots in the words are highlighted, the students compare the roots of the words they heard recorded in the notebook and the highlighted roots;
Explaining errors, we reproduce the word in full.
As a preparatory exercise, we can suggest the following: we write down the roots of words on the board, we give students the task of writing down a word with each root in a notebook, but the root in the example should be unstressed. During the oral test, we select a test word.
"The Fourth Wheel". The content can be anything. Develops logical thinking children: in the process of performing, students actively compare linguistic facts. Not only is the dictation difficult, but also its composition. Usually this is a thematic selection, 4-5 lines of four words, one of which should differ from all others in only one way (the compiler of the dictation needs to comprehensively analyze the words that he includes in the dictation). Children should be familiar with the topic of dictation. For example:
"Grammatical features of a verb"
- Score, cut down, drown, drink (view).
- Get well, turn purple, depend, hate(transitivity).
- Pass, knock down, write off, do (conjugation, hand over - heterogeneously conjugated).
- Stove, cry, cherish, flow (inclination).
"A culture of speech. Form plural nouns"
- Oranges, tangerines, tomatoes, pasta(zero ending in R.p.).
- Mongols, Georgians, Ossetians, Bulgarians (ending -ov in R.p.).
3. Rake, t ufli, dirty, mumbled (zero ending in R.p.).
You can record the entire text of the dictation under dictation, then give the children time to think, and then ask them to name the extra word in each line, explaining the choice. Or you can do the same thing line by line.
"Give me a word". Spelling dictation with text changes. Includes an element of entertainment: children must choose a word that rhymes with what the teacher read, but with a given spelling. For example, the topic “Combined and separate writing of adverbs”:
Two flowers, two gladioli
Giant pine trees on a clear day
They twisted their hats... (on one side).
When a teacher offers such a dictation to fifth-graders for the first time, he can preface the work with a rhyme from a children’s book:
Smoothly, smoothly the verse flowed,
Suddenly he stumbled and fell silent.
He waits and sighs:
Words are not enough!
To get back on track again
The verse flowed like a river,
Help him a little
Give me a word. (E. Serova)
Most often, this dictation is used to study words with unchecked spelling (dictionary words). The teacher himself can compose couplets or quatrains for the words he needs. For example:
Rush into the sky tirelessly
Multi-colored fountains,
Splashes of light are pouring everywhere!
This is a festive... (fireworks).
A log floats down the river -
Oh, and it’s furious!
To those who fell into the river,
The nose will be bitten off... (crocodile).
He lives calmly, is in no hurry,
Carry a shield just in case.
Under him, without knowing fear,
Walking... (turtle).
He walks with his head up,
Not because he’s an important count,
Not because of a proud disposition,
But because he... (giraffe).
Been chattering since the morning:
“Por-r-ra! Let's go!" Is it time?
She's such a hassle,
When ... (magpie) cracks.
Look at the fellows: Golden and young
Cheerful and lively, In a week he turned gray,
Dragging from all over And in two days
Material for construction. The head has gone bald.
Without work, for the life of me, I’ll hide it in my pocket
Can't live... (ant). Former... (dandelion).
Angry as a she-wolf, the Fly gasped at first: “Oh, what lace!”
It burns like mustard! And she got caught in the lace and her head disappeared!
What kind of miracle is this?! Poor thing, as if in mud,
This is... (nettle). Stuck in... (web).
"Understand me". Lexical dictation with text changes. The goal is to memorize (learn) the lexical meaning of words that the teacher uses in enrichment work vocabulary schoolchildren. The text of the dictation is the lexical meanings of words, i.e. The teacher reads the definitions of concepts, and the students write down the word corresponding to this definition in their notebooks. During the test, spelling work can be carried out simultaneously: a student naming the words he has written down can simply read the word orthographically, i.e. pronouncing it the way it is written. (You can ask children to write down words and underline spellings). For example:
Teacher reads Students write down
1. Worldview imbued with life-optimism
trustworthiness, faith in the best.
2. Special rights, benefits given by law. privilege
3. An incident, an act that took place in the past,
and serving as an example or justification for precedent
subsequent cases of the same kind.
4. Time championship in opening,
inventing something; first priority
the right to something...
The “Understand Me” dictation can be done orally in the form of a competitive game. Teams are given cards with one word on each; We place the cards face down (the word is hidden). One by one, the teams join the game: the first player of the first team opens a card and, without naming the word, interprets its lexical meaning (as best he can, without naming cognates); the second player must guess the word; for an incorrect answer, the team receives penalty points. Then the first player of the second team... the first player of the third team... and the first team enters the game again, but its second player reveals a card with a word for interpretation...
