Methodological recommendations for monitoring. Recording under the dictation of the text Check the dictation written by the student
(proposed by Z.F. Ulchenko):
| Stage of work on spelling | Recommended type of dictation |
| Spelling recognition at the level of familiarity with it | Selective dictation |
| Oral explanation of the spelling before writing the text | Warning dictation |
| Explaining spelling while writing | Commented dictation |
| Explanation of spelling after writing the text | Explanatory dictation |
| Including spelling in new links | Selective explanatory dictation |
| Return for more high level to the stage of spelling awareness | Dictation "Checking myself" |
| Combining learned private actions into one complex activity in conditions of complete independence of students | Control dictation |
Auditory dictation - spelling exercise, during which the writer correlates the sound and letter composition of words, phrases, sentences, text.
Warning dictation - type of auditory dictation. The goal is to prevent errors by explaining spelling before recording text, words. It is used at the initial stages of studying the topic. The teacher dictates a sentence (phrase, word). Before recording, a spelling analysis is carried out - students explain how the word is written and why.
"Unmistakable" dictation - a kind of warning dictation. The students are given the task of fully understanding the spelling side of the text and writing the dictation without errors. After listening to the text, students ask questions about the spelling of certain words. These questions are answered by students who are confident in the spelling of the given word. If it is difficult, the teacher is connected to the explanation of spelling.
Preventive and control dictation- a kind of warning dictation. Before the dictation for 8-10 minutes, the spelling rules that are reflected in its text are repeated. As examples, words from the text of the dictation, specially selected by the teacher, are considered.
Prepared dictation- a kind of warning dictation with explanatory elements. The text is first parsed, then recorded and checked.
Explanatory dictation- a type of auditory dictation. After recording sentences or text as a whole, students explain spelling. This is a kind of collective check of the written, developing students' attention to spelling. It is carried out when fixing the topic. In the process of writing the text, students emphasize the spelling that needs to be checked, after recording, they control the correctness of the work.
Explanatory dictation with preliminary preparation. Before writing the text, the teacher allocates time to repeat the learned spelling rules and ways to check the necessary spelling. After spelling preparation and a kind of “tuning” of students to a certain type of spelling, a dictation is carried out. After recording, students prove the correct spelling of words with the studied spelling, correct the mistakes made.
Dictation "Checking myself"- a type of auditory dictation, characterized by a high level of self-control. It contributes to the development of spelling vigilance, a critical attitude to one's own text, comprehension of spelling at a sufficiently high level, and develops self-examination skills. While writing the text, the student is allowed to ask the teacher how this or that spelling is written, use a dictionary, reference books, etc. emphasizes (this is important for the teacher to use for analysis). If a correction is made to the underlined spelling, it is not considered an error. At the same time, the mistakes made on the learned rules are taken into account more strictly, since the student did not see spelling dangerous places.
A letter with missing letters (dictation with missing spelling) - a kind of dictation "I check myself." While writing the text, students miss letters (spellings), if they do not know or doubt the spelling. In place of missing letters is put dash - a line is drawn along the bottom line. The notebook entry looks like this: In the l__su, the ringing of the trill of the l__vya is heard. After recording, a spelling analysis of words with missing letters is carried out. The gaps are being filled. This technique prevents the appearance of errors and a large number of corrections, is one of the most effective methods for developing spelling vigilance.
Commented dictation - a type of spelling exercise, a kind of auditory dictation combined with spelling analysis. Spelling analysis of the text is not performed before or after the recording, but is combined with the writing of the text.
Combined dictation - a type of auditory dictation with warning signs. Explanatory and control dictations. It is used mainly in generalization lessons, as well as in working with lagging behind. First, a preliminary explanation of spellings is carried out (2-3 sentences), in subsequent sentences, spellings are explained simultaneously with the letter or after writing the sentence, then several sentences are written without explanation, according to the method of control dictation.
Selective dictation - type of auditory or visual dictation. It involves recording not the entire text, only those words, phrases, sentences that have spellings for the rule being studied. Selective dictation develops spelling vigilance, attention, the ability to detect the studied linguistic phenomena, teaches schoolchildren to analyze the text before writing it down.
Morphemic dictation - a kind of selective dictation. The teacher dictates words, phrases or sentences, the students write down only the significant parts of a word indicated by the teacher with the desired spelling. This dictation helps to memorize the graphic appearance of morphemes, develops spelling vigilance, combines grammatical and spelling analysis of words.
Creative dictation - on the instructions of the teacher, students insert certain words into the dictated text or change the grammatical form of the dictated words. For example, in the course of studying the name of an adjective, the teacher suggests supplementing the sentences with appropriate adjectives; when studying plural noun noun - replace the singular form with the plural, etc. The skill of applying the spelling rule is developed in conditions when it is necessary to think about the content of the sentence and its grammatical design.
Free dictation - in the process of writing the text, students can replace individual words change the sentence structure. The text is dictated first as a whole, then in parts (3-4 sentences); each part is written down after reading it again. Students write down each part of the text from memory, as they remember. Memory is trained. An additional goal is the development of students' speech. The methodology is considered as a type of work that prepares students for writing presentations.
Visual dictation - a type of spelling exercise that develops spelling vigilance, visual memory and attention. The text written on the board (words, sentences) is read by students, analyzed, then erased. Students write it from memory. After recording, verification is carried out.
Visual dictations according to the method of Professor I.T. Fedorenko- a system of specially selected sets of sentences that ensures the development of RAM.
Karaganda Regional Institute for Advanced Studies
and retraining of civil servants
and educators
The role of dictations in development
spelling literacy of students.
Types of dictations
Karaganda 2011
Reviewer
M.I.Tompiev, Art. Lecturer of the Department of OGN IPK and PGS RO
Compiled by:
G.I. Sultanova, secondary school No. 48, teacher of Russian language and literature
spelling literacy of students. Types of dictations / Comp./
G.I. Sultanova Karaganda, 2011 18s.
©IPK and PGSRO, 2011
©G.I. Sultanova, 2011
Explanatory note
IN modern school for the most part children do not want to read, are passive, indifferent, inert. Hence, poor literacy, low erudition, uninteresting speech. Like many teachers, I am concerned about the problem of literate writing of students. How to make sure that the number of errors is reduced? It’s good if the child feels intuitively and writes correctly, but there are only a few of them. More children who know the rules, but write illiterately. The conclusion suggests itself: our children must know the rules and be able to apply them. What is the reason for the inept application of the rules? Apparently, in the inability to see the desired spelling.
Studies have shown that 15-45% of students independently determine spelling. If we carry out systematic work, then 70-90%. Therefore, work on the development of spelling vigilance should be carried out systematically, tirelessly, from lesson to lesson.
What should be done? What paths can be identified? How to remove the problem?
Spelling vigilance must be developed gradually, in the process of performing various exercises that provide visual, auditory, articular perception and memorization of spelling material.
So, necessary condition the formation of a full-fledged and lasting spelling skill is the development of spelling vigilance, which consists in the ability to detect, see, notice and apply spelling.
Understanding the structure of spelling vigilance, creating the conditions for its development allow forming a higher level of development of spelling vigilance in most students, which affects literate writing and leads to a decrease in spelling errors. But, developing spelling vigilance, it is also necessary to diagnose and control the level of its development in time. Therefore, it is necessary to carry out intermediate and final control work here, allowing this to be tracked. In this capacity, various types of dictations are offered.
About dictations
By value, dictations are distinguished control and training.
According to the structure of the dictated text - consisting of words and phrases; from individual proposals; from connected text, etc.
According to the students' perception of what is dictated - auditory, visual, visual-auditory.
By the nature of the record dictated: 1) without changing the text; 2) with a change in the dictated: a) selective, b) free, c) creative, d) graphic.
According to some features in the organization of the explanation of what was written: 1) warning; 2) explanatory; 3) commented in the process of writing; 4) "I check myself."
The teacher uses one or another type of dictation depending on the content of the grammatical topic being studied and the time of its study. So, for example, at the initial stages of studying the topic, it is advisable to conduct dictations of a teaching nature and without changing the dictated text. Then it is already useful to practice dictations that require students to be more independent - selective, graphic, dictations with elements of entertainment.
At the final stage of studying a particular topic, it is advisable to conduct creative and free dictations.
And, finally, as a result of studying the whole section or part of it, as well as at the end of the quarter and the academic year, control dictations are held.
Ways to check dictations:
1) The teacher checks the dictations and then announces the results.
2) Dictations are checked collectively in the class by explaining difficult spellings with the help of split cards and commenting along the way.
3) Self-test. This technique contributes to the development of self-control, attentiveness, spelling vigilance in schoolchildren. It lies in the fact that after the dictation, the children are invited to check what was written with the printed text, to note the erroneous spelling of words in the margins.
4) Mutual verification. Children exchange work and check them, noting spelling and punctuation errors in the margins.
About some types of dictation in the fifth grade
The fifth grade textbook contains texts that allow you to practice prepared dictations.
In order to effectively complete the work, both the teacher and the student should observe certain requirements:
Dictation from memory
In order for children to successfully write a dictation from memory, careful preliminary preparation is necessary. Usually, a grammar-spelling and punctuation analysis of the text intended for the dictation from memory is carried out in the class, i.e. learn the text by heart and learn how to write it correctly. The latter requires a number of tasks to be completed at home: you need to write out words with difficult spellings from the text; repeat the necessary rules, etc.
On the appointed day, students write a dictation from memory in class. It is advisable to complicate this work with additional tasks, for example: designate one or another spelling, parse a word by composition, draw a sentence scheme, etc. Such dictations are checked by the teacher (if the dictation is a control one), or the students themselves check what they have written (dictation with self-check).
Graphic dictation
Graphic dictation is practiced mainly in the study of syntax and punctuation. The essence of this dictation is that students do not write down what is dictated, but only schematically depict the syntactic constructions that make up the dictation. It is also advisable to offer children to write out words with difficult spelling. In order to develop speech, it is useful to give a task to reproduce the content of the dictated text.
The methodology for conducting this type of dictation is as follows:
1. The students have a goal: to listen carefully to the text and understand its content.
2. The teacher reads the text a second time. Students draw sentence patterns and write down words with a specific spelling. All sentences are numbered both in the teacher's text and in the students' notebooks, for example:
| Sentences dictated by the teacher The carpenter Luka Alexandrovich shouted: "Kashtanka, let's go!" “Ivan Ivanovich, what is the matter with you?” the owner asked the goose. (A.P. Chekhov) | Writing in student notebooks |
|
| Words with difficult spellings 2. Asked | Offer schemes 1.| |: "| oh |!" 2. «| oh, |?"-| |. |
|
Dictionary-orfo graphic dictation
Dictionary dictations, consisting of the most difficult spelling words, develop spelling vigilance: during the dictation, students who are ready for the spelling "trick" in each word work especially carefully, try to find a difficult spelling, determine it and apply the rule. In addition, vocabulary and spelling dictations can be carried out more often than others, since they are small in volume and require less time than regular training or control dictations.
Firstly, vocabulary-spelling dictations are mainly composed of phrases (and not of words).
Secondly, vocabulary dictations are thematically consistent, which allows them to be used to work on the development of oral and written speech of students.
The average volume of the vocabulary and spelling dictation is 30 words (from 19 words at the beginning of the year to 35 words at the end of the year). The teacher can, at his own discretion, increase both the number of words and the number of dictations, compiling them taking into account the difficulties of students of a certain class.
There are great opportunities for using vocabulary and spelling dictations to work on the development of coherent speech of students. The material of many dictations is essentially key words on the basis of which a coherent text can be compiled. The thematic selection of words suggests its direction. This material can be offered for the preparation of oral and written statements at home and in the classroom.
Students can compose dictations themselves, including in them those spellings in which they made mistakes, for example, in the next test. Such a task can be given both individually (to one or several students) and to the whole class. In the latter case, it is good, after checking all the works, to dictate to the class the best of them.
An interesting and useful type of exercise is the compilation of dictations by students for each other. Each of the neighbors in the desk is invited to compose a vocabulary and spelling dictation for those rules in which their friend made mistakes in the control or regular work. Then the students dictate the written texts to each other and check them.
Vocabulary and spelling dictations of the textbook are the basis to which the teacher, based on the specific spelling preparation of the class, can make additions, taking into account certain working conditions in the class.
Dictation with elements of entertainment
It is difficult to overestimate the importance of interest in the general system of learning the Russian language in the 5th grade. Instill interest in children, develop them cognitive abilities Elements of entertainment, game moments that the teacher can use help to facilitate, where possible, the implementation of difficult and complex tasks - this is only a means subordinate to the goals of teaching and developing students. Dictations with elements of entertainment are not some special types of dictations, these are the same vocabulary, selective, from memory, pre-prepared dictations. Often the name itself determines the essence of the dictation, for example: “In two columns”, “Who is bigger and better?”, “Who knows the rule better?”, “Who will hold the crayon longer?”, “The fourth extra”, etc.
Control dictation
As experience shows, it is advisable to somewhat "push back" the control dictation (grade 5), i.e. carry it out not immediately at the end of the section, but after 7-10 days (when a new section is already being studied).
The final control dictations should be carried out in a certain system.
1. Gradually increase the number of different spellings.
2. In the dictation, the systematic repetition of all spellings should be ensured, but it is more expedient to pay special attention to the most difficult cases.
3. In one dictation, as a rule, include only 2-3 punctograms.
4. Words with unverifiable spellings, with difficult spellings, also supplement coherent texts.
5. The proposed dictations should reflect the vocabulary of the section.
6. To develop additional tasks for control dictations that help the teacher to identify how consciously students apply the rules, whether they can analyze and reason.
7. As a test, offer not only auditory dictations, but also free, selective, graphic, etc.
The teacher can use other texts, other types of dictations at his own discretion. When choosing the type of control dictation, the teacher is guided by the specifics of the material being studied, the ability to repeat what was previously studied.
Dictation texts different types
Vocabulary dictations
A festive table, an elegant vase with flowers, wonderful dishes, juicy strawberries, blueberry pie, vegetable and apple juices, strawberry jam, ice cream.
Determine what these phrases are; highlight graphically the main and dependent words in the first three phrases.
Talk to border guards famous hero, excellent skydiver, jury decision, housing construction, beautiful herbarium, amazing collection.
Determine what rules the dictation is based on. To adjectives beautiful, amazing to pick up words that are close in meaning.
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Keep your word, look at the herbarium and collection, cashless payments, use the phone, fix the TV, a huge building.
Name words with unchecked spellings; indicate phrases with the main word - a noun.
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Parse the sentence, underline the adjectives, write a summary, express your thoughts, start adding, change the places of the terms, offer a different solution.
Find synonyms for the word expound.
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Wild rose bushes, tundra vegetation, industry, southern plants, young sprouts, wheat germinated, seedlings grew, seaweed.
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Honor guard, silk suit, excellent juggler, black berries, yellow building, beautiful hood, harsh discipline, chocolates, callous man, leaf whisper, bee flight, squirrel click, chocolate bar, gooseberry jam, hairbrush, silk dress , child's cheeks.
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Exercise in multiplication, make mistakes in solving a problem, make mistakes in presentation and dictation, in a geography lesson, call by name, at lectures in a planetarium and a museum.
Name a phrase in which the main word is a verb; indicate the gender of the noun surname; determine, using an explanatory dictionary, the meaning of the word planetarium.
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Huge hall, basketball team, well-aimed shots, fast break, calculated shot, huge tension, fair decision, ball in the ring, victory point.
Determine how the dependent word is associated with the main one.
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Clean the apartment, lock the balcony, rub the parquet floor, wipe the furniture, shine in the sun, spread the tablecloth, freeze with admiration.
Determine the types of verbs.
Creative dictation
1. A squadron sat on a large colored carpet - it will either open or close the painted wings ( butterfly). 2. Under the pines, under the trees, a ball of needles crawls ( hedgehog). 3. Not alive, but walking, motionless, but leading ( road). 4. Washed with dew in the morning, shaved with a scythe once a year ( meadow). 5. Eh, bells, blue light, - with a tongue, but there is no ringing ( bell). 6. Approached - rumbled, threw arrows on the field, approached and spilled - the arable land got drunk enough ( cloud). 7. On a pole is a cheerful house with a round small window. So that the children fall asleep, the house shakes the wind ( birdhouse). 8. The river is flowing - we are lying. Ice on the river we run skates). 9. Two snub-nosed girlfriends did not lag behind each other; both tapes on the snow are left on the run ( skiing). 10. In the blue more often there is a scarlet ball; he is bright and hot Sun). 11. He is golden and mustachioed, in a hundred pockets a hundred guys ( ear). 12. Fish live warmly in winter, the roof is thick glass ( ice). 13. The stumps have a lot of thin stems on the bake. Each thin stalk holds a scarlet light ( strawberry). 14. The blanket is white, not made by hands - it was not woven or spun, it fell from heaven to earth ( snow).
(From production V.Fetisova)
Write down clues. Determine which spelling rules for the dictation. With any word from the dictation, make an interrogative and exclamatory sentence.
3.Free dictations
Manshuk Mametova
In the center of Almaty, a monument was erected to two Kazakh girls, Heroes Soviet Union. One of them is Manshuk Mametova. In the battles for the city of Nevel, she accomplished a feat. During a heavy attack, a girlish figure with braids darted forward and led the fighters into a decisive battle with the Nazis. It was machine gunner Manshuk Mametova. Enemies opened furious fire from mortars. The machine gun overturned in an explosive wave, and blood flooded Manshuk's face.
The rage that engulfed her drowned out the pain. Grabbing a machine gun, she pulled it into an open position and slashed with fire. The enemies retreated. And Manshuk kept hitting them, clearing the way for the fighters. (100 sl.)
Kazakh steppe
Summer began. A quiet, soft wind blew through the vast expanses, carefully blowing pollen from the flowers. An abundance of herbs were everywhere. Such flowering of the steppe has not been seen in the country of the Kazakhs for a long time. And the weather was unusually kind. Warm but not hot summer. It was time to start mowing. Today it was possible to stock up enough hay.
Early heavy rains watered the earth to its fullest, and it blossomed, generously endowing people, trying to pay them in full for their stinginess in the old days.
Joyful news came to the steppe about the victory of the Kazakh batyrs over the army of the Dzungars. The steppe blossomed even brighter, it became even dearer and sweeter. (93 sl.)
(According to A. Alimzhanov)
THE MOST BEAUTIFUL AND THE UGLY
The boy was given an essay at school on the topic "What did you see the most beautiful and the ugliest." The boy thought for a long time. It seemed to him that the most beautiful is the lilac flower. And the frog seemed the ugliest.
He went to his grandfather, asked if it was so? Grandfather said: “Walk for a few days on the ground. You will see everything with your own eyes and understand.”
The boy went. He sees a wheat field, spikelet to spikelet. “This is the most beautiful thing. After all, this is human labor, ”the boy thought.
Walks on, approaches the school. Children run and frolic. Here is a girl eating bread and butter. She didn’t finish her meal, quit, ran to her friends. “This is the ugliest. After all, she blows away what is made by human hands, ”the boy decided. (100 lines)
(Pavlysh tales)
Titmouse and Hare
Zinka flew down from the tree. Suddenly, from under the snow, the beast jumped out and sat down. All white, ears with black dots upright.
Zinka's wings were taken away from fear. "Who are you?" - squeaked. “I am a hare, I am a hare. And who are you?" - “Ah, a hare! Then I'm not afraid of you." At least she had never seen hares before, but she heard that they do not eat birds and are afraid of everyone themselves.
“Are you here and living on earth?” Zinka asked. "This is where I live." “But you’ll be completely covered in snow here.” “And I'm glad. The blizzard covered all traces and carried me away. Here the wolves ran nearby, but they did not find me. (100 lines)
(By V. Bianchi)
4. Selective dictation
1. Gulya came up with a way out of a difficult situation. 2. She gave up riding when Barasby offered her a ride after afternoon tea. 3. Gulya laid out books on the table, hung them on the wall geographical map. 4. The dog jumped up on his hind legs, and put his front paws on Gule's shoulders. 5. Quarantine, so quarantine, and you seem to be under arrest, and you are not entitled to any concessions. 6. The low sun fell in broad stripes on the earth strewn with needles and the reddish pine trunks. 7. The village where the children's sanatorium was located was called Kholodnaya Balka. 8. And no one could have imagined then that after some ten years this girl herself would become a heroine and raise people to a feat.
(From production E. Ilyina)
Write down words with the root - lag- - lie-; name 2-3 examples of nouns with the same root.
THE TALE OF THE FOREST AND THE MEADOW
One day there was a fire in the forest. The fire was extinguished, but the forest lost its health and fell ill. Meadow grasses immediately settled on the burnt edge, and the war began.
The forest sits on its former land seeds of aspen and birch, and cereal grasses with thin roots so pierced the upper layers of the earth that forest seeds cannot germinate. The forest ordered the turn to go on the offensive.
The turn is a cunning shrub, it propagates by roots. He spread his strong roots underground, made his way through the grass and began to grow in the meadow. He cleared the ground around him and invited the birch tree to sit nearby. And they came for birch and aspen, they began to show off their young foliage.
So the thorn won the land for the forest and meadows. (100 lines)
(By M. Gavrilova)
5. Control dictations
My Kazakhstan.
The lands of Kazakhstan are widely spread. Here you can see the highest snowy mountains and flat plains, meadows and deserts, swift rivers and seas.
In early spring, apricots bloom in the southern valleys, seeds fall like a golden rain into the warmed earth. The desert is covered with a green carpet of grasses with a bright pattern of scarlet tulips and poppies. And in the north of the republic, snow blizzards are still raging.
Diverse animal world our country. What kind of animals and birds you will not meet in the mountains, on the plains and in the deserts! High in the mountains there are snow leopards and strong-horned argali, swift golden eagles and eagles soar in the sky.
From glaciers and lakes, fast rivers begin their rapid run into the valleys. (108 words)
Checked vowels and consonants in the root of words, endings of nouns, adjectives, verbs; offers from homogeneous members.
Astana is the capital of Kazakhstan.
In the vast Kazakh steppes, on the banks of the calm Ishim River, a military town arose in 1824.
For a long time this place was called by the Kazakhs Ak-Mola, which means "White Mausoleum". From afar, its bright silhouette was visible when merchants with grain carts came here, and herders drove cattle to the annual fair.
So the town on Ishim, which guarded the trade routes from robbers, began to be called Akmola.
In our time, Akmolinsk has become the main city of the new Kazakhstan. Now it is called Astana - the main camp, the capital.
Beautiful white marble buildings are reflected in the calm water of the ancient Ishim. Straight streets, large green areas of parks, a bend in the river - an unforgettable sight when you look at the city from the window of an airplane. (111 ff.)
Find homogeneous members of the sentence, underline; indicate proper nouns, common nouns.
Aliya Moldagulova
When did the Great Patriotic War Aliya Moldagulova is only 15 years old. She volunteered for sniper school. From the first days, she showed herself to be a good fighter. In a combat situation, she was distinguished by fearlessness and heroism. In the battle near the village of Kazachikha, Aliya led the entire battalion into battle under heavy fire. She accomplished a feat, but died in battle for the Motherland. She stepped into immortality. Monuments were erected to her in the Pskov land, in Aktobe, in Almaty. Schools, streets, military units bear the name of the glorious daughter of the Kazakh people Aliya Moldagulova. (84 w.)
Emphasize grammatical basics in simple sentences; determine the type of verbs; case endings of nouns and adjectives.
AUTUMN PICTURE
How many colored boats on the pond! Yellow, red, golden boats flew here by air. They smoothly fall into the water and immediately sail with raised sails.
There is still a large supply of such boats on the trees, which surround the pond with a multi-colored wall. Before others, they rush to soy first and last trip Maple leaves. These are the most sailing boats. And how pretty they are!
The sky is clear. Here swallows appeared, circled and flew away to distant lands, where there are no winter blizzards and snowstorms. Bon voyage, swallows! The sun shines brightly. The breeze rustles the leaves, drives the colored boats on the pond. (87 w.)
(By D. Kaigorodov)
unpronounceable, consonant, b to indicate the softness of consonants, b separating; checked vowels and consonants in the root; letters and, y, a after hissing; sentences with homogeneous members, with appeal.
WINTER FOREST
The blizzard silvered the magnificent hairstyle of slender pines. Has the clear birch spread its bright braids of hoar-frost-covered branches? Shines in the sun with delicate thin birch bark ...
The winter sleep of nature is deep, but life goes on under a snowdrift. Try to rake the snow to the ground in the forest. In the place that you cleared, you will see lingonberry bushes, blueberry twigs. The round leaves of wintergreen and heather are still green here.
Porosha tells about the events in the winter forest. A fox's footprint winds in a forest clearing. A lanky elk furrowed a snowdrift, a white hare galloped. A couple of footprints stained the snow. It was a marten that ran, a predator was looking for squirrels.
Snow sparkles, snow sparks flash and go out. Good forest in winter dress! (94 w.)
(By D. Zuev)
Prefixes, case endings of nouns and adjectives ... sentences with homogeneous members; complex sentences.
WHY DOES ROSA HAPPEN?
It's good to go swimming in the river early in the summer. The water is warm, and tiny droplets in the grass sparkle in the rays of the morning sun. It seems that fragments of crystal are lost in the grass and play with red, green and blue lights. This is dew.
All night dew lies on the grass and in the early morning does not immediately evaporate. During the day, the sun first heats the earth, and then grass, flowers, and air heat up from the earth.
But the night has come. Now the earth is the first to cool down. Light warm air tends to fly up, and cold air descends in its place. Grass, flowers, leaves cool down. Moisture is already in the air, it begins to cool and turn into water droplets. This is how dew forms. (100 lines)
LITERATURE
Abzhanova T.A., Begalieva S.B., Bruleva F.G., Maryukhina T.M. Collection of dictations and texts for presentations. For 5th grade teachers secondary school. Almaty "Atamura", 2001.
Algazina N.N. Prevention of spelling errors of students in grades 5-8. M., 1965.
Vinogradova L.A. Collection of dictations in the Russian language. A guide for the teacher. – M.: Enlightenment, 1985.
Vinogradova L.A. Collection of dictations in the Russian language Grade 5. The book for the teacher. Moscow: Education, 1988.
Ladyzhenskaya T.A. Russian language in the 5th grade. M.: Education, 1977.
Nikitina E.I. Russian language lessons in the 5th grade. M., 1975.
Pronina IV The study of difficult words using etymological analysis. M., 1964.
Explanatory note ……………………………………………….3
About dictations (methodology) …………………………………………………5
Texts of dictations of different types ……………………………………….10
References…………………………………………………...20
Dictation (from Latin dicto - dictate) - one of the types of written work to consolidate and test knowledge, train students' skills.
The dictation is designed for the development of motor-auditory associations of students. This type of work teaches to perceive the word by ear, to compare its sound and letter composition; additionally develops students' orthoepic norms and the ability to use the rule. However, the latter is not always obvious.
Depending on the material for the dictation, they are all divided into vocabulary and text (separate sentences and text). Dictionary dictations are intended to train (training) and control (control) the assimilation of a certain spelling rule or several. Text dictations are usually used as control ones - to check not only the studied spellings, but also those previously studied.
Depending on the way the material is displayed, dictations are divided into dictations without changes and with changes in the dictated. The latter can be presented
Selective dictation, when students write down only words chosen by ear, phrases with a certain spelling (s);
Selective distributive dictation - writing words of choice with their grouping;
Morphemic dictation - a record of not all words, phrases, sentences that are dictated, but only consisting of the indicated morphemes; or not writing the words themselves, which are dictated, but only, for example, variable or constant prefixes that are in certain words. When conducting a morphemic dictation, grammatical and spelling skills are developed based on the relevant rules;
Creative dictation - writing words in the text in accordance with the rule being studied, although they are read in their original form. This dictation is used, for example, when studying the spelling of the endings of nouns, adjectives, etc.
A kind of dictation is a dictation with a continuation (the term of T.A. Ladyzhenskaya), the title of which already reflects its essence. Students write down a text from dictation, and then, as a continuation, create their own text, which is thematically related to what was dictated. The dictation technique with continuation allows schoolchildren to move from reproductive methods of activity (cheating, dictation) to productive ones (creating a new text and its competent design).
Based on the learning objectives, it is advisable to divide dictations into training and control. Separately, one can single out the dictation “Checking Myself”, which combines control and learning, since students first, writing down the text, control themselves, at the next stage they find out the correct spelling, and as a result “the ability to highlight spellings develops, which is half the success in teaching correct writing » . The dictation “I check myself” is usually carried out, like the control one, only the students, writing down the text (words, phrases, sentences), underline (or skip) the letters in which they are not sure. After recording the entire dictation, students have the opportunity to clarify the spelling in the teacher or other students, check it in a dictionary, reference book, etc. This type of dictation allows students to develop self-control skills and gives the teacher an objective picture of students learning certain material.
Teaching dictations, depending on the time of explaining the material, can be warning, explanatory, commentary.
The purpose of the warning dictation is to prevent mistakes before writing the text, so students first explain the spelling of words or punctuation, and then write it down. It is usually carried out at the initial stage of mastering the material and the formation of appropriate skills in order to prevent incorrect spellings. Warning dictation can be visual (warning visual dictation), when the teacher reads the text in sentences, spelling, punctuation are explained in each sentence, after that one student writes the text on the board in parts, and the rest write in notebooks on their own and only after recording check with what is written on the board, and auditory (preventive auditory dictation), if, after warning of possible errors, the teacher reads the text again in sentences, and the students write it down.
When fixing a certain topic, section, or when repeating what has been studied, an explanatory dictation is usually carried out, the purpose of which is not to prevent possible errors, but to correct them after writing the entire text (or part of it, individual sentences). The methodology for conducting an explanatory dictation is as follows: students write down the entire text under the dictation of the teacher, and then read what is written, correct errors, if any, and explain spelling and punctuation. Explanation of spelling can also occur after writing individual sentences, parts of the text. Explanatory dictation can be visual (with previous writing on the board or with the help of technical teaching aids) and auditory.
The essence of the commented dictation (or commented letter) is that the students briefly comment on the spelling and punctuation marks while writing. The value of the commented dictation is that all students are involved in the analysis process, because the spelling is commented at the time of writing the word, phrase, sentence.
These types of dictations in the practice of teaching the Russian language can exist in a combined form, the so-called combined dictation, when students explain and write down three or four sentences (as a warning dictation), write down and explain three or four sentences (as an explanatory dictation), and three - four sentences are written and commented (like a commented dictation) or written down without explanations and comments (like a control one).
Depending on the method of presenting the material, educational dictations can be unchanged and with a change in the material. Among the dictations without changes, it is necessary to say separately about the vocabulary dictation, which is carried out in order to check the spelling literacy of students and saves time (it takes 5-10 minutes), at the same time it focuses students' attention on the studied spellings. The volume of the vocabulary dictation is as follows (in quarters): Grade 2 - 4 - 6 - 6 - 8 words; Grade 3 - 8 - 8 - 10 - 10 words; Grade 4 - 10 - 10 - 12 - 12 words.
Among dictations that involve making certain changes to the material, one can single out selective (selective-distributive), free, reproduced, dictation from memory (or self-dictation), creative, dictation with continuation.
Selective dictation is a type of dictation during which students write down individual words, phrases, sentences that correspond to a certain rule. Selective dictation is usually used when repeating, consolidating, summarizing the studied material and is the final teaching method, as it saves time significantly, allowing you not to write down the whole text, but to write out only individual words, phrases or sentences from it (depending on the goal). During it, the teacher slowly reads words, sentences or text to give students the opportunity not only to find the desired language unit, but also write it down.
The preparatory types of work for such a dictation are selective reading (from the material offered for reading, select and name language units for a specific rule) and selective cheating (select and write down language units for a specific rule).
The selective-distributive dictation aims not only to select and record certain language units on the corresponding rule, but also to group them, i.e. distribution based on the same trait.
Free dictation is a written reproduction of the author's text in parts. Its peculiarity is that the text is dictated by the teacher, but the students write it down from memory. The methodology for its implementation is as follows: the teacher reads the text in its entirety, incomprehensible words and expressions are explained, then the text is read in parts (a paragraph, a few words), and the students write it down from memory. At the same time, parts should include at least 2-3 sentences (depending on their size) so that students cannot memorize them. This type of dictation allows students to show independence, their own Creative skills, develops the ability to organically combine spelling and punctuation skills with communication skills, i.e. during its implementation, the tasks of literacy formation and speech development are combined.
The reproduced dictation also provides for the reproduction of the text, like the free one, but on the basis of the categories written out. The methodology for its implementation is as follows: after listening to the text and analyzing it, students reproduce the text from memory based on the written (or proposed) key words, phrases, grammatical foundations.
Writing from memory (or self-dictation) is designed to develop students' spelling and punctuation vigilance. Unlike other dictations that are dictated by the teacher, here the students themselves dictate to themselves a text specially studied by them for this purpose. Students independently read the text or words to a certain rule given on the board, in a book, etc., analyze certain linguistic phenomena, then the text is closed, and the students write it down from memory. After finishing work, what is written is compared with what is given in the book, on the blackboard, etc. For this purpose, it is also proposed to memorize the text (poetry or prose) by heart at home, and the next day in class it is written from memory.
Creative dictation in the methodology refers to tasks of a different nature, providing for various changes in the text dictated by the teacher, which is associated with the activation independent activity students. Tasks can be of the following nature: shorten or, conversely, expand the text; replace one grammatical form with another; rearrange sentences, etc.
Creative dictation can be preventive (necessary changes are first explained and then recorded), explanatory (first recorded and then explained), commented (oral or written) dictations, can be visual or auditory.
Dictation with continuation also has a creative character, when students write down a text under dictation, and then, as a continuation, create their own text, thematically related to the proposed one. It is clear that the text of the dictation should be such that you can write its continuation or answer the questions that the author of the text puts (or that can be put to the text).
T. A. Ladyzhenskaya divides texts for dictations with continuation into two groups:
1. Texts that break off, but in such a way that it is clear in which direction they can be continued. Such texts may be:
a) the beginning of the narrative, brought to a point that prompts in in general terms how events unfold;
b) the beginning of a reflection in which only the thesis is formulated, or the thesis and one or two of several possible proofs, or the thesis plus proofs. Pupils are invited to continue the reasoning, i.e. give evidence or draw a conclusion;
c) the beginning of the description, which contains the intention, conveys the general impression of the subject of the description and reveals some of its features.
2. Texts that are complete or relatively complete passages in meaning, on the basis of which it is possible to organize independent statements of students. Such texts usually either end with a question, or allow questions to be raised that are proposed to be answered. The question may include a story about certain events, a description of some objects, or a detailed reasoning in order to convey your thoughts with justification.
It must be remembered that such a dictation is evaluated by two marks: one is put for the dictation, and the second is for its continuation, which is evaluated according to the norms for evaluating creative works. At the same time, depending on the amount of work done, one or two marks can be given for continuation (the first for content and speech, the second for literacy).
The dictation-translation also has a creative character, when the teacher dictates words, phrases or phrases in the Belarusian language, and the students write them down in Russian.
Dictation with changes also includes graphic dictation, which aims to completely or partially replace what is dictated by conditional graphic designations, when students, instead of material (words, sentences) presented visually (graphic visual) or by ear (graphic auditory), write it down in the form of diagrams or in the form of conventional graphic symbols or in the form of numbers, when only the numbers of proposals corresponding to the presented task are recorded.
To control and assess the spelling literacy of students, a control dictation is most often used, which should be carried out only after appropriate teaching and training work on mastering the spelling rules.
The text of the control dictation may be related, or it may consist of separate words and sentences. The method of conducting the control dictation is as follows. First, the teacher reads the entire text, introduces the students to its content.
After that, the text is read in sentences for recording: the first time the sentence is read in full for the purpose of its holistic auditory perception, then in parts, and the students write down what the teacher dictates to them; after recording, the sentence is read in full again to check what was written. At the end of the work on the dictation, the teacher reads the text again in order to organize an independent check of what the students have written. It is necessary to dictate the text clearly, maintaining specific norms, slowly, not allowing word-by-letter pronunciation of words.
Thus, a whole system of dictations has been developed in methodological science, which is aimed not only at developing the spelling skills of students, but also at developing their speech skills. At the same time, it is necessary to clearly understand the place of each dictation in the system, understand the role that it performs, know when it is more appropriate to use one or another type of dictation, so that the student goes from knowing the rule to developing the ability to apply it in new conditions and further to the automatic formation of a skill correct spelling.
Spelling - a section of linguistics that establishes the rules for the transmission of oral speech in writing
Spelling is a system of rules that ensures the uniformity of the written transmission of speech. Any violation of the spelling norm can potentially lead to a distortion of thought. In the theory of Russian spelling, morphological, phonetic, traditional principles, as well as differentiating spellings are indicated. Majority authors teaching aids for universities, morphological and phonemic principles are considered in close connection, but, however, not equal, since the phonetic principle is part of the morphological one.
During the period of literacy, students learn: to correlate the letter and sound; write words separately, i.e. by means of writing to highlight words as semantic units; move words from line to line; use capital letter at the beginning of a sentence, as well as in the names of people and in the nicknames of animals.
There are three main methods for developing spelling skills: the method of language analysis and synthesis; a method of memorization, memorization of samples or an imitative method that involves the reproductive activity of students; a method for solving grammar and spelling problems.
The following types of dictations are distinguished: selective, distributive, selective-distributive, creative, free, restored dictation, dictation by analogy, warning, explanatory dictation, self-dictation, visual-auditory dictation.
The choice of the type of dictation is determined by the stage of work on the formation of a spelling skill and the purpose of the lesson. 3. F. Ulchenko proposed the following system for using various types of dictations:
Stage of work on spelling
Recommended type of dictation
Spelling recognition at the level of familiarity with it
Selective dictation
Oral explanation of the spelling before writing the text
Warning dictation
Explaining spelling while writing
Commented dictation
Explanation of spelling after writing the text
Explanatory dictation
Including spelling in new links
Selective explanatory dictation
Return on a higher level to the stage of awareness of the spelling
Dictation "Checking myself"
Combining learned private actions into one complex activity in conditions of complete independence of students
Control dictation
^ Auditory dictation is a spelling exercise during which the writer correlates the sound and letter composition of words, phrases, sentences, text.
^ Warning dictation - a type of auditory dictation. The goal is to prevent errors by explaining spelling before writing the text, word. It is used at the initial stages of studying the topic. As the method of verification and assimilation is mastered, the material is replaced by an explanatory dictation. The teacher dictates a sentence (phrase, word). Before recording, a spelling analysis is carried out - students explain how they will write the word and why.
"Error-free" dictation is a kind of warning dictation. Students are given the task of fully understanding the spelling side of the text and writing a dictation without errors. After listening to the text, students ask questions about the spelling of certain words. These questions are answered by students who are confident in the spelling of the given word. If it is difficult, the teacher is connected to the explanation of spelling.
^ Warning-control dictation - a kind of warning dictation. Before the dictation for 8-10 minutes, the spelling rules that are reflected in its text are repeated. As examples, words from the text of the dictation, specially selected by the teacher, are considered.
^ Prepared dictation - a kind of warning dictation with explanatory elements. The text is first parsed, then recorded and checked.
^ Explanatory dictation - a type of auditory dictation. After writing down the sentence or text as a whole, students explain spelling. This is a kind of collective check of the written, developing students' attention to spelling. It is carried out when fixing the topic. In the process of writing the text, students emphasize the spelling that needs to be checked, after recording, they control the correctness of the work.
^ Explanatory dictation with preliminary preparation. Before writing the text, the teacher allocates time to repeat the learned spelling rules and ways to check the necessary spelling. After spelling preparation and a kind of “tuning” of students to a certain type of spelling, a dictation is carried out. After recording, students prove the correct spelling of words with the studied spelling, correct the mistakes made.
^ Dictation "Checking myself" (introduced by A. I. Kobyzev) is a type of auditory dictation characterized by a high level of self-control. It contributes to the development of spelling vigilance, a critical attitude to one's own text, comprehension of spelling at a sufficiently high level, and develops self-examination skills. While writing the text, the student is allowed to ask the teacher how one or another spelling is written, use a dictionary, reference books, etc. The student underlines the spelling that has caused doubt (this is important for the teacher to use for analysis). If a correction is made to the underlined spelling, it is not considered an error. At the same time, the mistakes made on the learned rules are taken into account more strictly, since the student did not see spelling dangerous places.
^ Letter skipping letter (skipped spelling dictation) - a type of "Checking myself" dictation. In the process of writing the text, students skip letters (spelling) if they do not know or doubt the spelling. A dash is placed at the place where the letters are skipped - a line is drawn along the bottom line. The entry in the notebook looks like this: In l_su, a ringing_a trill of s_l_vya is heard. After recording, a spelling analysis of words with missing letters is carried out. The gaps are being filled. This technique prevents the appearance of errors and a large number of corrections, is one of the most effective methods for developing spelling vigilance. Students should understand: if you don’t know how to check, it’s better to skip a letter, but you can’t write at random!
^ Commented dictation (commented writing, grammar and spelling commenting) - a type of spelling exercise, a kind of auditory dictation in combination with spelling analysis. Spelling analysis of the text is not performed before or after the recording, but is combined with the writing of the text.
One student, in the process and at the pace of writing, comments aloud on all spellings: indicates their types, names the verification rule, briefly names the steps of the spelling action algorithm, selects test words, and draws a conclusion. At the same time, the form of the spelling explanation should be short, otherwise the connection between the words is lost. For example: “I am writing green with an unstressed vowel e. The test word is green” or “Green. I check the unstressed vowel - I put the emphasis on green. I write green with the letter e. A prerequisite is that all students in the class are involved in commenting in turn, not only the strong ones. With systematic use, spelling vigilance is developed. Commented dictation provides students with the mastery of the algorithm of action, is aimed at practicing the methods of applying the rule in the process of writing,
^ Combined dictation - a type of auditory dictation with signs of warning, explanatory and control dictations. It is used mainly in generalization lessons, as well as in working with lagging behind. First, a preliminary explanation of spellings is carried out (2-3 sentences), in subsequent sentences, spellings are explained simultaneously with the letter or after writing the sentence, then several sentences are written without explanation, according to the method of control dictation.
^ Selective dictation - a type of auditory or visual dictation. It involves recording not the entire text, but only those words, phrases, sentences that have spellings (punctograms, grammatical forms) for the rule being studied. May be accompanied by an additional task. Selective dictation develops spelling vigilance, attention, the ability to detect the studied linguistic phenomena, and teaches students to analyze the text before writing it down.
^ Selective distributive dictation - a kind of selective dictation. It involves the selection from the text and the recording of words with certain spellings and their simultaneous grouping according to some criteria, for example, words with checked unstressed vowels are written in the left column, with unverified ones - in the right.
^ Morphemic dictation is a type of selective dictation. The teacher dictates words, phrases or sentences, the students write down only the significant parts of a word indicated by the teacher with the desired spelling. This type of dictation helps to memorize the graphic appearance of morphemes, develops spelling vigilance, combines grammatical and spelling analysis of words.
^ Creative dictation - on the instructions of the teacher, students insert certain words into the dictated text or change the grammatical form of the dictated words. For example, in the course of studying the name of an adjective, the teacher suggests supplementing the sentences with appropriate adjectives; when studying the plural of a noun, replace the singular form with the plural, etc. The skill of applying the spelling rule is developed in conditions when it is necessary to think about the content of the sentence and its grammatical design.
^ Free dictation - in the process of writing the text, students can replace individual words, change the structure of the sentence. The text is dictated first as a whole, then in parts (3-4 sentences); each part is written down after reading it again. Students write down each part of the text from memory, as they remember. Memory is trained. An additional goal is the development of students' speech. The methodology is considered as a type of work that prepares students for writing presentations.
^ Visual dictation is a type of spelling exercise that develops spelling vigilance, visual memory and attention. The text written on the board (words, sentences) is read by students, analyzed, then erased. Students write it from memory. After recording, verification is carried out.
^ Visual dictations according to the method of Professor I. T. Fedorenko - a system of specially selected sets of sentences that ensures the development of working memory. Each of the 18 sets contains 6 sentences. Each subsequent sentence gradually, one or two letters, increases in length. The first sentence of set #1 consists of two words and contains only 8 letters, the last sentence of set #18 consists of 10 words and contains 46 letters. If the sentences do not correspond to the content of the lesson, they can be replaced with equivalent ones with the same number of letters.
Working time with all sets takes 2-3 months. It takes 5 to 8 minutes to write down six sentences in a lesson. Visual dictations should be written daily (working memory can be trained in the lessons of both Russian and Belarusian, selecting sentences in Russian and Belarusian, respectively). A letter every other day does not give an effective result!
^ Methodology
On the board, the teacher writes down 6 sentences of one set in advance and closes it with a sheet of paper (you can prepare each sentence on a separate strip of paper by printing it in large print, or use multimedia teaching aids to demonstrate sentences).
The first sentence opens (a sheet of paper is shifted down). Students for a certain time (from 4 to 8 seconds depending on the set of sentences) read the sentence “to themselves” and try to remember it.
After the time has elapsed, the teacher erases the sentence and offers to write it down in notebooks from memory.
If the student did not have time to remember the sentence, he is allowed to look at a neighbor. If many students in the class do not have time to remember the sentence and turn to their deskmates, the work with the submitted set of sentences is repeated the next day. And so on until almost all students can write sentences from memory on their own. Only then can you move on to the next set.
4. The second sentence opens. Students read and try to remember. The sentence is erased, the students write it down from memory.
5-8. Reading, memorizing and writing from memory the following sentences of the set (work is organized in a similar way).
^ Writing from memory or self-dictation is an independent recording of a text learned by heart, which is perceived by students visually or by ear. At the end of the work, the text is opened for self-examination.
^ Learned dictation (prepared dictation) - a kind of writing from memory, you can practice in grade IV. Preliminary preparation for writing the text is carried out by the students on their own, possibly at home. The text is learned by heart. The next day in class, students write the memorized text from memory or from the dictation of the teacher.
^ Picture dictation (silent dictation) - the teacher silently demonstrates a subject picture, students write down the name of the depicted subject.
Subject dictation (silent dictation) - the teacher silently demonstrates the subject, the students write down the name of the subject.
^ Dictation game "Who will remember more?" (introduced by L.P. Fedorenko) - a kind of auditory or visual dictation with an installation for accurate reproduction from memory of words heard or visually perceived, aimed at training memory.
^ Methodology
The teacher pronounces a chain once, for example, of 3 words, or demonstrates it on the board or screen for 9-15 seconds (approximately 3-5 seconds per word) and does not repeat it anymore.
Students write down what they remember.
The teacher reads or demonstrates a new chain of 3 words and pauses long enough for the students to write down the words from memory.
Self-check or mutual check. Students count each other or each for their own number of words. One point is awarded for each correctly spelled word. For a missing or replaced word and for each spelling mistake - a penalty point.
5. The teacher demonstrates correctly written words on the board or screen. Students check the accuracy of their calculations. The one who scores the most points wins.
6. The notebook of the candidate for the winners is checked by the teacher.
Number of words for dictation:
Grade 2 - 4-6-8 words (chains of 2 words); 6-9 words (chains of 3 words);
Grade 3 - 8-10 words (chains of 2 words); 9-12 words (chains of 3 words);
Grade 4 - 10-12-14 words (chains of 2 words); 12-15 words (chains of 3 words).
The easiest to remember are chains of words that belong to the same part of speech and the same thematic group, for example: cabbage, potatoes, tomatoes. Difficult, but most effective for memory training (you can develop memory only by loading it) are word chains related to different parts of speech and thematic groups, for example: bed, decide, hot.
^ The dictation “Be accurate” (introduced by L.P. Fedorenko) is a kind of dictation “Who will remember more?”, But not individual words, but sentences are offered for recording. The name of the dictation indicates that, in relation to the sentence, it is important to accurately reproduce it, and not the number of written words. The teacher reads each sentence only once. Students write as they remember. The first sentence is not repeated! Then the teacher reads the second sentence once, and so on.
Control, or verification, dictation - a type of auditory dictation, is a grammar-spelling analytic-synthetic exercise and is carried out as a complete independent work: students must understand the content of the text and write it down without distorting the meaning, understand every word and grammatical form, detect spelling and punctograms, check them, write without errors. The goal is to find out the level of students' knowledge of the studied rules and the ability to apply them in practice.
The text of the control dictation should include the main spellings and punctograms studied at the time of the test. If possible, spellings should be evenly distributed in different parts of the text. This is explained by the fact that the greatest number of errors, corrections, omissions of letters, syllables and even whole words is made by students at the beginning and at the end of the text: at the beginning of the text, other things being equal, students have not yet had time to concentrate, get involved in the work, at the end of the dictation - on against the background of general fatigue, attention weakens. The number of words with unlearned spellings should not exceed three. If the text contains more than three such words, it is not used for dictation.
The control dictation may be accompanied by additional grammar tasks, the content of which must correspond to curriculum. The number of tasks should not exceed three. For each option, the same type of grammar tasks are selected.
Methodology for conducting a control dictation
Words with unlearned spellings are pre-written on the blackboard and clearly pronounced by the teacher during dictation. Words with incomprehensible lexical meaning should be commented by the teacher before reading the text of the dictation as a whole. Punctuation marks that are outside the scope of the curriculum for primary school, is warned by the teacher while reading the text.
It is important to prepare students' workplaces in advance, remove all unnecessary items from the tables, leaving only the educational supplies necessary for recording the dictation and completing grammar tasks.
At the beginning of the lesson, the teacher tells the students the purpose of the lesson. control work. Slowly and expressively reads the entire text offered for dictation. At the time of reading the text, students listen carefully to the teacher, comprehend the content of the text. The primary perception of the text by ear helps students avoid a number of errors, often arising from the writer's misunderstanding of what he writes down.
Then the text of the dictation is read by the teacher in separate sentences. The teacher dictates each sentence twice in a row: the first time for perception and understanding, and the second time for recording. Pupils should start writing the sentence only after the teacher has finished reading it. We must not allow the tendency, widespread among students, to hurriedly write down what is dictated when the teacher has not yet finished reading. As experience shows, the student does not reach the goal with such haste, does not have time to write down the entire sentence and does not remember it, asks the teacher again and distracts the attention of other students.
If the sentence is difficult to understand or complicated by homogeneous members of the sentence, in this case, dictation, as well as writing, should not be in separate sentences, but in complete semantic segments (phrases).
One of the basic requirements for a dictator is a sufficiently loud voice. It is necessary that all students clearly hear the entire text dictated by the teacher. Clear diction will save students from unnecessary stress when listening and from the need to "guess" poorly heard. Dictate should be standing in one place, so as not to force students to strain their ears in a new way each time.
In the process of the control dictation, the teacher's hints are excluded, including when pronouncing words. It is absolutely unacceptable to distort pronunciation in order to “catch” the student, as well as spelling, “prompting” reading, in some cases sharply at odds with the norms of speech (for example, reading the words of ko[go], your[go] instead of ko[vo], your [in]).
Reading should be slow, but not so slow that the thought expressed by this sentence is lost or broken. It is necessary to ensure that all students have time to write down the dictated text, for which it is necessary to observe an even pace of reading. The teacher must choose one, not very hasty student and, following the pace of his writing, focus on him in reading.
After recording all the sentences, the text of the dictation is read by the teacher again, with longer pauses after each sentence, so that the students have time to check the spelling of the words, correct the identified errors, and add the words if they were omitted. After self-checking the dictation, students perform grammar tasks.
After completing the grammar tasks, if time permits, students should be given the opportunity to check the entire work again.
With a call from the lesson, the teacher collects all the work of the students.
^ SPELLING - a type of language analysis; includes the analysis of words, phrases, sentences, texts in order to detect spellings, their explanation, an indication of the method of verification and the performance of a spelling action - verification. It is the most important method of teaching spelling, ensures the conscious assimilation and application of the studied spelling rules, forms spelling vigilance, develops the thinking and speech of students. It is used as an independent exercise and as an element of another type of exercise. It is performed only orally (other actions should not be the subject of student activity).
The absence of an oral spelling analysis of the text before recording it (at the first stage of working with the spelling) leads to mechanical writing, therefore it is regarded as a gross methodological error of the teacher.
Types of spelling parsing:
Full - all spellings are parsed;
Thematic, selective - only certain spellings are parsed.
The order of spelling
Finding spelling.
Determining the type of spelling (bringing it under the appropriate rule).
Reproduction of the rule that this spelling obeys.
Selection of a test word (for spellings being checked) or establishing that the spelling is not checked, its spelling must be remembered.
An example of a full (expanded) spelling analysis:
Frost - frost, stress on the second vowel o;
Spelling o in the first syllable, unstressed vowel at the root of the word, not checked by stress. It must be remembered that the word frost is written with a vowel o;
Spelling h, paired consonant for voiced-deafness at the end of the word. To check a double consonant, you need to change the words so that the consonant comes before the vowel. We check: frost - frost, frost.
A sample of a brief spelling analysis (in a brief analysis, the spelling and the test word are called):
Frost - frost, unstressed vowel o in the first syllable, its spelling must be remembered, paired consonant z, test words - frost, frost.
^ FREE (INDEPENDENT) LETTER. At the final stage of the formation of a spelling skill, spelling exercises are used, which are varieties of free writing, during which the ability to designate the studied spellings manifests itself in natural conditions - selection of own examples, presentation, composition, and other creative works of students.
^ Selection of examples as a spelling exercise is effective if students verbally explain the spelling of the corresponding spelling.
STATEMENT as a type of spelling exercise is characterized by a clearly defined focus on the development of students' speech on the basis of a sample, a written retelling of a listened or read work. IN primary school- educational only. It is carried out at the final stage of studying the spelling topic, when students have mastered the rule and learned how to apply it. The correct application of the rule when writing presentations indicates its assimilation.
For the presentation, a text saturated with the studied spellings is used. In preparation for the presentation, an oral spelling analysis of the relevant words is carried out. After writing the presentation, students are given the task - to check the spelling of words in which there are spellings for the rule being studied, to perform the check orally, to underline the spellings.
You need to start learning the presentation with a narrative text that has a clear plot, close and understandable to a child of this age. The story should have a small number of episodes. All words must be clear in their meaning, syntactic constructions are available for use in children's speech. The construction of the story should also be simple: 3-4 parts, easily separated into paragraphs.
It is very important that independent writing, based on the speech of the children themselves, be introduced as early as possible. From writing individual words taken from oral retelling, children move on to writing sentences, then fragments of text and full statements of specially selected short texts.
^ Statement requirements:
The independence of students in the presentation of the text (the sample should not be memorized and completely copied);
Use in the text of the presentation of vocabulary, turns of speech, syntactic constructions taken from the sample;
The completeness of the transfer of essential points - compliance with the sequence of presentation, cause-and-effect dependence, basic facts.
Introduction to the text. The teacher reads the text, the students listen to it carefully, follow the storyline. The teacher highlights the main parts of the text with pauses. The text presented can be read not by the teacher, but by the students themselves.
Conversation, a brief analysis of the content on the teacher's questions. 3-4 questions are posed on the content of the text in order to determine whether everyone understood correctly, understood what they read, and established causal relationships.
Rereading the text. The text intended for presentation is read no more than 2 times so that students do not memorize it.
Drawing up a plan (can be combined with a conversation). Logical and compositional division of the text into parts, their heading. The presentation plan is written on the board.
Spelling preparation, vocabulary work. Analysis of the meanings of words and their spelling, observation of the use of visual means of the language in the text, construction of the most important syntactic constructions. Write on the board words and phrases that require special attention of students.
Preliminary retelling of text fragments. Selection of key words. The teacher offers to retell individual fragments, asks: “How would you tell about it yourself?”, “How is this thought expressed, as it is said in the text of the writer?”. Questions like these encourage students to express their thoughts on their own. At this stage of the work, individual proposals are collectively compiled, if necessary, fragments of the text. Key words for each item in the plan are written on the board.
Oral retelling of the text. Several students orally retell the text according to the plan and key words.
Analysis of oral retelling and its improvement. Collective correction of deficiencies,
clarification of certain points. If necessary, the text is read again.
^ 9. Independent writing of the statement. Providing individual assistance.
Self-examination and improvement of the text by students. Carefully made corrections of students are not taken into account when setting a mark.
Checking the presentation by the teacher. The verification is carried out in accordance with the Instruction on the procedure for the formation of a culture of oral and written speech in educational institutions Republic of Belarus, marking - based on the standards for evaluating results learning activities junior schoolchildren In Russian.
For subsequent work on errors, the teacher analyzes the presentations and classifies them taking into account:
A) the accuracy and consistency of the transmission of the content of the text;
B) errors in the construction of sentences;
C) incorrect use of words;
D) the most gross and typical spelling and punctuation errors.
12. Work on mistakes (carried out in the next lesson).
It is necessary to compare the presentations written by the students with the original text in order to clarify the shortcomings in the content and language of the children's presentations, to sort out spelling errors.
The work is organized as follows:
The teacher reads the original text of the presentation;
The teacher reads one or two or three works with violations of the sequence of the content of the text; it is collectively established which episodes are missing, moved, inaccurately stated; how it should be written, etc.;
The teacher writes or reads incorrectly written sentences on the blackboard, errors are collectively corrected;
The teacher writes out on the board or reads the words unsuccessfully used in the presentation, together with the children determines why this word should be considered unsuccessful, which word would be better to use instead of it;
Spelling parsing of words with typical or gross errors is carried out;
6) organized individual work students over mistakes.
COMPOSITION as a type of spelling exercise provides for the independent construction of the text, the expression of one's own thoughts in writing.
To write an essay, students must have the following generalized skills:
Understand and reveal the topic of the essay;
Subordinate your essay to a certain thought;
Collect material, organize it and arrange it in the desired sequence;
Define the boundaries of the essay;
Make a plan and write according to the plan;
Create text and write it down;
Use the means of the language in accordance with the intention and speech situations;
Improve written, find and correct errors and shortcomings.
Classification of essays by sources of material:
Based personal experience students:
Composed about the experiences, seen, heard by the students themselves;
Composing on the material of excursions, observations, hikes, games and other experiences;
2) based on indirect sources of information
Paintings are divided into three main types:
A) narrative essays based on a series of paintings or according to a picture plan;
B) narrative essays based on one picture, where one moment of the plot is given;
C) a description of the painting;
Essay based on reading;
Essay based on the film, performance;
Essay based on teacher's stories and other sources of mediated experience;
On the material different sources- book information and material of own experience, own observations;
Based creative imagination- according to a given beginning or end, improvisation of fairy tales, etc. (at the same time, personal experience and book information are creatively processed).
^ The work on the essay is divided into 3 stages:
1. Accumulation of material: observation, excursions, hiking, walking, looking at pictures, watching films, performances, reading fiction or other literature.
Selection and systematization of material in accordance with the topic and the intention of its disclosure: conversations, discussion, highlighting the essential, drawing up a plan, separate notes, preparing vocabulary, etc.
Verbal, speech design of the composition, i.e. compilation of the text itself, its recording, improvement, correction of errors by the students themselves, verification.
Thus, the essay writing lesson is a kind of result of the work done. Stages 1 and 2 are outside the scope of the essay writing lesson. Preparation begins a few days (weeks) before the composition itself and can be carried out outside school hours, in other lessons, not only in Russian language lessons. Observation on excursions is organized in a few days, observations in nature - in a week or a month. The picture is considered immediately before the composition. It is possible to pre-plan the essay. Preparatory work before writing an essay makes it possible for the lesson to organize deeper work on the text, its improvement.
Essay writing lesson methodology
Reporting the topic and tasks of the upcoming essay, discussing them with students. At this stage, it is necessary to arouse interest, restore motives, the desire to express one's thoughts, create a good mood.
A conversation with the aim of streamlining the material, if it has been accumulated in advance (during observations, etc.), or its accumulation (examining the picture). It is necessary to activate all students, restore the accumulated material in the memory of students or ensure its receipt.
Drawing up a plan or updating it, if the plan was drawn up in advance. In elementary grades, a simple plan of 3-5 points (without sub-points) is recommended. The composition plan should be written on the board.
Speech preparation of the text: compilation of individual phrases, sentences or individual fragments of the text on the teacher's questions. The best options can be written on the board as a reference.
Oral compilation, storytelling and discussion of text options for the upcoming essay (if necessary) - collective or individual (1-2 students). The teacher can present his essay as a sample.
Spelling preparation for writing difficult words. Writing on the board and spelling _analysis of individual words. Particular attention is paid to the words on the studied rule.
Independent writing of an essay is the main part of the lesson, the longest in time (Grade III - 20-25 minutes, Grade IV - 25-30 minutes). The teacher observes and provides individual assistance.
Self-test. Improving the written text, correcting errors. Corrections should not lead to a decrease in the mark for essays, on the contrary, a successful replacement of a word, an improvement in the construction of a sentence should be encouraged. Students check the spelling of words for the rule being studied, orally check all spellings (you can offer to underline them).
Memo for editing the text of the essay
Check
1. Did he convey his idea clearly? . 2. Are there any repetitions of identical words, turns of speech?
Are all words well used?
Are unstressed vowels written correctly, all difficult words, punctuation marks?
9. Checking essays by the teacher. Analysis and classification of essays by shortcomings (for organizing work on mistakes):
A) inconsistency of the content of the essay with its topic;
B) violation of the composition of the construction of the text, incorrect connection between the individual parts of the whole story or the absence of such a connection;
C) unsuccessful construction of individual sentences, unsuccessful connection between individual sentences or the absence of such a connection;
D) incorrect connection between individual words in a sentence, unsuccessful or incorrect word order in a sentence;
E) lexical (speech) defects: unsuccessful or incorrect use of words and expressions;
E) gross and typical spelling and punctuation errors.
10. Work on bugs (carried out in the next lesson):
Are read out the best essays; collective analysis of essays:
Building a whole text and linking its parts;
Building individual sentences and ways of linking sentences into a whole;
The order of words in a sentence;
Relationships between words in a sentence;
The use of certain words and sentences.
Collective work on errors (spelling, punctuation, speech, logical, meaningful, etc.);
Individual troubleshooting.
^ Collective composition is one of the types of educational essays (in the methodology of the Russian language it is described in the works of L. N. Tolstoy, A. V. Mirtov, K. B. Barkhin and others). The text of the essay is compiled by the whole class in the lesson, written on the blackboard, subjected to collective processing, improvement.
It can be used as a separate stage of preparation for an essay. In this case, after collective editing, the text is erased, students begin to create their own composition.
^ TEXT PROOF - A spelling exercise aimed at correcting intentionally made mistakes in printed text.
In the methodology of teaching the Russian language, one of the most controversial opinions has developed about the proofreading of the text. Many methodologists strongly oppose the use of misspellings to teach spelling. At the same time, the ability of students to correct mistakes (their own and others') is recognized as important by everyone without exception.
One should agree with the well-known Russian scientist in the field of Russian language methodology N. A. Korf (1834-1883), who believed that “it is possible to teach the rule and fix the correct combinations of letters only with the help of correctly written samples; but next to them, and only occasionally from time to time, it is useful to present samples that are written incorrectly, with errors in relation to the rules passed. Such an exercise will serve as a means to encourage children to carefully compare what is before their eyes with those patterns that have already been imprinted in memory. Exercises involving the correction of errors should, according to N. A. Korf, “less than one tenth of the total number of works”, so for 120 exercises only 11 can be with errors for correction.
Let us formulate the main methodological requirements for the use of text proofreading exercises in teaching practice:
Deliberately erroneous spelling is not used at the stages of acquaintance and consolidating spelling skills;
The text with errors on a certain rule can be presented to students for correction only after this rule has not only been studied, but also worked out at a practical level - the correct way of action has been formed, students have mastered the necessary skills and abilities;
Students should be aware that there are errors in the text of the exercise that they have to find and correct. This should be directly indicated by the task: “Find and correct errors in the text”, “Help Dunno correct errors in the text”, “Mistakes were made in the text. What rules will help you write words correctly? and etc.;
An additional, but not the only guideline may be the “Trap” sign, indicating that errors may occur in the text, you need to be especially careful when doing work;
5) erroneous entry on chalkboard(even intentional) should not remain uncorrected for a long time, so as not to fix the students with the wrong visual image of the word. The error on the board must be corrected! IN this case to correct it, it is better to use the technique of striking out and writing the correct letter on top - the visually “crossed out” image of the error will help to exclude the holistic perception of the wrong sample as one of the spelling options for the word;
6) at the first stages of work on proofreading the text or when organizing mutual verification of student work, students are given a standard - a sample of correct spelling, with which they check the text to be corrected.
List of used literature
Algazina, N. N. The role of exercises in the formation of spelling skills / N. N. Algazina // Formation of spelling skills. - M.: Education, 1987. - S. 55-61.
Bulokhov, V. Ya. Dictation game "Who will remember more" / V. Ya. Bulokhov, O. N. Zhovnitskaya, E. M. Milkova / / Primary School. - 1989. - No. 1. - S. 29-30.
Burkova, T, V. Working classification of dictations / T. V. Burkova // Elementary school. - 1989. - No. 10-11. - S. 44-49.
Burkova, T.V. Cheating and its types in the process of teaching grammar and spelling to younger schoolchildren / T.V. Burkova//Primary school. - 2002. - No. 10. -S. 28-37.
Lvov, M. R. Types of exercises in spelling / M. R. Lvov, V. G. Goretsky, O. V. Sosnovskaya // Methods of teaching the Russian language in primary classes. - M.: Academy, 2007. - S. 327-333.
Zhedek, P. S. Questions of theory and methods of teaching phonetics, orthoepy, graphics and orthography / P. S. Zhedek. - Tomsk: Peleng, 1992. -96s.
Zheludenko, N. L. Spelling exercises / N. L. Zheludenko // Teaching the Russian language: a guide for the teacher / ed. A. E. Suprun. - Minsk: Narodnaya Asveta, 1985, - S. 215-221.
Paul, E. V. Reception of cheating as a means of forming a spelling skill / E. V. Paul // Primary school. - 1997. - No. 1. -S. 21-26.
Rozhdestvensky, N. S. Essays on the history of methodology primary education spelling / N. S. Rozhdestvensky. - M.: Publishing House of the Academy pedagogical sciences RSFSR, 1961. - 334 p.
Zaitsev, V.I. Texts of visual dictations (according to I. T. Fedorenko) / V. N. Zaitsev // Reserves for teaching reading. - M .: Education, 1991. - S. 20-21 (or see the scientific and methodological journal "Primary School", No. 8 for 1990).
Tekuchee, A. V. Methods of teaching spelling / A. V. Tekuchev // Methods of the Russian language in high school. - M.: Education, 1980. - S. 232-287.
The teacher reads the text 3 times:
1) the entire text is for general perception;
2) each sentence with pauses - for recording;
· Listen to the first sentence.
· Repeat it.
Dictate to yourself in syllables.
3) all text - for verification.
The choice of the type of dictation is determined by the stage of work on the formation of a spelling skill and the purpose of the lesson. 3. F. Ulchenko proposed the following system for using various types of dictations:
| Stage of work on spelling | Recommended type of dictation |
| Spelling recognition at the level of familiarity with it | Selective dictation |
| Oral explanation of the spelling before writing the text | Warning dictation |
| Explaining spelling while writing | Commented dictation |
| Explanation of spelling after writing the text | Explanatory dictation |
| Including spelling in new links | Selective explanatory dictation |
| Return on a higher level to the stage of awareness of the spelling | Dictation "Checking myself" |
| Combining learned private actions into one complex activity in conditions of complete independence of students | Control dictation |
2.2.1. Auditory dictation- spelling exercise, during which the writer correlates the sound and letter composition of words, phrases, sentences, text.
2.2.2. Warning dictation- a type of auditory dictation. The goal is to prevent errors by explaining spelling before recording text, words. It is used at the initial stages of studying the topic. As the method of verification and assimilation is mastered, the material is replaced by an explanatory dictation. The teacher dictates a sentence (phrase, word). Before recording, a spelling analysis is carried out - students explain how they will write the word and why.
2.2.3. "Unmistakable" dictation- a kind of warning dictation. Students are given the task of fully understanding the spelling side of the text and writing a dictation without errors. After listening to the text, students ask questions about the spelling of certain words. These questions are answered by students who are confident in the spelling of the given word. If it is difficult, the teacher is connected to the explanation of spelling.
2.2.4 Preventive and control dictation- a kind of warning dictation. Before the dictation for 8-10 minutes, the spelling rules that are reflected in its text are repeated. As examples, words from the text of the dictation, specially selected by the teacher, are considered.
2.2.5 Prepared dictation- a kind of warning dictation with explanatory elements. The text is first parsed, then recorded and checked.
2.2.6 Explanatory dictation - type of auditory dictation. After writing down the sentence or text as a whole, students explain spelling. This is a kind of collective check of the written, developing students' attention to spelling. It is carried out when fixing the topic. In the process of writing the text, students emphasize the spelling that needs to be checked, after recording, they control the correctness of the work.
2.2.7. Explanatory dictation with preliminary preparation. Before writing the text, the teacher allocates time to repeat the learned spelling rules and ways to check the necessary spelling. After spelling preparation and a kind of “tuning” of students to a certain type of spelling, a dictation is carried out. After recording, students prove the correct spelling of words with the studied spelling, correct the mistakes made.
2.2.8. Dictation "Checking myself"(introduced by A. I. Kobyzev) - a type of auditory dictation, characterized by a high level of self-control. It contributes to the development of spelling vigilance, a critical attitude to one's own text, comprehension of spelling at a sufficiently high level, and develops self-examination skills. While writing the text, the student is allowed to ask the teacher how one or another spelling is written, use a dictionary, reference books, etc. The student underlines the spelling that has caused doubt (this is important for the teacher to use for analysis). If a correction is made to the underlined spelling, it is not considered an error. At the same time, the mistakes made on the learned rules are taken into account more strictly, since the student did not see spelling dangerous places.
2.2.9. A letter with missing letters (dictation with missing spellings)- a kind of dictation "I check myself." In the process of writing the text, students skip letters (spelling) if they do not know or doubt the spelling. A dash is placed at the place where the letters are skipped - a line is drawn along the bottom line. The entry in the notebook looks like this: Vl_su hears a ringing trill from_l_vya. After recording, a spelling analysis of words with missing letters is carried out. The gaps are being filled. This technique prevents the appearance of errors and a large number of corrections, is one of the most effective methods for developing spelling vigilance. Students should understand: if you don’t know how to check, it’s better to skip a letter, but you can’t write at random!
2.2.10. Commented dictation (commented letter, grammar and spelling commenting) - type of spelling exercise - a type of spelling exercise, a kind of auditory dictation in combination with spelling analysis. Spelling analysis of the text is not performed before or after the recording, but is combined with the writing of the text.
One student in progress and at the pace of writing comments out loud all spelling, indicates their types, names the verification rule, briefly names the steps of the spelling action algorithm, selects the verification words, draws a conclusion. In this case, the form of explanation of spelling should be short, otherwise, the connection between words is lost. For example: “I am writing green with an unstressed vowel e. Test word- greenery" or "Green. I check the unstressed vowel - I put it under stress - greens. I write green with the letter e. A prerequisite is that all students in the class are involved in commenting in turn, not only the strong ones. With systematic use, spelling vigilance is developed. The commented dictation provides students with the mastery of the algorithm of action, is aimed at practicing the methods of applying the rule in the process of writing.
2.2.11. Combined dictation - a type of auditory dictation with signs of warning, explanatory and control dictations. It is used mainly in generalization lessons, as well as in working with lagging behind. First, a preliminary explanation of spellings is carried out (2-3 sentences), in subsequent sentences, spellings are explained simultaneously with the letter or after writing the sentence, then several sentences are written without explanation, according to the method of control dictation.
2.2.12. Selective dictation- a type of auditory or visual dictation. It involves recording not the entire text, but only those words, phrases, sentences that have spellings (punctograms, grammatical forms) for the rule being studied. May be accompanied by an additional task. Selective dictation develops spelling vigilance, attention, the ability to detect the studied linguistic phenomena, and teaches students to analyze the text before writing it down.
2.2.13. Selective distributive dictation - a kind of selective dictation. It involves the selection from the text and the recording of words with certain spellings and their simultaneous grouping according to some criteria, for example, words with checked unstressed vowels are written in the left column, with unverified ones - in the right.
2.2.14. Morphemic dictation- a kind of selective dictation. The teacher dictates words, phrases or sentences, the students write down only the significant parts of a word indicated by the teacher with the desired spelling. This type of dictation helps to memorize the graphic appearance of morphemes, develops spelling vigilance, combines grammatical and spelling analysis of words.
2.2.15. Creative dictation- on the instructions of the teacher, students insert certain words into the dictated text or change the grammatical form of the dictated words. For example, in the course of studying the name of an adjective, the teacher suggests supplementing the sentences with appropriate adjectives; when studying the plural of a noun, replace the singular form with the plural, etc. The skill of applying the spelling rule is developed in conditions when it is necessary to think about the content of the sentence and its grammatical design.
2.2.16. Free dictation- in the process of writing the text, students can replace individual words, change the structure of the sentence. The text is dictated first as a whole, then in parts (3-4 sentences); each part is written down after reading it again. Students write down each part of the text from memory, as they remember. Memory is trained. An additional goal is the development of students' speech. The methodology is considered as a type of work that prepares students for writing presentations.
2.2.17. visual dictation- a type of spelling exercise that develops spelling vigilance, visual memory and attention. The text written on the board (words, sentences) is read by students, analyzed, then erased. Students write it from memory. After recording, verification is carried out.
Visual dictations according to the method of Professor I. T. Fedorenko- a system of specially selected sets of sentences that ensures the development of RAM. Each of the 18 sets contains 6 sentences. Each subsequent sentence gradually, one or two letters, increases in length. The first sentence of set #1 consists of two words and contains only 8 letters, the last sentence of set #18 consists of 10 words and contains 46 letters. If the sentences do not correspond to the content of the lesson, they can be replaced with equivalent ones with the same number of letters.
Working time with all sets takes 2-3 months. It takes 5 to 8 minutes to write down six sentences in a lesson. Visual dictations should be written daily (working memory training can be carried out in the lessons of both Russian and Belarusian, selecting sentences in Russian and Belarusian, respectively). A letter every other day does not give an effective result!
Methodology
1. On the board, the teacher writes down 6 sentences of one set in advance and closes it with a sheet of paper (you can prepare each sentence on a separate strip of paper by printing it in large print, or use multimedia teaching aids to demonstrate sentences).
2. The first offer is opened (the sheet of paper is shifted down). Students for a certain time (from 4 to 8 seconds depending on the set of sentences) read the sentence “to themselves” and try to
remember him.
3. After the time has elapsed, the teacher erases the sentence and offers to write it down in notebooks from memory.
If the student failed remember proposal, he is allowed to look at a neighbor. If many students in the class do not have time to remember the sentence and turn to their deskmates, work with this set of sentences is repeated the next day. And so on until almost all students can write sentences from memory on their own. Only then can you move on to the next set.
4. The second sentence opens. Students read and try to remember. The sentence is erased, the students write it down from memory.
5-8. Reading, memorizing and writing from memory the following sentences of the set (work is organized in a similar way).
2.2.18. Letter from memory or self-dictation - self-recording of a text learned by heart, which is perceived by students visually or by ear. At the end of the work, the text is opened for self-examination.
2.2.19. Learned dictation (prepared dictation) - a kind of writing from memory, you can practice in the fourth grade. Preliminary preparation for writing the text is carried out by the students on their own, possibly at home. The text is learned by heart. The next day in class, students write the memorized text from memory or from the dictation of the teacher.
2.2.20. Picture dictation (silent dictation) - the teacher silently demonstrates the subject picture, the students write down the name of the depicted subject.
2.2. 21. Subject dictation (silent dictation) - the teacher silently demonstrates the subject, the students write down the name of the subject.
2.2. 22. Dictation game "Who will remember more?"(introduced by L.P. Fedorenko) - a kind of auditory or visual dictation with an installation for accurate reproduction from memory of what was heard or visually perceived words, aimed at training memory.
Methodology
1. The teacher says once a chain, for example of 3 words, or demonstrates it on a board or screen for 9-15 seconds (approximately 3-5 seconds per word) or more does not repeat.
2. Students write down what they remember.
3. The teacher reads or demonstrates a new chain of 3 words and pauses long enough for the students to write down the words from memory.
4.Self-check or mutual check. Students count each other's or each one's own number of words. One point is awarded for each correctly spelled word. For a missing or replaced word and for each spelling mistake - a penalty point.
5. The teacher on the board or screen demonstrates correctly written words. Students check the accuracy of their calculations. The one who scores the most points wins.
6. The notebook of the candidate for the winners is checked by the teacher.
Number of words for dictation:
II class - 4-6-8 words (chains of 2 words); 6-9 words (chains of 3 words);
III class- 8-10 words (chains of 2 words); 9-12 words (chains of 3 words);
4th grade- 10-12-14 words (chains of 2 words); 12-15 words (chains of 3 words).
by the most lungs for memorization are chains of words belonging to one part of speech and one thematic group, for example: cabbage, potatoes, tomatoes. Difficult but the most effective for training memory (you can develop memory only by loading it) are chains of words related to different parts of speech and thematic groups, for example: bed, decide, hot.
The dictation “Be accurate” (introduced by L.P. Fedorenko) is a kind of dictation “Who will remember more?”, But not individual words are offered for recording, but suggestions. The name of the dictation indicates that, in relation to the sentence, it is important to accurately reproduce it, and not the number of written words. The teacher reads each sentence only once. Students write as they remember. First offer does not repeat! Then the teacher reads once second sentence, and so on.
2.2.23. Control, or test, dictation - view auditory dictation, is a grammar-spelling analytical-synthetic exercise and is carried out as a completely independent work: students must understand the content of the text and write it down without distorting the meaning, understand every word and grammatical form, detect spellings and punctograms, check them, write without errors. The goal is to find out the level of students' knowledge of the studied rules and the ability to apply them in practice.
Text the control dictation should include the main spelling and punctograms studied at the time of the test. If possible, spellings should be evenly distributed in different parts of the text. This is explained by the fact that the greatest number of errors, corrections, omissions of letters, syllables and even whole words is made by students at the beginning and at the end of the text: at the beginning of the text, other things being equal, students have not yet had time to concentrate, get involved in the work, at the end of the dictation - on against the background of general fatigue, attention weakens. Number of words from unlearned spellings should not exceed three. If the text contains more than three such words, it is not used for dictation.
The control dictation may be accompanied by additional grammar exercises, the content of which should correspond to the curriculum. The number of tasks should not exceed three. For each option, the same type of grammar tasks are selected.
Similar information.
