Safiullina Nuria Akhmatovna, teacher of Russian language and literature, MBOU "Osinovskaya gymnasium of Zelenodolsky municipal district Republic of Tatarstan "
Summary of a lesson on federal state educational standards in grade 5.
Theme: The spelling of the roots is -GRAST-, -RASCH- and -ROS-.
Lesson type: assimilation of new knowledge.
Goals:
to form the skill of spelling vigilance and competent writing;
foster the desire to write beautifully and accurately.
- acquaintance with the conditions for choosing letters A-O in the roots -rast-, -rach-, -ros-.
Formation of skills for the correct spelling of these roots;
-forming practical skills,
- develop the ability to logically express your thoughts.
- to foster a culture of educational activities.
Personal UUD:
the ability to self-esteem based on the criterion of the success of educational activities.
Metasubject:
be able to define and formulate a goal in the lesson with the help of a teacher;
be able to express your opinion based on the work with the textbook material;
be able to work according to a collectively drawn up plan;
make the necessary adjustments to the action after its completion based on its assessment and taking into account the nature of the mistakes made;
plan your action in accordance with the task (Regulatory UUD);
be able to formulate their thoughts orally; listen to and understand the speech of others; learn to work in pairs, formulate your own opinion and position. (Communicative UUD);
be able to navigate in their knowledge system, in the textbook; find answers to questions using the textbook; your life experience and information received in the lessons. (Cognitive UUD).
Subject:
to know the norms of the correct spelling of the roots - grow -, - rot -, - growth -.
know the conditions for choosing the letters O-A in the roots -rast-, -rach-, -ros-.
Know the exception words
Recognize words with alternating vowelsa - about in the roots -rast-, -rach-, -rove -;
justify the choice of vowels in these roots.
be able to apply the knowledge gained in practice,
be able to draw up in writing,
be able to mark spelling number 13.
Basic concepts:
the spelling of the roots - grow -, - rot -, - growth -.
Interdisciplinary connections: Literature Resources: Basic: Russian language. Grade 5. Textbook in 2 parts. Authors: Ladyzhenskaya T.A., Baranov M.T., Trostentsova L.A. and others. Publishing house: M .: Education. Year: 2012.
Additional:
1. Bogdanova G.A. Lesson developments in the Russian language for the textbook by T.A. Ladyzhenskaya et al.Enlightenment, 2010.
2.L.T. Grigoryan, M.T. Baranova, T.A. Ladyzhenskaya, L.A. Trostentsova. Didactic material to the textbook of the Russian language. Grade 5: A guide for teachers.Publisher:
Education.2009
Equipment: reference circuits, tasks, algorithm of actions, test tasks, score sheets
Activation means:
the living word of the teacher, TSO, practical work, independent work, individual assignment.
Forms of work in the lesson:
frontal survey, independent work, work in pairs.
Methods:
visual, verbal, reproductive, research, partial search,
Used materials from the site http://www.razym.ru/naukaobraz
During the classes:
- Motivation for learning activities -
1. Organizational stage:
Dear Guys! Today we will take the next step towards new knowledge. I am glad for your desire to know the unknown.
2. Checking homework.
3.Preparing students for work in the main phase
What root spelling did we learn in the last lesson? (the spelling of the roots is -lag-, -lob-.)
-What section of the science of language do we go through (Morphemics. Spelling-What have we learned about the spelling of roots?
-What topic did we study in the last lesson? (The letters O-A in the roots -LAG-LOG-.
- Repetition of the previous material. Insert letters into words: ex (?) Genius, gender - (?) Live, proposition (?) Genius, adj (?)
What is the algorithm for choosing the letters O-A in the roots -LAG-LOG-?
Give examples of words for this spelling. Write them in your notebook. Designate spelling number 12.
- Do you want to expand your knowledge of the spelling of various roots? (Yes.)
- Why do we need new knowledge? (To write correctly)
- What steps must be taken when learning new knowledge? (Two steps are required: figuring out what we know and what we don’t know).
- First we find out by repeating what we know.
- Then we will try to complete the task for new knowledge.
- Analyzing its implementation, we will find out what we do not know.
- Let's find out the reason for the difficulty: what we do not know to complete the task.
- Let's try to get out of the difficulty on our own, that is, to isolate new knowledge.
Updating previous knowledge.
4. The stage of assimilation of new knowledge and methods of action
Where do we start our knowledge of the new? (With repetition, what we know on the topic: Dictation with elements of choosing letters A or O. How can you do the work? - Divide the words into 2 columns: 1st if A is written, 2nd if O is written.
Objective: to test students' ability to choose correct option... The teacher dictates the words: adjectives, addend, state, offer, settle down, lay down.
Explain the conditions for choosing letters A-O.
1. Now let's look at the table of the textbook on page 34.
Read the assignment. Can you immediately answer this question?
Let's build a project for getting out of the difficulty (goal, theme, method, plan, means).
5. Organization of building a project for overcoming difficulties:
-Stating the goal of the project (the goal is always to eliminate the cause of the difficulty).
- Clarification and agreement of the topic of the lesson.
- Definition of tools (algorithms, models, reference books, etc.).
- Formulation of steps that need to be taken to achieve the goal.
Today we will get to know a very important spelling in the roots.
Try to formulate the topic of our lesson. (Letters O-A in the roots - RAST-ROS-)
What are the objectives of the lesson: (to learn how to write the letters A-O in the roots-rast-ros- correctly).
How are we going to do this? (We will read and analyze)
-What method did we use in cases where we could not explain any spelling? (We usually used the observation method).
Let's observe the spelling of words in this table.
- Now we need to find out in which case in the roots -growth-, -short-, -rosh- we will write the letter O, in which case the letter A.
-What method of action can be applied here?
Students' reasoning:
We see the roots in the 1st column -rast -. The letters ST are highlighted here. Hence, it is necessary to write in the root -A- before ST. In the 2nd column, the roots -rash-, the letter -Ш- is highlighted, which means that before -Ш- it is necessary to write in the root -A-. In the 3rd column, the letters are not highlighted, the root is written here-Grow-.
Read spelling number 13 on page 35 and draw your conclusions.
6 . Applying knowledge and methods of action
Make up step by step algorithm writing letters A-O in the roots -RAST -, - RASCH -, - ROS-.
Students: Step 1: Read the word and see what the roots are. Step 2: see what letters are in the roots. Step 3: remember that before the letters ST you need to write A;. before the letters U, you also need to write A. 4. You need to remember the exception words pO
runoff, nega
sl.
- Let's read and remember them again. Let's add the following exclusion words: PO
stov, RO
stislav, rO
stolen and remember them.
Let us summarize our conclusion. Let's repeat all the algorithm of actions together.
Working in pairs: we speak to each other in turn the words-exceptions.
7.The initial test of understanding of what has been learned
Explain the condition for choosing vowels A- About-in the roots with alternation:
Grows, grown, thickets, plants, algae. (Students' explanation)
8.The stage of consolidation of new knowledge and methods of action
Explain using the algorithm how to choose the correct letter. After completing the work, carry out a mutual check. When cross-checking, use a reference, i.e. spelling number 13.
Write down the words, insert the letter O or A, explain your choice: Beautiful plants, young por-sly, small p-stock, roses are growing, boy R-stislav, growing cherries, sea water - if, city of R-stov.
9. Application of knowledge and methods of action.
What is the next step in our cognitive activity? (It is necessary to consolidate knowledge of the rule and the ability to apply it in practice).
Organization self-fulfillment students of standard assignments for new way actions.
-Organization of correlating work with a standard for self-examination (in the case when students begin to master the procedure of competent self-control, it is possible to correlate work with a detailed sample).
Exercise number 453. Write down in 2 columns the words with roots 1) growing and growing, 2) growing. Indicate the studied spelling. After completing the work, perform a self-test against the standard orthogram No. 13.
10. Generalization and systematization.
Repetition teaching material: reference spelling number 13.
In which row is the same letter missing in all words?After completing the work, carry out a mutual check against the standard orthogram No. 13.
A. 1. Encouragement, exposure.
2.Zar - if, add.
3. Assumption, hydrogen - sli.
V. Read the text on the screen. Title the text. (Red Book of R-Stanislavs).
Insert letters and explain their spelling. Write out the words with the missing letters.
How the beauty and aroma of wildflowers pleases us. But often greedy hands are drawn to them (?) And without (?) Pitifully tear them. These beautiful flowers and medicinal p (?) stenias can forever and (?) disappear. Many of them are included in the "Red Book of R (?) Stenii"
11. Reflection of educational activities.
- What is the essence of spelling vowels in the roots with alternating -RAST-, RASCH-, -ROS-.
Have we achieved our goal?
What remained unclear and to whom?
! ! !
I learned to check the vowel in the root -RAST-, RASCH-, -ROS- and I can explain the topic to a friend, I will say to myself: "Well done!"
12. Control and self-control of knowledge and methods of action
- All answer the questionwhether you learned everything well, did you succeed.
13. Summing up the results of the lesson
-What topic did we work on today?
- Let's remember what research we did today?
- Have all the questions been answered?
14.Homework
(three levels of homework)
- Remember how you worked in the lesson today, whether you learned everything well, whether everything worked out for you. For those who succeeded, take task number 3, for whom not everything worked out - task number 2, for those who did not understand the topic of the lesson - task number 1.
1.Standard minimum - control 455: insert the missing letters.
2. Increased exercise 456: dictation; indicate roots with alternating vowels.
3. Creative: come up with a fairy tale about the kingdom of roots -RAST- and -ROS-.
-15. Grades per lesson.
Thank you all for your work.
The spelling at the root of the word is a topic that was considered in the 5th grade of the school. However, it is common to find the wrong use of alternating vowel roots. What is the reason that causes difficulty in spelling, for example, roots -zar - / - zor- or -rast - / - grow - / - grow-? The rule that is suggested in the school spelling course is directed to to a greater extent to memorize information than to its logical and etymological explanation. The matter becomes more complicated if the rule contains exceptions - words without explanations for memorization. Usurer Rostislav from Rostov in a coat for growth - this is an almost complete list of words-exceptions to the rule considered below.
Formal rule. Roots -growth-, -growth-, -grow-
The rule succinctly makes it clear that the spelling -o is used with a final -c- at the root, while the choice of the spelling -a is responsible for two options: - st and - u. Right choice vowel in this case is the basis for successful mastering of the Russian language, since the question affects a morpheme of paramount importance - the root. The word rests on it - the first building element language.
Why is there a difficulty in choosing the right spelling? The reason is that the vowel being changed is in an unstressed position, and therefore it becomes necessary to formulate a rule for the roots (-rast-, -rach-, -rosh-). However, simple memorization of language norms will not always be successful, in contrast to a logical explanation, which is easier to remember.
Historical features
The fact is that the alternation of roots was the result of mixing two languages: Old Russian, the pre-written language of Russia, and Old Slavonic, the language of church books. The first includes words with the root c - (teenager, tall, undergrowth), the second - with -a (plant, grow, grow).
In modern linguistics, there is a tendency to unify the root by creating a common semantic nest with the main spelling -. In this case, the formal rule will be the basis for mastering the spelling. However, there is an assumption that words with different spellings are fundamentally derived from different, albeit same-root words.
Words with the root -ros- are closest to the past tense of the verb “to grow”, for example, “he grew up”. If you look closely at the entire semantic nest of these words, you will notice the abundance of past participles and nouns with the meaning of an already accomplished action (an adult - who has already grown, the growth has already grown).
For roots with the phoneme -a, the word-producer will be the verb “grow”: age, plant.
Exceptions
However, not everything is so simple with the roots -rast-, -rach-, -rosh-: the rule does not affect all words with an unstressed spelling at the root, since there are exceptions. They are not very difficult to memorize if you understand them in more detail. Rostov and Rostislav belong to the category of proper names that do not obey the general laws for common nouns. 
There are also exceptions for-growth-, which can be explained logically and through the relationship with the word “growth”: a usurer (the one who gives money at interest, that is, “in growth”), for growth (that is, for future greater growth) and a sprout (a young plant that is just beginning to grow).
It is worth remembering when memorizing not only the spelling -rast-, -rach-, -grow-: the rule is suitable from the formal side. Only a more detailed and detailed study of the problem will give a chance to find an adequate explanation of the rule of interest. Provided that the memorized material is logically and historically grounded, it will be easier to perceive and put into memory.
ORTHOGRAPHIC DICTIONARY
To main
Spelling words for letters from A before I AM see the list of letters >>>
The most important spelling rules.
Spelling roots.
12. Roots with verifiable vowels... In order not to make a mistake in the spelling of an unstressed vowel, the word must be changed so that this vowel is stressed: povr e diet vr éД, lecturer a vat lecturer áT, inflow I am well inflow I am You.
Note. There are a few things to keep in mind when applying this rule:
a) Vowels after sibilants and c written based on special rules(see items 9, 10, 11).
b) The spelling of an unstressed vowel cannot be checked using imperfective verbs on to live , to live , in which under stress instead of root O often happens a : tue O puff tue a poke, n O sit n a to sew, etc.
13. Roots with unverifiable vowels. The spelling of vowels in many words cannot be checked by stress: with O tank, v O lair, v a trush and etc.; such words should be consulted in the dictionary and their spelling should be memorized.
14. Roots alternating O a. For spelling some interleaved roots a O the following rules should be noted:
a) At the root braid cas (braid whine cas go) is written a -a- : cas-a-tsya, cas-a-tel, at- cas-a-tsya, but: at- braid-well, at- braid-n-ovation.
b) At the root lodges lag (before lodges go before lag at) is written a if the root is followed by the suffix -a- : from- lag-a-th, WHO- lag-a-th, at- lag-a-tel, but: from- lodges-enie, WHO- lodges-it, at- lodges-enie.
c) At the root clone clan (on clone clan scare) under stress can be O , and a O : on clone yat, on clone to be, with clone ene, on clone ene.
d) At the root creature creature (creature honor creature b) under stress can be O , and a , but without stress, only O : creature ez, with creature it, creature ene.
e) At the root mountains gar (mountains eat per gar , on gar ) letter a is under stress; without stress is written O : mountains ene, per mountains at, per mountains eat, per mountains spicy.
f) Root float pilaf spelled with a letter O only in two cases: pilaf ets, pilaf sneeze, in other cases it is written a : with float eat, float Nick, on float OK, float uncle (bug), float uchiy(Memorize the word pl NS wuns- subsoil layers saturated with water).
g) At the root charge - dawn (dawn - dawns - dawn) without emphasis is written only a: s a rya, z a rnitsa, s a roar, oz a ryat, oz a rhenia.
h) At the root rast - height (grow - grew) without stress in front of st and SCH written a (exp a stee, age a st, nar a stanie, adult a schenny, wed a schenia); front with without subsequent T written O (exp O s, vyr O sshiy, vodor O sl, nedor O sl).
Exceptions: p O runoff, p O stockist, P O stov, R O stislav; neg a sl, neg a left.
i) Root equal predominantly written in words that are associated by meaning with "equal" ("same"): R a uniform, R a unambiguous, Wed a embed, all R a out and also in words: R a intrusion, R a heed, R a perceiving, since a heeded, R a vnina; root equal mostly written in words related by meaning to "smooth" ("smooth", "straight"), for example: R O heed(tracks), podr O heed(flower beds), etc., ur O vein, R O vnya.
dictionary.liferus.ru
Alternating vowels rast-, dew-, rash- at the root of the word
Fundamentally p and st- and p about s- choice of writing a letter "a" or "O" depends on the presence of consonants in the root "St" and "SCH".
Fundamentally ra- / growing- / growth- / growing vowels are most often unstressed, for example:
growth - grown up and puppy - grown up stock - time for sl.
But you should not check them with stress, as is most often done with unstressed vowels in the root, since the vowels a // o are alternating.
These alternating roots have arisen historically as a result of the influence of the Old Church Slavonic language:
root grow- is native Russian, and the root ra- / rasch-- Old Church Slavonic.
In writing words with these roots, we will use the spelling rule:
Spelling words with root rast- / rasch-
Hence, to select a letter "a" or "O" in the roots under consideration, you just need to carefully look at the word and notice the presence of the specified combination of consonants in it "St" and "SCH" for example:
In the same way, we will make the choice of the letter "a" in spelling words:
Without rain and grass does not grow (proverb).
A tree grew in the forest on the mountain, she had silver needles in winter.
All day the icicles melt, although they melt - they grow up, they have become almost to the ground. That's how much they've grown! (Elena Trutneva).
Spelling words with the root growth- / growth-
In words with the root ros-, which are not followed by letters "St" and "SCH", choose the letter "O":
Near the forest mountain ash, waves have grown right on the path.
We stand for two or three minutes, as if we have grown to the place: blue forget-me-nots, forget-me-nots have blossomed (E. Trutneva).
Exceptions:
All derived words retain the specified spellings, for example:
In early spring, a seed will fall from a spruce into moist soil, it will germinate. A small sprout will appear. He will give life to a new tree (G. Skrebitsky).
Video lesson "Alternating vowels in the roots ROS, RAST, RASH"
russkiiyazyk.ru
The letters "O and A" in the roots with alternating-grow-, -rot-, -grow-
Targets and goals:
- to fix the rule of spelling of the roots -rast-, -rach-, -ros-; repeat the spelling of the roots -lag-, -lozh-; spelling of roots with a checkable and unchecked unstressed vowel; develop the ability to find words with the learned spelling, the skill of writing words with the indicated roots;
- develop the memory and thinking of students, the skills of coherent speech;
- foster love for nature, interest in the Russian language.
- Notebook.
- Multimedia projector.
- Microsoft PowerPoint Presentation ( Annex 1)
- Textbook "Russian language grade 5" T.A. Ladyzhenskaya and others.
- Individual cards with a multilevel task.
- 1st group students perform independent work on the card according to words from homework: write in columns the words with an alternating vowel at the root and words with an unstressed vowel at the root.
- 2nd group The learner on the card inserts the missing vowels in the same roots.
- Use a spelling rule to solve spelling problems.
- To reproduce the text, perceived under dictation, observing the spelling norms.
- Be able to work with an explanatory dictionary.
- To be able to explain the cause of mistakes, correct them, give your own examples.
- Relying on phonetic, morphemic-derivational and morphological analysis when choosing the correct spelling of a word, come to a common decision in joint activities.
- Plan your activities in the lesson, carry out self-examination of written texts.
- Observe basic spelling norms in written speech, evaluating other people's and own speech utterances from the point of view of compliance with their communicative requirements, linguistic norms.
- Correct speech deficiencies.
- Offer a gat - offer O live
- Sl a what is meant - sl O living
- App a gat - adj O living
- ra st- ra st nenie
- -ra SCH- vyra SCH enlightened
- -ro with- overgrowth with whether
- Industry- a separate area of science, production.
- Usurer- the one who lends money at high interest rates.
- Search for the necessary information for solving educational problems using educational literature
- Structuring knowledge
- Using speech to regulate your action
- Ability to negotiate and come to a common solution in joint activities
- Search for the necessary information to perform educational using educational literature
- apply, catch, reconcile;
- complicate, put, presentation;
- grow, shake, present.
- Development of "I concept"
- Possession of the dialogical form of speech.
- Squeak of a variety of ways to solve problems
- Structuring knowledge
- Dorofeychik Oksana Ivanovna
- 17.05.2015
- to fix the rule of spelling of the roots -rast-, -rach-, -ros-; repeat the spelling of the roots -lag-, -lozh-; spelling of roots with a checkable and unchecked unstressed vowel; develop the ability to find words with the learned spelling, the skill of writing words with the indicated roots;
- develop the memory and thinking of students, the skills of coherent speech;
- foster love for nature, interest in the Russian language.
- Notebook.
- Multimedia projector.
- Microsoft PowerPoint Presentation ( Annex 1)
- Textbook "Russian language grade 5" T.A. Ladyzhenskaya and others.
- Individual cards with a multilevel task.
- 1st group students perform independent work on the card according to words from homework: write in columns the words with an alternating vowel at the root and words with an unstressed vowel at the root.
- 2nd group The learner on the card inserts the missing vowels in the same roots.
- Today in the lesson we will continue to work on the spelling of roots with alternating vowels O - A. Let's try together to define the topic of the lesson.
- If the spelling is commanded by the consonants ST and Щ, then A.
- If the consonants ST and Щ are fundamentally absent, then O.
- Suffix A (roots KOS-KAS, LAG-LOG)
- Stress (roots ZOR-ZAR, GOR-GAR)
- Meaning (roots ROVN-RAVN, MAK-MOK)
- Did not complete the task - 15% or 3 people out of 28
- Completed the task with 1 error - 42% or 11 people
- Completed the task without errors - 53% or 14 people
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Equipment:
During the classes
1. Organizational moment.
- Soon the snow will melt, the rivers will be freed from ice, it will be possible to launch boats. Today we will again go to the land of Words to visit the well-known Sovunya and together with her we will make a river trip. During the journey, we repeat the roots with an alternating vowel and the spelling of the roots with an unstressed vowel. (slide 1)
2. Checking homework.
- Before setting off, let's check if we have completed everything at home.
A multilevel homework check is carried out.
Then a joint check is carried out.
Oral survey:
- What spelling did you work on?
- What determines the spelling of vowels in the roots -lag-, -lozh-? In the roots -growth-, -growth-, -grow-?
- How to check an unstressed vowel at the root of a word?
- Is it possible to check roots with alternating vowel stress? Why?
3. Anchoring.
1) -We are going on a trip along the Grammar River. Please note which clear water... What kind of plants can you see at the bottom? (slide 2)
- What roots are found in this word?
- Insert letters and explain their spelling (on the interactive whiteboard).
- Compose and write down a sentence with this word.
(V clean water you can see the thickets of algae.)
- What grows along the banks of the river? (slide 3)
- Pay attention to how the word is spelled cattail... Explain the spelling in the word reeds.
(A tall reed grows near the shore.)
- What root with an alternating vowel did we meet? Explain its spelling.
2) - After we looked into the depths of the river, examined the banks, now let's look around.
- What grows on the shore? (slide 4)
See what a beautiful apple tree has grown. The sun warms her up, and the apples ripen on her. And how they keep up, we will read about this in the poem "Yablonka" (slide 5).
The student reads a poem.
R_sti, r_sti apple tree
Grow up!
Blossom, bloom apple tree
Blossom!
Golden sun
Hotter gray!
Grow apples
Hurry up!
R_sla, r_sla apple tree
Under_sla.
Color_la, color_la apple tree
Father_la.
Otr_hnula apple tree
Your outfit,
And the apples are ripe
For the guys.
- Insert missing letters and commas, explain spelling.
- Write down only those sentences where roots with alternating vowels meet. Select them, designate the spelling.
3) - We admired the apple tree, now we can swim further. The sun shines brightly. What is it that glitters on the shore in the waves? (slide 6)
- And a letter is hidden in the bottle. I wonder what is in this letter? (slide 7)
- This is a letter from the guys. Let's read it.
We have a garden in our yard. He was raised by the guys in our house. At first the yard was bad. Only by the fence was a barely visible grass growing. Then we planted trees, flowers and began to grow them.
The first shoots have appeared. We protected every plant. Flowers grew before our eyes. The trees were growing noticeably. Our yard has become green, and the garden is growing and prettier.
- Indeed, to grow nice garden, you have to work hard. And to remember how to do this, we will work with the text.
- Where was the kindergarten? Who raised him?
- How did the yard look at first?
- What did the guys do to change the yard?
- How did the garden grow?
- Find words that have alternating vowel roots. Name the roots.
(grown, grew, grow, sprouts, plant, grew, grew, grows)
- Once again we will read the text and retell it, remembering where which word stands.
- But these are not simple stones, but grammatical ones. A word is hidden under each stone.
- Divide these words into 2 columns: alternating vowel roots and unstressed vowel roots.
(bank, laid, current, river, grows, settle, garden, grew)
- Let's check if we have correctly distributed the words.
5) The stones are removed, you can go home. Look, we are met by Sovunya. (slide 9). She wants to ask something.
4. Lesson summary.
- What spelling barriers did you meet today? Is it possible to check an alternating vowel at the root of a word by stress?
The spelling of the roots is -rast- (-rach-) - -rosh- and -lag- (-lozh-). 5th grade
Target: master the content of the studied spelling rules and algorithms for their use. Apply knowledge and skills in the field of morphemics and word formation in the practice of spelling.
Formation of UUD:
Cognitive metasubject skills
Communication metasubject skills
Regulatory metasubject skills
The stage of motivation (self-determination) for learning activities
Students are asked to solve two rebus.
As a result, the words are written in the students' notebooks and on the blackboard:
- What are the rules for writing these words?
Development of "I - concept"
Stage 2 (slides 6, 7, 8)
The stage of updating and fixing an individual difficulty in trial action
- What are the words from the home exercise that are written with the letter a at the root? Please comment on your choice.
- What are the words from the home exercise that are written with the letter o at the root? Please comment on your choice.
Difficulty. Problematic situation.
Spelling 5-minute. Insert missing letters. Discuss in pairs.
O ... bed beauty
Zag ... give desire
The sky in the z ... rnits
Prepared ... roasted pie
Make an effort
Children grow up ...
Only at this stage we formulate the topic of the lesson and write it down in a notebook.
Formed UUD
Development of cognitive interests, educational motives
Finding a variety of ways to solve problems
Stage 3 (slides 9, 10, 11)
The stage of discovering new knowledge, primary consolidation with pronunciation in external speech, work with a dictionary is possible.
Let's reflect!
- Here are cards with groups of words.
Observe when these words are written O, and when a.
Make a conclusion.
(Working in pairs)
Card 1
Letters o-a in the root -lag- - -lozh-
Card 2
Letters o-a in the root -rast - (- rash-) - -ros-
Exceptions: otra with eh, ro st ok ro st Sheep, Ro st ov, ro st islav, junior st kovy, to grow up Art.
Based on the study of patterns in the spelling of words, students orally formulate two spelling rules, then the teacher suggests checking with the wording given in the textbook. In the course of work, it may be necessary to interpret the words "usurer", "industry". Typically, fifth graders cannot explain their meaning. Therefore, the next stage of work can be work with an explanatory dictionary, as a result of which students make sentences with the words "usurer", "industry".
Stage 4 (slides 12, 13)
Stage of independent work with self-test against the standard
Students are asked to complete the following task on the card (work in pairs)
Insert the missing letters:
1) transmit,
2) gender,
3) the word,
4) offer,
5) lie down,
6) exposure,
7) lay down,
8) half_y,
9) move_live,
10) arrange,
11) say,
12) assume
13) adjective,
14) plant,
15) sprout,
16) industry_sl,
17) p_driver,
18) p_stock,
19) podr_li,
20) sprout,
21) grown-up,
22) dor_sti,
23) p_vegetability ,
24) age,
25) grow.
Stage 5 (slide 14)
The stage of inclusion in the system of knowledge and repetition
Define "third unnecessary"
The game "The third extra" allows students not only to repeat the learned rules, but also to realize the need to distinguish between roots with alternating and roots with a checked unstressed vowel. In addition, students recall such an important skill for developing spelling skills as the ability to correctly highlight morphemes.
Formed UUD
Stage 6 (slide 15)
The stage of reflection of educational activities in the lesson
At this stage, students are invited to recall the stages of mastering spelling rules and apply new knowledge when solving the next spelling problem presented on the slide. At the same stage, the teacher asks students about how they worked in pairs, asks to talk about positive aspects joint activities and about what difficulties the students experienced, the guys fill out the success card and hand it over to the teacher.
There are roots in which the writing of letters in place of unstressed vowels does not correspond to the general rule, but obeys tradition. These include the following roots with alternating vowels.
1. Roots with the letters a and o.
gar - mountains. In place of an unstressed vowel, the letter o is written, although under stress - a, for example: bitterness, burned out, burned out, burned out, sunburned, burned out, combustible; but: burn, tan, burn, burn... Exceptions (unstressed gar): cinder, cinder, burnt, cinder(along with the cinder option).
zar - zor. In place of an unstressed vowel, a is written: dawn, lightning, glow, illuminate, illuminate, illuminate, charge(bird), zarynitsa; under stress - a and o, cf .: glow, radiant, radiant and dawn(plural words dawn), pupil, zorenka, zoryushka, zorya(military signal, usually in the expression to beat or play the dawn).
kas - braid. In this root, a is written if the root is followed by a; in other cases it is written about: cf. touch, touch, touch, touch, touch, touch, touch, touch, inviolable(no root vowel under stress occurs).
clan - clone. In place of an unstressed vowel, o is written, for example: bow, bow, bow, bow, deviate, bow, bow, bow; under stress - o and a: cf. bow, lean, lean, inclined, unyielding and bend, bend, bend.
krap - krop. The letter o is written without stress in words meaning "to cover with drops, splashes": sprinkle, sprinkle(from cropping), sprinkle, sprinkle, sprinkle; letter a - in words with the meaning "to cover with small specks, dots": speckled(from the speck in the meaning of "speckled, apply speck"), blotches. Under stress - only a: speck, speck, speck, interspersed, interspersed, speck.
lag - log - lod. In place of an unstressed vowel, a is written in front of г, before w - o, for example: expound, tax, assume, apply, decompose, urgent, postponement, moisture, addendum, addend, versifier, but: lay down, lay down, put off, put down, offer, attach, lay down, position, sentence, versification, overlaid, put down... The emphasis is always on: tax, collateral, forgery, deceitful, posits, posits... In the word plo, where the root is-log- in modern language no longer stands out, without stress before r is written about.
poppy - mock - urine. In place of an unstressed vowel, the letter a is written in front of k in words meaning "to dip, immerse in liquid": dunk, dunk, dunk; the letter o - in words meaning "to get wet": get wet, get wet, get wet, get wet(in the rain), in words derived from wet (e.g., wet, phlegm, phlegm, wood lice) (under stress - in words wet, wet, wet, wet etc.), and in words meaning "drain with something that absorbs moisture": blot, blot, blotter, blotter... Before h - always the letter o, for example: soak, soak, soak, soaked(compare under stress: wets, moistened; about verbs ending in -ivat type moisten, soak see § 34, note 2).
pay - sing (in the verb to solder and in single-root words). A is written without stress: solder, solder, unsolder, soldering iron etc. Under stress - a and o: cf. sealed, solder, solder, solder and solder, drink.
float - pilaf. A is written without stress: floating, fin, float, floating(grass; beetle; water possum), floater (beetle), floater (bird), rafting, floating, afloat, floating; but: a fishmonger and a fishmonger with the letter o. Under stress - only a: swim, timber rafting.
Note. In the word quicksand(ground) the letter is written NS, as in other words derived from the verb swim - swim: swim, swim, blur etc.
equal - equal The letter a is written in words related by meaning to the adjective equal "equal", for example: to equal (someone-something-n. With someone-something-n.), Equal (to something-n. Or with someone-n. ), to equate, to be equal, to compare (s), to compare, to be equal(in what-n.), equalize (score), align, align(for example, lines - "make equal in length"), equalize, equalization, equalization, equal, equal, equal, equilibrium, equinox, equal, equal.
The letter o is written in words related by meaning to the adjective rvny "smooth, straight, without irregularities", for example: to level (bed, road surface), flatten, flatten, flatten, flatten(make it even, smooth, straight).
However, in words equal, peer associated by value with equal, the letter o is written; in the word plain, associated by meaning with equal, - the letter a. In words with an unclear correlation, they write: the letter a - in the verb equal (in a row, during construction) and words derived from it alignment, align, align(in service); letter o - in combination, the hour is not even, in the word level.
different - different In numerous compound words with the first part different (different, different, different etc.) without stress, the letter a is written, in the word separately - the letter o Under stress - a ( different, different, different) and about ( wrinkle, wrinkle, torn).
grow (t) - ras (t) - grow... In place of an unstressed vowel, it is written: a) before c (without a subsequent t) - the letter o: grew, grew, grew, grew, overgrown, overgrown, alga, undergrowth; the exception is the industry and its derivatives ( sectoral, inter-sectoral, diversified); b) before st - the letter a, for example: grow, grow, grow, grow, grow, grow, grow, grow, germinate, grow, grow, grow, grow, grow, grow, grow, grow wild; exceptions: sprout, growth, usurer, outgrowth, outgrowth, outgrowth, outgrowth, germination, adolescent(along with the teenage option); c) before u always a, for example: growing, growing, grown, growing, growing, splitting.
Under stress before s (followed by t and without it) - only o, for example: growth, growth, outgrowth, adolescence, overgrowth; ros, zaros, grown-up, tall, wild plants.
jump - jump - jump - jump... If the root ends in k, then the letter a is written in the place of an unstressed vowel, for example: gallop, gallop, gallop, gallop, gallop, horse, gallop, gallop, although under stress - o, e.g .: bounce, bounce, bounce, bounce, bounce(for verbs in-to-toss of the type to jump, see § 34, note 2).
If the root ends in h, then they write: the letter a in the forms of the verb to jump and verbs derived from it (for example: skipping, skipping, skipping, skipping, skipping, skipping), as well as a jump in the elephant (the forms of the same verbs serve as a check - for example, jumping, jumping, and derivatives jump, jump); letter o - in prefixed verbs to-jump (e.g .: jump, jump, jump, jump, jump, jump, jump, jump) and in the word upstart (check - by the forms of the same verbs, except to jump out: jump off, jump off etc.).
Wed: skip (one hundred miles), runners(verb forms skip, skip) and slip through, slip through(verb forms pass, pass); jump, jump(verb forms jump, jump come close gallop ") and jump up, jump up(verb forms jump up, jump up"with a quick movement to approach someone or to rise sharply").
creator - creature. In words create, creation, creator, created, get up etc., the letter o is written without stress; under stress - not only about ( creative, creativity), but also a ( creature, creature). In the word útvar, where the root -tvar- in the modern language no longer stands out, a is written without stress.
2. Roots with letters and and e.
bles (k, t) - shine - shine... In place of an unstressed vowel, letters and and e are written: and - before the st with the subsequent stressed a, for example: shine, shine, shine, shine, brilliant, shine; e - in other cases, for example: shine, shine, shine, shine, shine, shine, shine, bauble, shine, shine, shine, shine, shine. Under stress - e and e: shine, shine, shine; glitter, glitter, glitter, glitter.
vis - weight. In place of an unstressed vowel, a letter is written and in the verb to hang (hang, hang) and derivatives from it ( hang, hang etc.), as well as in prefixed verbs with a common part - to hang: hang, hang, hang etc. (compare under stress: hang, hang, hang); letter e - in words hang out, signboard, suspended, mounted, suspended(compare under stress: hang, hang, hang).
linden - stucco. In the words stick, stick, etc., in an unstressed position, the letter and is written (compare under stress: sticky, sticky), and in words sculpt, stick, stick etc. - the letter e (compare under stress: lepit, adhered, lepit).
sid - se (d). In place of an unstressed vowel, they write: the letter and - before the soft consonant d - in the verb sit (sitting, sit) and derivatives from it ( sit, sit, sit, sit etc.); the letter e - before the hard d: saddle, saddle (in the latter in the plural forms - e: saddles), saddle, saddle, saddle, sit, sit, press, squat, assessor, chairman, and also - before the soft q - in derivatives from the word saddle ( saddle, saddle, saddle, saddle). Under stress - and and e, for example: sitting, resting, persevering; sit, sit, sit, stay at home, fidget, brood, sit; in the forms of the verb sest and prefixes - also a (in the letter I): sit down, sit down, sit down.
Note 1. About the spelling of vowels and and e in verbal roots with a fluent vowel, see § 36.
Note 2. In verbs with a common part -nim(e.g. borrow, harass, hug, take away, lift, shoot, understand, subdue), which correspond to the perfective verbs on -to take (take, accept, raise, understand, calm etc.), written after n in place of an unstressed vowel and; the same in the verb take out(cf. Sov. view take out). In some verbs of this group, the unstressed vowel of the root can be checked by the stressed and in forms like take away, pick up, take off(these are the forms of verbs in -to remove), rarely - in derived words: snapshot, in an embrace.
Note 3. Letter and instead of an unstressed vowel, it is also written in the root of verbs conjure and curse. In the corresponding perfective verbs and other single-root words, the letter is written (both in an unstressed position and under stress) l: curse, curse, curse, curse, curse, curse etc.
MOU Saraninskaya secondary school
Russian language lesson in grade 5
using ICT
on the topic " The spelling of the roots is rast / rash / grew. "
Lesson type: learning a new topic.
1. Teach students to apply mode of action when choosing vowels
o - and in the roots grow / grow / grow.
2. To form the cognitive interest of students through a variety of forms of educational activity.
I. Organizational stage.
Words with missing vowels for spelling lag / lod roots are written on the board (it can be interactive): add..gat, pere..live, words..that, lie..gat, obl..lived, cash..gat. must .. live. ex ... live. offer. sl..live.
Assignment: write down words in two columns. Column check.
- What morphemes are spellings in?
- Tell the rule of spelling the roots of lags / lodges.
III. Learning a new topic.
Today we will continue our acquaintance with the most important morpheme of the word - the root.
The topic of our lesson “ Spelling of roots rast / rasch / dew ". Think about the problem we face?
As always, Princess Spelling, who lives in the country of Linguistics, is in a hurry to help us. The princess invites us on a difficult path of discovery, during which we will be able to reveal one of the many secrets of the Russian language.
Well, do you agree to become pioneers?
So, Spelling has given us an encrypted letter. If we are able to solve it, then we will discover the secret of alternating vowels in the roots rast / grow / grow. Here is the letter. Let's consider it carefully:
RA ST and vyra SCH for RUS whether No. 13
Exceptions: industry, sprout
Questions and tasks for students:
- What morpheme is the spelling in?
- What vowels are written in the roots?
- Pick up words with such roots (written on the board).
- Who guessed in which case the vowel a is written, in which - o?
- How can we check if we have decoded the letter correctly?
We open the textbooks and read the rule on page 178.
A table is posted on the rule.
- What conclusion can be drawn?
IV ... Revealing the purpose of the lesson.
We got acquainted with the rule.
- What problem are we facing now?
- What goal should we achieve in the lesson?
V. Training exercises.
1. Teamwork.
Each student goes to the blackboard, writes down a word as dictated by the teacher, highlights the spelling pattern in the table and explains the spelling of the vowel at the root: plant, grown, grows, branch, growing, grown, regrown, grow, overgrown, overgrown, grown, overgrown, coalescence, germinate.
Conclusion: what determines the spelling of alternating vowels o-a in the roots of words?
2. Exercise 437 yourself.
Checking with signal cards.
Conclusion: what rule did you use when performing the exercise?
3. The exercise is performed on a computer. This task is offered to us by the princess Spelling: insert desired option root, select an alternating vowel.
The trees are fast you. if.
Vz. red flower.
Children over the summer under. whether.
Under. the fresh grass is emitting.
You are ... in the greenhouse roses.
Small green ... approx.
(Checked by the teacher after the lesson or during the test)
Conclusion: in which roots is the vowel a, in which - o?
Tell the rule using the table.
Vi. Verification work using matrices. The words are written on the board.
Assignment: register only the letter a under the corresponding numbers
Spelling of roots -lag-, -lozh-, rast-, -rach-, -rosh-
Ministry of Education and Science of the Republic of Kazakhstan
KSU school - gymnasium number 103
In Russian
"Spelling of alternating vowels O-A
teacher of Russian language and literature
school-gymnasium number 103
Open lesson in Russian in grade 5
Lesson topic: "Spelling alternating vowels a-o in the roots -lag-, -lozh -, - rast - (- rash-), -ros-"
1. To acquaint students with the spelling of alternating vowels A // O in the roots –lag- -lozh- rast - (- rasch-) -ros-;
2. To form the ability to reason when choosing an alternating vowel at the root
3. Be able to spell words correctly with the specified spelling.
Before the beginning of the lesson, students are divided into two groups, in each group a coordinator is selected.
Students are graded after completing each task in the form of a chamomile petal: 5 - red, 4 - yellow, 3 - green. At the end of the lesson, the results are summarized. What color is more, the team gets that mark.
Introductory speech of the teacher.
Spelling and vocabulary work: "Guess the word"
In ... t ... wounds, in ... trina, te ... itoria, mi ... ion, hello ... tweet, in ... n ... warming, prof ... ia, r ... mashka, p ... stink.
2. Insert missing letters, explain spelling.
How are words arranged in two columns?
3. Working with the table
Guys, what types of roots with an unstressed vowel do you know. Fill the table.
Write down the sentence and find the main members of the sentence
The tourist camp was located in a beautiful forest.
Find a word with an alternating vowel in the sentence (located)
Parse the word arranged by composition
Change the word so that the root is -lox- (located)
What are we going to talk about today in the lesson?
4. We observe: what does the spelling depend on? ( work in groups )
Offer - offer to live to grow - to grow
Word - word - living - plant - overgrowth
Appendix - growing app - growing out
The students formulate the rule with the teacher.
Then the coordinators of each group go to another group and explain the rule.
5. Application. Formation of skills and abilities.
(Work is done in groups)
Insert missing letters, explain spelling.
Rewrite the text. Insert missing letters, explain spelling.
Until the age of old ... st us without old age. 2. Shadows l ... lived on a dusty road. 3. Before going to bed, you should brush your teeth. 4. Porters offered ... their services to passengers. 5. Vyr ... weak, sticky, thin and flexible. 6. In orchards and vegetable gardens ... cultivate crops ... plants. 7. Express your thoughts clearly and distinctly.
1. Tell us about the spelling of unstressed vowels at the root of the word. What groups are they divided into?
2. Explain the spelling of unstressed checked vowels at the root of the word.
3. Tell us about the spelling of unstressed unchecked vowels at the root of the word.
4. Tell us about the spelling of the unstressed alternating vowels at the root of the word:
- Spelling LAG - FALSE.
- Spelling RAST - RASH - ROS.
Assessing teams.
7. Stage of reflection
Guys, now I'm going to ask you to create a “mood chamomile”. If you are in a great mood and you really liked the lesson, then attach green petal, if the mood has not changed during this time, then attach blue petal, if the mood has become worse, then Red, and if you find it difficult then White.
Thank you for the lesson.
This development has been prepared taking into account the age characteristics of children. The assignments are selected in such a way that the teacher only guides his students. Students spend independently research work, make up a concept map for a given spelling. All this contributes to the development of critical thinking in students, mutual assessment, self-assessment, and mutual learning.
Material number: 286302
Certificate of publication of this material the author can download it in the "Achievements" section of his site.
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The letters "O and A" in the roots with alternating-grow-, -rot-, -grow-
Targets and goals:
Equipment:
During the classes
1. Organizational moment.
- Soon the snow will melt, the rivers will be freed from ice, it will be possible to launch boats. Today we will again go to the land of Words to visit the well-known Sovunya and together with her we will make a river trip. During the journey, we repeat the roots with an alternating vowel and the spelling of the roots with an unstressed vowel. (slide 1)
2. Checking homework.
- Before setting off, let's check if we have completed everything at home.
A multilevel homework check is carried out.
Then a joint check is carried out.
Oral survey:
- What spelling did you work on?
- What determines the spelling of vowels in the roots -lag-, -lozh-? In the roots -growth-, -growth-, -grow-?
- How to check an unstressed vowel at the root of a word?
- Is it possible to check roots with alternating vowel stress? Why?
3. Anchoring.
1) -We are going on a trip along the Grammar River. Note how clear the water is. What kind of plants can you see at the bottom? (slide 2)
- What roots are found in this word?
- Insert letters and explain their spelling (on the interactive whiteboard).
- Compose and write down a sentence with this word.
(In clear water, you can see thickets of algae.)
- What grows along the banks of the river? (slide 3)
- Pay attention to how the word is spelled cattail... Explain the spelling in the word reeds.
(A tall reed grows near the shore.)
- What root with an alternating vowel did we meet? Explain its spelling.
2) - After we looked into the depths of the river, examined the banks, now let's look around.
- What grows on the shore? (slide 4)
See what a beautiful apple tree has grown. The sun warms her up, and the apples ripen on her. And how they keep up, we will read about this in the poem "Yablonka" (slide 5).
The student reads a poem.
R_sti, r_sti apple tree
Grow up!
Blossom, bloom apple tree
Blossom!
Golden sun
Hotter gray!
Grow apples
Hurry up!
R_sla, r_sla apple tree
Under_sla.
Color_la, color_la apple tree
Father_la.
Otr_hnula apple tree
Your outfit,
And the apples are ripe
For the guys.
- Insert missing letters and commas, explain spelling.
- Write down only those sentences where roots with alternating vowels meet. Select them, designate the spelling.
3) - We admired the apple tree, now we can swim further. The sun shines brightly. What is it that glitters on the shore in the waves? (slide 6)
- And a letter is hidden in the bottle. I wonder what is in this letter? (slide 7)
- This is a letter from the guys. Let's read it.
We have a garden in our yard. He was raised by the guys in our house. At first the yard was bad. Only by the fence was a barely visible grass growing. Then we planted trees, flowers and began to grow them.
The first shoots have appeared. We protected every plant. Flowers grew before our eyes. The trees were growing noticeably. Our yard has become green, and the garden is growing and prettier.
- Indeed, to grow a good garden, you have to work hard. And to remember how to do this, we will work with the text.
- Where was the kindergarten? Who raised him?
- How did the yard look at first?
- What did the guys do to change the yard?
- How did the garden grow?
- Find words that have alternating vowel roots. Name the roots.
(grown, grew, grow, sprouts, plant, grew, grew, grows)
- Once again we will read the text and retell it, remembering where which word stands.
- But these are not simple stones, but grammatical ones. A word is hidden under each stone.
- Divide these words into 2 columns: alternating vowel roots and unstressed vowel roots.
(bank, laid, current, river, grows, settle, garden, grew)
- Let's check if we have correctly distributed the words.
5) The stones are removed, you can go home. Look, we are met by Sovunya. (slide 9). She wants to ask something.
4. Lesson summary.
- What spelling barriers did you meet today? Is it possible to check an alternating vowel at the root of a word by stress?
xn - i1abbnckbmcl9fb.xn - p1ai
Lesson topic: Spelling the roots rast, grow, grew
Lesson topic: Spelling the roots RAST, RASCH, ROS
Purpose: 1. the formation of the skill of spelling the roots - grow, - grow, - grow
2. development of students' research competence;
3. education of respect for nature;
- Look at the screen and tell me what the question marks on the diagram mean?
(Unstressed vowels are fundamentally divided into 3 groups: 1-testable, 2-unverifiable, 3-alternating)
— ^ What you need to remember to write the unstressed vowels 1,2,3 groups correctly?
2. Read the text expressively:
All the attraction of the earth lies in the animal and flora... Fresh grass on the lawns, poplar under the window, a flock of jackdaws hovering at the TV antennas above the rooftops - is this a background or a part of our life? Attention to the birds that have flown in, to the flowering meadow, to the sprouts of the planted grove 2 , to the reeds growing along the lake - a source 2 interest and love for them, the guarantee of mutual joy of nature and man.
— Decide on the topic of the text. Title the text. Throughout the lesson, we will refer to the text.
3. - And now, using punched cards, write out words with unstressed vowels from the text, distributing them in 3 columns
4. - So, let's turn to words with alternating vowels O-A. Take a close look at the words of this column and tell me about the spelling of which roots we will talk about today in the lesson?
— ^ What are these roots called and why?
(Roots are written in words whose meaning is associated with growth, development, that is, with life)
- Formulate the topic of the lesson. Grammar. Speech.
5. - What determines the spelling of the vowels O - A in the roots? Prepared for the lesson research project which will answer this question.
Project "Spelling of roots with alternating vowels O -A in the root"
1. We have prepared a research project "Spelling of roots with alternating vowels O - A in the root".
2. The creative name of the project "Roots of Life".
3. The goal of our project is to learn how to write correctly the roots -RAST-, -RASCH-, -ROS-, in which the vowels O-A alternate.
4. Put forward a hypothesis. Let's explain the meaning of the word HYPOTHESIS.
A HYPOTHESIS is a hypothesis put forward to explain any phenomena. What is our hypothesis?
5. We know that roots with alternating vowels О –А can be commanded by:
And who is in charge of the roots of RAST - RASH, -ROS?
We carried out a research: we selected the texts, determined the range of words with which we will work and followed their writing. It turned out that in words with these roots, neither the suffix A, nor the stress, nor the meaning play a role. It remained to pay attention to the consonants at the root.
6. We know about such a linguistic phenomenon as the alternation of consonants. The combination of ST alternates with Sh. The proof of this position is presented on the screen:
This means that A.
7. To find out if all of our classmates can distinguish the root RAST from the prefix RAS and the root starting with the letter T, we selected examples, jotted them down, printed cards for each student and asked to arrange the words in two columns.
In the diagram, you can see how you coped with the task:
8. Where can we find words with the root of life? In nature, in the forest, with human life, these words are also associated. The roots of life are called the roots RAST, GROWING, ROS, as they are present in words associated with growth, with life, with development.
9. The result of our research was the creation of a business card of the roots. We give each of those present at the lesson as a reminder, a hint.
In addition, the school will hold a scientific - practical conference where we will speak with our project.
6. - Let's check how attentively you listened to the speech and whether you remembered when A is written in the roots, and when O is in front of you a crossword puzzle. Insert the missing letters into the words of the crossword
lib2.podelise.ru
Lesson: Spelling the letters a, o root - grow, - grow, - grow.
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Prepared and conducted:
DOSH I - III steps No. 88
Theme : Spelling letters a, o at the root - growing, - growing, - growing.
Goals: to acquaint with the conditions for choosing letters a-o in the roots; to form the ability to find and highlight spelling with alternating a-o; develop memory, research skills, foster interest in the Russian language
Lesson type: a lesson in learning new material
I am glad of our new meeting,
I'm interested in you, friends!
Interesting your answers
I listen with pleasure.
We will watch today
Conclusions to make and reason.
And so that the lesson goes to everyone for future use,
Get actively involved in the work, my friend!
2. Updating basic knowledge
- What is the name of the system of rules that establish uniform ways of transmitting speech in writing? (Spelling)
- What is spelling? (Spelling a word according to the spelling rules)
- What spelling did we meet in the last lesson? (Spelling of the letters a, about in the roots -cas-, -cos-; -lag-, - log-)
- When to write a letter a, and when O? (at the root with alternation -cas-, -cos-; -lag-, -log- in the unstressed position is written a if the root is followed by the suffix a, and O if no suffix)
2.2 Checking homework
Two pupils hand in notebooks for checking, the rest check together with the class "in a chain"
A) Exercise 252 (p. 142)
- What rule helped us to do this exercise correctly? (spelling b and b)
- When to put b, and when b? (b placed in front of e, e, y, i after prefixes that end in a consonant; ь is written after consonants, before vowels e, e, y, i in other cases)
Exercise : write off a phrase by inserting a word that is appropriate for the meaning. In the inserted words, highlight the root, explain the spelling of the roots.
Insert where needed, b or b. Explain usage graphically b
About ... announce about a new ... to the magazine; before ... present to the written ... .. serious requirements; time ... to clarify mistakes in .... numbers; under ... go to .... detachment.
Reference words: addition, application, location, presentation
Declare (put b prefix about- ends in consonant b front e, e, y, i, root -I'm in-) about the new application (root - lie-) to the magazine; present (prefix pre- ends in consonant d front e, e, y, i put b) to written presentation (root –Bed–) serious (we put b, prerd e, e, y, i because it is at the root of the word serious) requirements; explain (put b since prefix once- ends in acc. front e, e, y, i) addition errors (root –Bed–); drive up (we put b; prefix under- ends in a consonant before e, e, y, i) to location (root –Bed–) detachment
B) Exercise 256
Write down phrases, inserting the missing letters, graphically explain your choice
Izl O live (-lozh-) the essence of the question, this is not for you a sitsya (-cas-), sl O zhi (-lozh-) two numbers, k O dreamed about (- cos-) interesting topic, point to a sania (-cas-), howled O lived (-lozh-) products from the bag, hall O lived (-love-) property, the sum of two sl a playable (-lag-), gender O zi (-lozh-) books in place, not the floor a gaysya (-lag-) in case, light prick O slip (-cos-), not prick a sayya (-cas-) to other people's things, to a poke (-kas-) the ground with your feet, point of contact O collisions (-cos-)
Write down the number, great work, leave one line blank for writing the topic of the lesson, we will write it down a little later. Two students are doing work at the board, the rest in their notebooks.
Exercise: write down words, highlight the learned spelling
Assume, should ... live, serve ..., elucidate, to ... dream, elucid ... gat, next, touch ... dream, restless ... dreamy, touch ... sensation, proposal ... suggestion, suppose ... expected, ex ... live, lie ... gat, dispose ... live, touch ... touch, to ... sleepover, adorable.
- Exchange notebooks, take red paste and let's check together. (One student comments on the grade.)
3. Learning new material
3.1 Announcement of the topic and objectives of the lesson
— Today we continue our journey to the country Spelling and get acquainted with the new spelling. Look at the topic of our lesson, (the teacher attaches it to the board, written on a separate sheet) write it down in your notebooks.
- What do you think is the purpose of our lesson? (get to know the spelling, use it correctly in writing)
3.2 Brainstorming (research work )
Written on the board are the words: Grow, Plant, Grow, Grown, Grown, Overgrown.
- Write down these words and highlight the roots in them
- What are these words? (single root)
- What phenomenon do we observe in these roots? (alternation of consonants st / w / s)
- Try to formulate a spelling rule vowels a-o in the roots grow, grow, grew
- Let's check our answers with the textbook. (P. 144 one student reads aloud)
3.3 Words are exceptions
Usurer v Rostov lived
He sprout bought myself
Somewhere in the bazaar.
3.4 Lexical work
A) Working with an explanatory dictionary
Industry is a separate area of activity of science, production
Sprout - 1) the stem of a plant at the very beginning of its development from a seed, rhizome, tuber; 2) a piece of a branch with buds for planting; 3) (re.n.) manifestation of the beginning development of something
A usurer is a person who gives money for growth. Borrowed at high interest rates
B) Working in pairs
Compose and write down with words - sentence exceptions.
4. Consolidation of what has been learned.
4.1 Working with the tutorial.
A) p. 145, ru. 262. One student is at the blackboard, the rest are in notebooks. The first three notebooks for evaluation.
4.2. Orthoepic minute
The teacher reads, the students repeat. A mark is given for the best pronunciation. Group work.
She grew up - she grew a tail, wore a dark dress. She grew up - she turned green, changed her tail for oars.
The sprouts have grown, grown, but the sprouts have not grown.
4.3. Distributional dictation.
On the board in ovals are written roots rast-, de-, grow-
Task: decorate the oval with petals to make bright and beautiful flowers.
The words are written on the petals: (on each - one word). Students one by one (at will or pass the baton to a friend) choose a ray with the word (on the teacher's table) and attach it to the oval.
R ... sthenia, ripped ... slit, grows ... grows, r ... growing, junior ... sli, dor ... sti, zar ... sli, r ... runoff, break ... sli, grown up, R ... stov.
5. Lesson summary. Reflection.
- What spelling did we meet with you?
- When do you need to write the letter a, and when the letter o in the roots grows, grows, grows?
- What words - do you know the exceptions?
- Today the most active were ..., there were some minor difficulties ... you need to be careful ....
- Where did the difficulties arise?
6. Homework
A.37, learn the rule of control 263. write off the text by inserting the missing letters. (for grade 3) Write down the words with missing unstressed vowels in the root in two columns: 1- with a checked stress; 2 - with alternating (4 and 5). Additional task(optional): compose a vocabulary dictation, which we will carry out in the next lesson, on the spelling of the root -rast-, -practic-, -rose-, -byr-, ber-, -cas-, -cos- (15 words, do not forget and about words - exceptions)
MOU Saraninskaya secondary school
Russian language lesson in grade 5
using ICT
on the topic " The spelling of the roots is rast / rash / grew. "
Lesson objectives:
1. Teach students to apply mode of action when choosing vowels
o - and in the roots grow / grow / grow.
2. To form the cognitive interest of students through a variety of forms of educational activity.
During the classes.
I. Organizational stage.
II. Repetition.
Words with missing vowels for spelling lag / lod roots are written on the board (it can be interactive): add..gat, pere..live, words..that, lie..gat, obl..lived, cash..gat. must .. live. ex ... live. offer. sl..live.
Assignment: write down words in two columns. Column check.
Conclusion: in which roots is the vowel a, in which - o?
Tell the rule using the table.
Vi. Verification work using matrices. The words are written on the board.
Assignment: register only the letter a under the corresponding numbers
1.p ... sity
2.grown up
3.yr ... sla
4.growing up ...
6. time ... if
7. prop ... sti
8. long ...
9.p ... stock
10. vyr ... steam
Vii. Lesson summary.
What new have we learned in the lesson?
What have you learned?
Tell the rule of spelling the roots rast / rasch / dew.
What can we say to the Princess of Spelling?
VIII. Homework:
1. Learn the rule p.178 (spelling number 13)
2. Complete exercise 441.
teacher of Russian language
MOU Saraninskaya secondary school
using ICT
on the topic: "Letters o - e after adverbs hissing at the end."
Lesson type: learning a new topic.
Lesson objectives:
1. To study the method of action when choosing writing o-e after adverbs sizzling at the end.
2. Work on the development of students' communication skills.
3. To form the cognitive interest of students through active forms of educational activity.
During the classes.
I.Organizational stage.
II... Repetition.
1. Text on the board (you can use it interactively):
I love May and patiently wait for it in the January cold, in the February blizzards, in the April flood. But May always comes unexpectedly. The streams will sound loudly, lilacs will bloom violently in my garden. May is all in bloom!
Tasks for students:
Read the text.
Has your mood changed? Why?
What are the adverbs that appear in the text.
On what grounds did you determine that these are adverbs?
2. Linguistic game "The fourth unnecessary" (on an interactive board). Method of action: insert the missing letter, underline the spelling, find an extra word, tell the rule.
· Suns ... m, meetings ... th, lily of the valley ... m, ray ... m.
· Lead ... wow, lily of the valley ... wow, brocade ... wow, reed ... wow.
Formulate general rule.
Thus, we have determined the basic conditions for choosing this spelling: part of speech, morpheme, stress.
III... Determination of the purpose of the lesson.
Why do you think words with these spellings were used for the game?
What topic should we study in the lesson?
What is the problem now before us?
IV.Learning a new topic.
1. Let's start with observation. But chalkboard examples:
HOT ...
SINGER ...
Questions and tasks for students:
What parts of speech do words belong to?
What morphemes are missing letters?
What vowels should you write at the end of adverbs?
After which consonants are the vowels o and e written?
Formulate a rule.
2. Reading the rule according to the textbook.
What sounded familiar?
What's new in the adverb spelling rule?
3. The table is posted.
Tell the rule using the table.
V.Training exercises.
1. Exercise 212 yourself
In what dialects did you write the letter o after the sibilants? What is the rule?
Things to remember about the adverb yet ?
What rule did we learn in today's lesson?
Formulate the general rule of spelling of nouns, adjectives, adverbs.
Vi.Verification work.
Words on the board (you can on the interactive one).
Oh or e?
1. big ... th
2. landscape ... m
3.Like ...
4. beckoning ...
5.good ...
6. heart ... m
7. fresh ...
8.more ...
9. a fontanel ... to
10.candle..th
11. total ...
12. oh best ... m
13. bunny ... knock
14. squeaky ...
Punch cards are filled in and handed over to the teacher for verification.
Answers: O – 1, 5, 7, 9,10,11, 13
What rule did you use when completing the task?
Which word is the exception?
Vii... Homework.
1. Learn the rule.
VIII... Speech development work.
Let us recall once again the blossoming May. Consider the paintings "Lilac" and the artist N. Naumova from Saranin.
Choose one of the paintings and compose a miniature using adverbs (on the board): fresh, more, good, fragrant, boiling. exciting, alluring, refreshing, inviting.
And music will help create a spring mood.
The play "White Nights" is played.
Students read miniatures.
What is the role of adverbs in the text?
What rule of spelling of adverbs did you use in your creative work?