“Following the traces of completed exercises”. The text of the dictation can be compiled by the students themselves: it includes words from previously completed written work; mistakes were made in these words. Perhaps work has already been done on them, but systematic exercises are necessary to develop spelling skills. One student can take dictation on a closed board, the rest in notebooks. One by one (in a chain), the guys name the words they once made a mistake and emphasize the spelling patterns. The test is carried out “with a board”: everyone checks the student’s work together on a closed board and explains the correct spelling of words.
If a teacher is interested in the success of his children, he keeps a record of each student’s mistakes, checking dictations, essays, presentations and written homework. This will be the material for this dictation.
Signal dictation. Conducted orally (without recording), it allows you to save lesson time and control the process of learning the material. Initially introduced as a dictionary spelling dictation with text changes, it is now used more widely. To answer, students use signal cards that show the letters I, E, A, O, i.e. “competing” when writing words with unstressed vowels.
All the children have cards of the same size (a quarter of a notebook sheet), the letters are drawn the same and are also the same size, in addition, the same color is used on all cards: the letters A, I, for example, are blue, and the letters O, E are red (if the signal Since dictation has been used in teaching for several years, it is important not to change the color of the letters). For continuous/separate spellings, you can use a “traffic light”: a red card means continuous spelling, yellow – hyphenated (semi-continuous), green – separate.
A topic is announced, for example: “Unstressed vowels at the root of a word” or “Unstressed personal endings of a verb,” etc. The teacher dictates the word - the children raise the desired letter (card). The teacher immediately sees how well the children have learned the material overall (thanks to the color) and which of the children made a mistake. This student is asked to explain why he gave this answer.
Graphic dictation. This is a dictation with a change in the text, and the change in the text seems to reach the limit: students write down the text in the form of conventional signs (i.e., they don’t even write words). Initially, this dictation was used only for studying syntax and punctuation. Instead of sentences, students wrote down diagrams of these sentences (hence, the ability to draw up a diagram is essential in this case).
This work differs from the usual drawing up of diagrams in that the diagrams are drawn up not after writing down the sentence, but without visual perception of it at all. The proposal can only be written down (or presented in a finished recording) after drawing up an outline during the verification stage. The advantage of graphic dictation over the usual drawing up of diagrams is that it develops grammatical vigilance in schoolchildren, teaches them to perceive by ear not only the specific content of the text, but also its grammatical structure.
This dictation requires complex mental work and a certain level of assimilation of the material, so graphic dictation can be considered an exercise that summarizes work on the topic.
A variety of graphic dictation are alphabetic and digital dictation. For example, when studying parts of speech, the teacher dictates words or phrases, and children indicate the answer in writing with a letter (two letters): g - verb, s - noun, p - adjective, h - numeral, m - pronoun, n - adverb, pr - participle , d - gerund... Digital dictation is used where the answer is an indication of quantity. For example: we dictate words with one or two letters N, children without writing down the words, having mentally found the answer, indicate only the number in the notebook. Usually for such a dictation we take 10-14 words. Answers can be given in the form of a fraction, where the numerator is the number of the word in order, and the denominator is the number of N. The teacher writes the “cipher” of the answer in advance on a closed board. With the help of digital dictation, you can also test the ability to conduct “syntactic counting”: the teacher reads the sentence, the children determine the number by ear simple sentences as part of a complex and indicate this quantity under the number of the sentence itself, i.e. also in the form of a fraction.
Selective dictation. This type of dictation not only improves certain practical skills of the student in the field of the Russian language, but also actively influences the development of his cognitive abilities– attention, memory, thinking.
The difficulty of this type of dictation is that the text dictated by the teacher is perceived only by ear, at the same time analytical and synthetic work is carried out on it to select the necessary material in accordance with the task, and the results must be accurately recorded in a notebook. Therefore, before conducting this dictation, children need to be taught how to selectively copy. This exercise is easier because... the text is perceived visually, and the student can return to what he wrote as many times as he wants during analysis.
Selective distribution dictation. From the text perceived by ear, students must select 2 or 3 specified linguistic facts and, based on certain characteristics, distribute them into 2 or 3 columns. For example, the task is given to find words in the dictated text with unstressed vowels at the root of the word and write them down, distributing them into columns: 1) verified by stress, 2) unverified, 3) alternating.
This type of dictation is more difficult than selective dictation, because When working on a text that is perceived by ear, another mental operation is added. The student needs not only to identify (select) a linguistic phenomenon according to certain characteristics (i.e., compare it with other linguistic facts), but also, comparing what has already been selected, distribute it into groups in accordance with some characteristic.
Free dictation. One of the main goals of this dictation is to develop students' speech. Free dictation is a recording of a text perceived by ear, in which students are given the right to freely choose words and speech structures to present this content. But this is not a presentation, since the right to replace a word or sentence structure (without distorting the meaning of the dictated text) must be motivated by the student’s desire to avoid making a mistake. In addition, children do not retell the text, but write it down under the dictation of the teacher, but he dictates not in sentences (as, for example, when conducting a control dictation), but in phrases complete in meaning in several sentences - two or three. The students are given the task of presenting what is dictated as close to the text as possible, while it is possible to replace words whose spelling the student doubts with synonyms, and to choose syntactic constructions, the punctuation of which does not complicate the student.
The work begins with reading the text in its entirety, determining the theme and main idea of the text; stylistic exercises can also be carried out on the text before recording it under dictation.
In life, there are quite often situations when it is necessary to briefly, but without distorting the content, record what was heard (for example, recording a protocol).
Dictation with continuation. One of the main goals of this dictation is to develop students' speech. Absorbed in the spelling and punctuation tasks that arise before them, students do not perceive (or almost do not perceive) the content of what is being dictated, however, this can be extremely important, not only for the punctuation of the text, but also for solving spelling problems (for example, combined and separate spelling NOT, choice NOT/NOR).
Dictation with continuation is one of the types of work that solves this problem. First, students write down a dictation text, then create their own, thematically related to the dictated text (the volume of the latter depends on the nature of the task and the time remaining for this work).
The text of the dictation, continued by the number of words, richness of spellings and punctuation, etc.) must meet the requirements for text dictation in general (see information about the control dictation). In addition, the text of this dictation should be such that it can be continued.
All texts for such dictations can be divided into two groups:
1. Texts that break off in such a way that it is clear in which direction they can be continued. Such texts are:
a) the beginning of the narrative, brought to a point that suggests general outline further development of the action; or it breaks off before the climax - the children come up with it and the denouement of the event;
b) the beginning of an argument in which only a thesis, or a thesis and one or two evidence, or a thesis plus evidence is formulated, and the student draws conclusions;
c) the beginning of the description, which contains his intention, conveys the general impression of the described object and reveals some of its features.
2. Texts that are complete or relatively complete passages in meaning, based on which it is possible to organize students’ independent statements. These texts either end with a question or allow questions to be raised that children have to answer. A question may require a narrative (a story about an event), a description of some objects, and, finally, more or less detailed reasoning to express one’s opinion.
A continued dictation can also be carried out using a painting (reproduction of a painting). The dictation text contains information about the artist, characterizes his work, and gives a key to the description of one of his paintings (a reproduction of which is hung in the classroom). In continuations of the dictation, students describe what is depicted in the picture and express their attitude towards it.
Before conducting this type of dictation, students are clearly explained the task of producing their own speech. After the dictation text has been read, the teacher asks the children questions about the content of the text and begins dictation, as is usually done. Students begin the second part of the work after checking the dictation. The task for a dictation essay can (preferably) be written on the board to minimize student questions about the work ahead. The most difficult thing in students’ independent work is to write in the author’s key, but such a need arises if the dictation text is a bright, original example of the author’s style.
Two marks are given for the work: one for the dictation (spelling and punctuation errors are taken into account), the other for the continuation, it is given in accordance with the standards for assessing essays and presentations, i.e. For the continuation, we also give two marks - for content and literacy.
Creative dictations. One of the main goals of such a dictation is to develop students’ speech. Creative dictations include exercises in which students insert given language means into the text dictated by the teacher or replace any language means (the task is specified in advance) synonyms, lexical, grammatical.
When using this type of dictation, two tasks are set:
1) teach schoolchildren to use certain language means (for example, by inserting generalizing words that are suitable in meaning into the text, students remember them, the specific meaning becomes more clear to the children homogeneous members, used with generalizing words; at the same time, children practice placing punctuation marks);
2) teach schoolchildren to accurately and more vividly describe reality, using figurative language if necessary; by choosing synonyms, children learn to avoid unnecessary repetitions, tautologies, and semantic redundancy; They begin to better sense the nuances in the meaning of linguistic means that are close in meaning.
Dictation is slower than usual. Before introducing this type of dictation into teaching practice, it is advisable to carry out preliminary work with the visual perception of texts; it is especially important to draw students’ attention to grammatical synonyms (children, for example, should feel the difference in the shades of meaning conveyed by such constructions as a personal two-part sentence and a one-part impersonal one: How strawberries and mushrooms smell like! - What strawberries and mushrooms smell like! In the first case, a specific smell is called, and in the second, the saturation of the air with forest smells is characterized).
After completing the work, insertions and substitutions are discussed in the class: two to three students read out their work, explaining the choice of language means, other children offer their options for replacement or insertion.
Creative dictation can be carried out using a painting or artistic photography (reproductions are hung in advance on the board or a presentation for the exercise is created). For example:
