Entertaining spelling

№ 1.

Unstressed vowels in the root, checked by stress.

If the letter causes doubt in you,
You immediately put it under stress.
For example, l and sa v l e su somehow got lost.
V l e s to the rescue of l and sy a lot of l and s appeared.

№ 2.

Unchecked vowels and consonants in the root.

There are words in which letters cannot be replaced.
Emphasis is useless to remember to check them.
You need to remember those words and never confuse.
Do not be lazy to look in the dictionary -
This is your way to literacy.
orange, arena, here
This spelling is.
And in candy hid, in the piano rolled up.
You go to play basketball, but don't forget about it.
Do not yawn at football, do not lose the letter t.
- Do you remember everything?
-Repeat!
Learn the spelling.

№ 3.

Checked consonants in the root of the word.

“Oak” whether, “year” whether you figure it out
Do not rush to give an answer.
Prove to me first
What will you write at the end.
Oak - oaks, and year - years
We write the letter d then.
Means request - ask
And walking will walk .
- All clear?
- Repeat!
Learn the spelling.

№ 4.

Unpronounceable consonants at the root of a word.

Both terrible and dangerous
letter t write wrong.
Everyone know how lovely
letter t write appropriately.
What about checking?
Notify.
It will become sad - to be sad.
Late means to be late;
Hello - wish you good health.

№ 5.

Letters and, y, and after hissing.

Letters i, u, a you write, my friend, always.
After all hissing letters:
After w and after u, after h and after sh.
Pike swam up to more often, miracles: found sorrel.
Squinting began to squeak: wild rose not enough.
Parachute, jury, brochure
Write with Yu, like the name Yura.

№ 6.

Separating b and b signs.

Nightingales, family, friends
Always write b.
Announcement, filming, entry
Kommersantwrite here.
Do not deprive them, they are prefixes separate.
We write at the root - this rule is a trifle.

№ 7.

Separate writing of prepositions with other words.

We write prefixes together -
That rule is simple
Prepositions are separate
Everyone has known for a long time.
A wolf roams along the edge
By , you understand, a suggestion.
He will sneak into the village -
Pro - prefix. Lucky.
But he did not take the sheep away:
The old dog met the wolf.

From under the house
Because of clouds -
Don't forget the dash.

№ 8.

The use of b at the end of nouns after sibilants.

In the women's sort of write boldly b –
Get on with the job.
Don't forget that rye,
Daughter, game, help, thing, speech, lie;
Words like them
love b always.
But here's a beam, and a hedgehog, and a doctor
Others require tasks.
b don't write here
Remember the rule quickly.
The masculine gender will not let you down
b save.
We will write: “Because of clouds the last ray came out.
Help came on time
The youth went to dance.

№ 9.

The use of b to indicate the softness of consonants.

Predatory, powerful and cum
b can't write.
Bridge, carnation and glasses
byou don't write.
Butcheerleader, casually, let's take
Let's return again

№ 10.

Vowels and consonants in prefixes, except for prefixes on z (s-).

Do you remember that we have
Rule one:
We never change
For-, over-, under-, about-, before -.
Learn all prefixes
Write the words correctly.
Lettering, do, sit,
Watch TV.

№ 11.

The letters z- and s- are at the end of the prefixes.

From-, whether, is-, whether, times- and dis- ?
I will explain to you now.
Write, my friend, you h
Before b, d, e, c, f.
Don't forget L. pro m, and of course the letter h .
Izv twitch, unclench, write a letter h ,
But dawn, search, wake up lick only write with .

№12.

The letters -o, -and at the root -lag-, -false-.

If after root-a,
At the root a always write.
suggest, suggest
You must know the rule.
exc come to life and lie down
letter o don't forget here.
- Do you remember everything?
- Repeat.
Learn the spelling

№ 13.

The letters o-a at the root -rast- -ros-.

Pod ro sla lilac in the garden,
I'm with races I'm coming to you as a shadow.
Root-ros- fell in love with o ,
He is very lucky.
Where there is-st- and -sh- ,
Write only letters a .
Bush quickly under races tal,
In the summer he became a cherry.
Exception: sprout
We will write through about .

№ 14.

The letters yo-o after the words hissing at the root.

You want to hiss
letter write at the root.
Brush, dandy, acorn, bangs,
Click, clearly, the devil and the bee.
But don't be confused: seam, slum, rustle, chocolate, glutton.
You remember those words once and for all.

№ 15.

The letters s-and after c.

Remember that in the words-tion
We write ia, slasha ya.
Police, police, walkie-talkie, acacia.
And deal with the roots.
Put and hurry up.
The figure was given to the circus performer,
Scurvy not afraid of a strong man.
But remember the words
And never get confused.
Gypsy with a gypsy friendly.
stand on tiptoe with baby,
Not daring poke at the chicken.

№ 16.

Capital letters in proper names.

I was born in Vladivostok
With Sasha made friends at school.
With Ivanov we are friends,
It is impossible not to love him.
He gave me a kitten
I called him Sweetie.
All the names of rivers, seas,
Motor ships, ships,
Cities and islands
Own name I
I'm writing in capital letters, my friends.

№ 17.

The letters E and I in the endings of nouns.

We have different cases, but sometimes they are difficult.
Genitive, dative and even prepositional.
E and I confused, difficult but possible
Parse where E, where And here, please, look.
At 3rd declension is only a letter And: things and, things and and again about things and.
But about the sea in the 2nd (it doesn't get any easier!).
Country, country within countrymy dear friend lives.

№ 18.

The letters O-E after hissing and C in the endings of nouns and adjectives.

I'm dissatisfied with the starling
I am dissatisfied with the rook.
Letter O should write,
Do you understand this?
Nose my friend
We're after the bird last.
She finally brought
letter E towards the end.
Letter O under stress,
Letter E without accent.

№ 19.

Unstressed vowels in the endings of adjectives.

What morning did I go out to breathe the air?
early. So we will be the letter And write.
in the blue (like oh ?) silver lily of the valley smells fragrant
Do not be lazy question ask to write correctly.

№ 20.

Short adjectives with a sibilant stem.

Powerful, odorous, dense, viscous.
Please: don't torment me here!

№ 21.

Not with verbs.

Didn't know, didn't know, didn't see.
Not, accidentally, did not offend?
Not write separately and tell your neighbor.
I hate, I hate
Here without not I can't live I will.
Because without her
I I'm not worth anything

№ 22.

b after verbs hissing in an indefinite form and in the 2nd person singular.

b save don't dare. Why are we talking about this?
The verb has the right to take whatever you want.
But our letter H loves b generally.
Look:ignite, attract to distract for a while,
Bake something and save it, and then lie down again.
You draw and sing, you live with.
In the 2nd person, always write b

.№ 23.

Tsya and -tsya in verbs.

What to do? Swim, dive, tumble.
Kohl in question b Don't forget about him, weirdo.
But my brother is bathing, the soldier is somersaulting,
smiling father: “Tell me the end?”
Well, of course I guessed. That's right: the question was asked.
What is he doing? Laughing, smiling, swearing.
What same does soldier? And the father? And you? And brother?
b do not write here. Do you understand the whole secret?

№ 24.

The letters E-I in the roots with alternation.

If after root a,
At the root And write then.
Spread, collected,
Locked, unlocked.
And without the letter of this a
Just write always.
Spread, locked
Flickered, frozen.

№ 25.

Letters E and I in the endings of verbs I and II of conjugation.

Ko II with the same yarn
We'll take it without a doubt
All verbs that-it,
Excluding laying and shaving.
And further: watch, offend
hear, see, hate,
drive, breathe, hold, twirl,
and depend and endure.

"PROGRAM OF EXTRA COURSE ACTIVITIES"

Topic: "Entertaining spelling"

The working program of the Russian language course "Entertaining Spelling" for grade 6 was compiled in accordance with the federal component of the state standard for basic general education on the basis of an exemplary general education program in the Russian language and a Russian language program for general education institutions for grades 5-9, edited by N. M. Shansky.

The program is designed for 30 hours.

The level of instruction in the Russian language class is basic.

The Federal component of the State Standard states that the study of the Russian language at the level of basic general education is aimed at achieving the following goals:

upbringing citizenship and patriotism, love for the Russian language; conscious attitude to language as a spiritual value, a means of communication and gaining knowledge in various spheres of human activity;

development speech and mental activity; communication skills that ensure fluency in the Russian literary language in various areas and situations of communication; readiness and ability for speech interaction and mutual understanding; needs for speech self-improvement;

learning about the Russian language, its structure and functioning in various areas and situations of communication; stylistic resources, basic norms of the Russian literary language and speech etiquette; vocabulary enrichment and expansion of the range of grammatical means used;

skills formation identify, analyze, classify linguistic facts, evaluate them from the point of view of normativity, compliance with the sphere and situation of communication; carry out information search, extract and transform the necessary information;

application acquired knowledge and skills in their own speech practice.

The achievement of these goals is carried out in the process of formation and development of communicative, linguistic and linguistic (linguistics), cultural competences.

Communicative competence - mastery of all types of speech activity and the basics of the culture of oral and written speech, the skills and abilities of using the language in various areas and situations of communication, corresponding to the experience, interests, psychological characteristics of primary school students at its different stages (V-VII, VIII-IX grades) .

Linguistic and linguistic (linguistic) competencies - mastering knowledge about language as a sign system and a social phenomenon, its structure, development and functioning; general information about linguistics as a science and Russian scholars; mastering the basic norms of the Russian literary language, enriching the vocabulary and grammatical structure of students' speech; formation of the ability to analyze and evaluate linguistic phenomena and facts; ability to use various linguistic dictionaries.

Cultural competence - awareness of the language as a form of expression of national culture, the relationship between the language and the history of the people, the national and cultural specifics of the Russian language, knowledge of the norms of Russian speech etiquette, the culture of interethnic communication

The purpose of this course - to cultivate interest in the native language, its history, to teach to see the relationship of linguistic phenomena, to help students improve the main types of speech activity in their unity and interconnection, to develop students' abilities consciously

to perceive the sounding speech and the printed word; competently, accurately, logically harmoniously, expressively convey their own thoughts, taking into account the conditions of communication, to prepare students for the subject Olympiad.

Spelling and punctuation, as sections of the language that operate today, developed historically, but life changed, and the conditions for their use also changed. These changes occur constantly, they reflect the life of the language, and therefore the rules, stable and legalized, inevitably lag behind their time, and practice moves on. This special course allows not only to strengthen students' knowledge on the topics "Spelling" and "Punctuation", to understand difficult issues of spelling and punctuation, but also to deepen knowledge of the etymology and history of the development of the Russian language from Old Russian to Modern.

Purpose of this course is to help 6th grade students understand difficult issues of spelling and punctuation by studying the history of the language, systematize students' knowledge of these sections, work out the steps and links of a single whole to solve a specific spelling or punctuation problem - in general, help students become more literate fluent in their native language.

Main educational objectives of the course :

Expand knowledge of the Russian language, providing for the formation of a sustainable interest in the subject;

Increase the level of logical thinking of students;

Create conditions for the formation of language competence;

Develop interest in the history of your people through the history of the language.

Developing objectives of the course:

Develop the ability to apply an algorithm for solving a spelling and punctuation problem;

Contribute to the development of students' speech;

Improve the skill of working with a book (textbook, dictionary, reference literature);

Educational tasks of the course :

Form key competencies;

Raise interest in liberal arts education;

Educate a competent citizen of the Russian Federation.

The course is practice-oriented, designed for 1 year.

The course is designed for students with varying degrees of motivation and learning.

In the classroom, students will receive theoretical knowledge in such linguistic disciplines as:

Modern Russian language,

A culture of speech

Historical grammar

Dialectology

Introduction to linguistics

Stylistics

Forms of work: with Combination of individual and group forms of work.

The main methods and techniques of work:

Lecture;

Conversation;

Teacher's explanation;

Creation of a problem situation;

Analysis of texts of various styles and types;

Work with tests;

Various types of grammatical analysis;

Working with tables, diagrams, algorithms;

Creation of tables, schemes, algorithms;

Discussion, dialogue;

Writing and editing spelling dictations;

Independent performance of control test tasks.

The following methods, teaching methods, pedagogical technologies were used:

Information and communication technologies, problem-based learning technology, differentiated learning technology. Technologies of personality-oriented education (game technologies, project method, etc.)

At the end of the course, students should know :

Principles of Russian spelling and punctuation;

Historically established patterns of language;

Basic spelling and punctuation rules, which previously presented a certain difficulty.

At the end of the course, students should be able to :

Use the basic dictionaries, reference books necessary to improve spelling and punctuation literacy;

Apply theoretical knowledge in practice;

Competently, freely and aesthetically express your thoughts in oral and written forms;

Own subject competencies (linguistic, linguistic, cultural studies).

Students should use the acquired knowledge and skills in practical activities and daily lifefor:

awareness of the role of the native language in the development of the intellectual and creative abilities of the individual; the importance of the native language in the life of a person and society;

development of speech culture, careful and conscious attitude to the native language, preservation of the purity of the Russian language as a cultural phenomenon;

satisfaction of communicative needs in educational, everyday, social and cultural situations of communication;

increasing vocabulary; expanding the range of grammatical means used; developing the ability to self-esteem based on observation of one's own speech;

use of the native language as a means of obtaining knowledge in other academic subjects and continuing education.

personal results.

emotionality; skillrealize anddetermine (name) your emotions;

empathy is a skillrealize anddetermine other people's emotions;sympathize other peopleempathize ;

sense of beauty - skillfeel beauty and expressiveness of speech,seek to improve their own speech;

love andrespect to the Fatherland, its language, culture;

interest to reading, to conducting a dialogue with the author of the text;need in reading;

interest to writing, to the creation of one's own texts, to the written form of communication;

interest to language learning;

awareness responsibility for the spoken and written word.

Metasubject Results

Regulatory UUD:

on one's ownformulate the topic and objectives of the lesson;

to make plan solving an educational problem together with the teacher;

work according to the plan, comparing their actions with the goal,adjust their activities;

in dialogue with the teacher to develop assessment criteria anddetermine the degree of success of their work and the work of others in accordance with these criteria.

Cognitive UUD:

recycle andtransform information from one form to another (draw up a plan, table, diagram);

enjoy dictionaries, reference books;

realize analysis and synthesis;

install causal relationships;

build reasoning;

Communicative UUD:

adequately use speech means for solving various communicative tasks; own monologue and dialogic forms of speech.

express andsubstantiate your point of view;

listen andhear others, to try to take a different point of view, to be ready to correct their point of view;

agree and come to a common decision in joint activities;

to ask questions .

Calendar-thematic planning

Topic of the lesson

Target

the date

Road to writing. How did people manage without letters?

To acquaint with the emergence of writing in Russia, to give an idea of the richness, expressiveness, imagery of the Russian language.

Spelling as a branch of the science of language. Basic principles of Russian spelling.

Know the basic principles of Russian spelling.

The secret of the phoneme.

Expand students' understanding of phonemes. Be able to apply algorithms for choosing the correct spelling; work with tables and diagrams; perform phonetic parsing of the word.

Stress over a vowel can make the letter clear.

To deepen and strengthen the acquired knowledge, to develop the ability of students to correctly select single-root words.

Insidious vocabulary words.

To introduce students to the technique of memorizing and writing vocabulary words.

The spelling dictionary is our main assistant.

Develop spelling vocabulary skills.

Check yourself. Test number 1.

dangerous consonants.

Develop a spelling dictionary.

Voiced and deaf "twins"

Be able to apply algorithms for choosing the correct spelling; work with tables and diagrams; perform phonetic parsing of the word.

Old acquaintances b and b

To consolidate knowledge about b and b signs.

Large and small (spelling of proper names)

Practice spelling of proper nouns.

together, separately, through a hyphen.

Acquaintance with the basic ways of forming compound adjectives.

How much H to write?

Acquaintance with the rule of writing Н in adjectives, mastering the rule of writing Н and НН in full and short adjectives.

How to deal with difficult words?

To teach students to form compound nouns from two roots using connecting vowels.

Solving spelling problems.

Strengthen spelling and punctuation skills.

Check yourself. Test number 2.

To deepen and strengthen the acquired knowledge of students.

17-18

History of formation and spelling of numerals.

Acquaintance with the signs of the numeral as a part of speech (general meaning, morphological features, syntactic role), the difference between numerals and other parts of speech.

What do we have instead of a name? (spelling of pronouns)

Acquaintance with the semantics of the pronoun as an independent part of speech, groups of pronouns, their morphological features and syntactic role.

Spelling puzzles.

Engage students and develop interest in solving puzzles.

Prefixes-workers (classification of prefixes)

Expand knowledge about prefixes, know the classification.

23-24

Who is in charge of the roots?

Repeat and fix spellings at the root of the word.

Check yourself. Test number 3.

To deepen and strengthen the acquired knowledge of students.

Suffixes - great fellows.

Expand knowledge of suffixes, know the classification.

Magic tangle of spellings.

Expand knowledge of spelling, know the classification.

Journey to the country of the Russian language.

Show the variety of spellings in Russian

Check yourself. Test number 4.

To deepen and strengthen the acquired knowledge of students.

The meaning of spelling.

Show the meaning of spelling in Russian

Literature:

M.T. Baranov, T.A. Ladyzhenskaya, N.M. Shansky "The Russian language program for textbooks for grades 5-9", M., Education. 2013

V. V. Babaitseva. Secrets of spelling vigilance//. Russian Literature.2000. No. 1.

N.M. Bondarenko, G.G. Granik "Secrets of Spelling" - M., Enlightenment., 1997.

N.G. Varatyan Journey into the Word. SPb., 2001.

5.Vinogradov V.V. Essays on the history of the Russian literary language of the 17th-19th centuries. M.: 1938.

Granik G.G. Psychological features of the formation of spelling vigilance.// Questions of psychology №3. 2004.

Ivanova V.F. Principles of Russian spelling at school. Psychological foundations of processes. L., 1977.

Ivanova V.F. Difficult questions of spelling. M.: Enlightenment. 1982.

Koposova N.A., Nikolaev G.A. The structure of the word and spelling of the Russian language. Publishing House of Kazan University. 1993.

Kostinsky Yu.M. Unsuccessful, disorienting rule.// РЯШ№1. 2000.

Panov M.V. And yet she is good. A story about Russian spelling, its advantages and disadvantages. M.: 1964.

Razumovskaya M.M. Methods of teaching spelling at school. M.: Enlightenment. 1996.

Sidorenkov V.A. In-depth study of the Russian language. From work experience. M.: Enlightenment., 1993.

Unstressed vowels in the root, checked by stress.

If the letter causes doubt in you,
You immediately put it under stress.
For example, l and sa in l e su somehow got lost.
V l e s on revenue l and sy a lot l and with appeared.

Unchecked vowels and consonants in the root.

There are words in which letters cannot be replaced.
Emphasis is useless to remember to check them.
You need to remember those words and never confuse.
Do not be lazy to look in the dictionary -
This is your way to literacy.
orange, arena, here
This spelling is.
And in candy hid in piano rolled up.
You go to play basketball, but don't forget about it.
Do not yawn at football, do not lose the letter t.
- Do you remember everything?
-Repeat!
Learn the spelling.

Checked consonants in the root of the word.

"Oak" whether, "year" whether you figure it out
Do not rush to give an answer.
Prove to me first
What will you write at the end.
Oak - oaks, a year - years
We write a letter d then.
Means request - ask
BUT walking will walk.
- All clear?
- Repeat!
Learn the spelling.

Unpronounceable consonants at the root of a word.

And terrible, and dangerously
letter t write wrong.
Everyone known, as lovely
letter t write appropriately.
What about checking?
Notify.
Sad will become - to be sad.
Late- means be late;
Hello –health want.

Letters and, y, and after hissing.

Letters and, y, a you write, my friend, always.
After all hissing letters:
After well and after sch, after h and after sh.
Pike to more often swam up, wonders: sorrel found.
Squinting began to squeak: wild rose not enough.
Parachute, jury, brochure
write with Yu like a name Yura.

Separating b and b signs.

Nightingales, family, friends
Write b always.
Announcement, filming, entry
Kommersant write here.
Kommersant do not deprive them prefixes separate.
We write at the root - this rule is a trifle.

Separate writing of prepositions with other words.

We write prefixes together -
That rule is simple
Prepositions are separate
Everyone has known for a long time.
Along the edge roaming wolf
By, you understand, a suggestion.
Will sneak he is in the village
Pro- prefix. Lucky.
But he did not take the sheep away:
The old dog met the wolf.

From under Houses,
Because of clouds -
Don't forget the dash.

The use of b at the end of nouns after sibilants.

In the women's sort of write boldly b–
Get on with the job.
Don't forget that rye,
Daughter, game, help, thing, speech, lie;
Words like them
love b always.
But here Ray, and hedgehog, and doctor
Others are required tasks.
b don't write here
Remember the rule quickly.
The masculine gender will not let you down
b save.
We will write: “Because of clouds the last ray came out.
Help came on time
The youth went dancing."

The use of b to indicate the softness of consonants.

Predatory, powerful and cum
b can't write.
Bridge, carnation and glasses
b you don't write.
But cheerleader, casually, let's take
b we will return again

Vowels and consonants in prefixes, except for prefixes on z (s-).

Do you remember that we have
Rule one:
We never change
For-, over-, under-, about-, before -.
Learn all prefixes
Write the words correctly.
Lettering, do, sit,
TV set look.

The letters z- and s- are at the end of the prefixes.

From-, whether is-, whether once- and race-?
I will explain to you now.
Write, my friend, you h
Before b, d, e, c, f.
Don't forget about l. about m, and of course the letter h.
Izv twitch, unclench, write a letter h,
But rass vet, is kat, vsp lick only write with.

The letters -o, -and at the root -lag-, -false-.

If after root -a,
Fundamentally a always write.
suggest, suggest
You must know the rule.
exc oh go in and out lodges it
letter about don't forget here.
- Do you remember everything?
- Repeat.
Learn the spelling

The letters o-a at the root -rast- -ros-.

Under ro sla lilac in the garden,
I'm with races I'm coming to you as a shadow.
Root -grew- fell in love with about,
He is very lucky.
Where there is -st- and -sch-,
Write only letters a.
Bush quickly under races tal,
In the summer he became a cherry.
Exception: sprout
We will write through about.

The letters yo-o after the words hissing at the root.

You want to hiss
letter yo write at the root.
Brush, dandy, acorn, bangs,
Click, clearly, the devil and the bee.
But don't be confused: seam, slum, rustle, chocolate, glutton.
You remember those words once and for all.

The letters s-and after c.

Remember that in the words -tion
We write and I, sweet ya.
Police, police, walkie-talkie, acacia.
And deal with the roots.
Put and hurry up.
Digit gave circus performer,
Scurvy not afraid of a strong man.
But remember the words
And never get confused.
Gypsy with a gypsy friendly.
stand on tiptoe with baby,
Not daring poke on the chicken.

Capital letters in proper names.

In Vladivostok I was born,
With Sasha made friends at school.
With Ivanov we are friends,
It is impossible not to love him.
He gave me a kitten
I called him Sweetie.
All the names of rivers, seas,
Motor ships, ships,
Cities and islands
Own name I
I'm writing in capital letters, my friends.

The letters E and I in the endings of nouns.

We have different cases, but sometimes they are difficult.
Genitive, dative and even prepositional.
E and And confused, difficult but possible
Parse where E, where And here, please, look.
At 3rd declension is only a letter And: thing and, thing and and once again about things and.
But oh sea e in the 2nd (it doesn't get any easier!).
Country, country within country my dear friend lives.

The letters O-E after hissing and C in the endings of nouns and adjectives.

I'm dissatisfied starling,
I'm dissatisfied rook.
letter O should write,
Do you understand this?
Nose comrade mine
We are for it bird last.
She finally brought
letter E towards the end.
Letter O under stress,
Letter E without an accent.

Unstressed vowels in the endings of adjectives.

How I went out in the morning air breathe?
early. So we will be the letter And write.
in the blue (like oh?) silver lily of the valley smells fragrant
Do not be lazy question ask to write correctly.

Short adjectives with a sibilant stem.

Powerful, odorous, dense, viscous.
Please: here b don't torment!

Not with verbs.

Didn't know, didn't know, didn't see.
Not, accidentally, did not offend?
Not write separately and tell your neighbor.
I hate, I hate
Here without not i live not I will.
Because without her
I I'm not standing nothing

b after verbs hissing in an indefinite form and in the 2nd person singular.

b save don't dare. Why are we talking about this?
The verb has the right to take whatever you want.
But our letter H loves b generally.
Look: ignite, attract not for long distract,
Bake something and save and then again lie down.
You drawing and eat, with b you live.
At II- same face b write always

-tsya and -tsya in verbs.

What to do? Swim, dive, tumble.
Kohl in question b Don't forget about him, weirdo.
But bathes my brother, somersaults soldier,
smiling father: “Tell me the end?”
Well, of course I guessed. That's right: the question was asked.
What is he doing? Laughing, smiling, swearing.
What same does soldier? And the father? And you? And brother?
b do not write here. Do you understand the whole secret?

The letters E-I in the roots with alternation.

If after root a,
Fundamentally And write then.
Spread, collected,
Locked, unlocked.
And without this letter a
Only e always write.
Spread, locked
Flickered, frozen.

Letters E and I in the endings of verbs I and II of conjugation.

Co. II same with yarn
We'll take it without a doubt
All verbs that -it,
Excluding lay and shave.
And further: watch, offend
hear, see, hate,
drive, breathe, hold, twirl,
and depend and endure.

№ 1.

Unstressed vowels in the root, checked by stress.

If the letter causes doubt in you,
You immediately put it under stress.
For example, l and sa in l e su somehow got lost.
V l e s on revenue l and sy a lot l and with appeared.

№ 2.

Unchecked vowels and consonants in the root.

There are words in which letters cannot be replaced.
Emphasis is useless to remember to check them.
You need to remember those words and never confuse.
Do not be lazy to look in the dictionary -
This is your way to literacy.
orange, arena, here
This spelling is.
And in candy hid in piano rolled up.
You go to play basketball, but don't forget about it.
Do not yawn at football, do not lose the letter t.
- Do you remember everything?
-Repeat!
Learn the spelling.

№ 3.

Checked consonants in the root of the word.

№ 4.

Unpronounceable consonants at the root of a word.

№ 5.

Letters and, y, and after hissing.

№ 6.

Separating b and b signs.

№ 7.

Separate writing of prepositions with other words.

We write prefixes together -
That rule is simple
Prepositions are separate
Everyone has known for a long time.
Along the edge roaming wolf
By , you understand, a suggestion.
Will sneak he is in the village
Pro - prefix. Lucky.
But he did not take the sheep away:
The old dog met the wolf.

From under Houses,
Because of clouds -
Don't forget the dash.

№ 8.

The use of b at the end of nouns after sibilants.

In the women's sort of write boldly b–
Get on with the job.
Don't forget that rye,
Daughter, game, help, thing, speech, lie;
Words like them
love b always.
But here Ray, and hedgehog, and doctor
Others are required tasks.
b don't write here
Remember the rule quickly.
The masculine gender will not let you down
b save.
We will write: "Because of clouds the last ray came out.
Help came on time
The youth went dancing."

№ 9.

The use of b to indicate the softness of consonants.

Predatory, powerful and cum
b can't write.
Bridge, carnation and glasses
b you don't write.
But cheerleader, casually, let's take
b we will return again

№ 10.

Vowels and consonants in prefixes, except for prefixes on z (s-).

Do you remember that we have
Rule one:
We never change
For-, over-, under-, about-, before -.
Learn all prefixes
Write the words correctly.
Lettering, do, sit,
TV set look.

№ 11.

The letters z- and s- are at the end of the prefixes.

№12.

The letters -o, -and at the root -lag-, -false-.

№ 13.

The letters o-a at the root -rast- -ros-.

№ 14.

The letters yo-o after the words hissing at the root.

№ 15.

The letters s-and after c.

№ 16.

Capital letters in proper names.

№ 17.

The letters E and I in the endings of nouns.

№ 18.

The letters O-E after hissing and C in the endings of nouns and adjectives.

№ 19.

Unstressed vowels in the endings of adjectives.

№ 20.

Short adjectives with a sibilant stem.

Powerful, odorous, dense, viscous.
Please: here b don't torment!

№ 21.

Not with verbs.

№ 22.

b after verbs hissing in an indefinite form and in the 2nd person singular.

.№ 23.

-tsya and -tsya in verbs.

What to do? Swim, dive, tumble.
Kohl in question b Don't forget about him, weirdo.
But bathes my brother, somersaults soldier,
smiling father: "Tell me the end?"
Well, of course I guessed. That's right: the question was asked.
What is he doing? Laughing, smiling, swearing.
What same does soldier? And the father? And you? And brother?
b do not write here. Do you understand the whole secret?

№ 24.

The letters E-I in the roots with alternation.

If after root a,
Fundamentally And write then.
Spread, collected,
Locked, unlocked.
And without this letter a
Only e always write.
Spread, locked
Flickered, frozen.

№ 25.

Letters E and I in the endings of verbs I and II of conjugation.

Interesting spelling. Panov M.V.

2nd ed. - M.: 2010. - 160 p.

The book of the outstanding linguist M.V. Panova tells in an entertaining way “how our writing works”, how spelling is connected with phonetics, and what are the basic principles of spelling in Russian. For senior school age.

Format: pdf

The size: 47.4 MB

Download: RGhost

CONTENT
FOREWORD 9
CHAPTER ONE. PICTURE AND LETTER 12
NO IS? 12
Clear to EVERYONE 18
POT PATTERN 14
AX Letter 15
With SETTINGS 15
SHORILE 15
STILL NOT REAL 16
PICTOGRAPHY TRIUMPHS 17
SPORT AND ICON 17
Spoons and forks 18
ITS DEFECTS ARE NOT SIGNIFICANT 18
By LUNCH 18
CAME HALF-FLUSHED 19
LETTER "YOU" 20
Iripushka had a reason 21
HIEROGLYPHS 22
Own FAMILY 23
TRY WITHOUT NUMBERS 23
CREATOR OF HIEROGLYPHS 23
"AND ETC." 25
TWO STEPS. WHERE IS THE THIRD? 26
WHAT LETTER 26 CAN
CHAPTER TWO. LETTER - SERVANT OF SOUND? 28
AS IF CLEAR 28
NO, UNCLEAR 28
BAD INTERJECTION 29
MET 30
MYUGOLIKI CONSENT 11 30
If you try 31
DEFINITELY FOLLOWING THE SOUND 31
LI many? 32
LET'S SET THOUGHT EXPERIENCE 33
Something WRONG 33
VASILY KIRILLOVICH TREDIAKOVSKY (1703-1768) 34
CHAPTER THREE. A LETTER IS A SERVANT OF A MORPHEME? 35
ESTIMATE 35
IF IN BOTH HANDS SUITCASES 35
SOUNDS IN A MORPHEME ARE EASY 36
For ALL MORPHEMS OR NOT FOR ALL? 37
IT'S FOR EVERYONE 38
Word of the SCIENTIST 39
WORDS INVENTED BY POETS 40
SAMOVAR OF THE HALF 41
THERE IS NOTHING TO CHANGE! 41
WIZARD CHANGES FACE 42
LOSS OF RATE 43
MIKHAIL VASILIEVICH LOMONOSOV (1711-1765) 43
Look BACK 44
KING AGAIN C1\LTAN 45
MAYBE UNTYPICAL? 46
MIKHAIL NIKOLAEVICH PETERSON (1885-1962) 48
UNRESOLVED ISSUE 48
CHAPTER FOUR. LADY OF LETTERS 50
ALTERNATING 50
THEY ARE SO DIFFERENT 51
LIKE STRINGS 52
HALF DICTUATED 53
Position 54
ABOUT THE MUSIC BOX 54
METALS DON'T EXPAND ON FRIDAY? 55
Noz WHITE 56
LITTLE GIANT 57
VOWELS UNDER PRESS 59
SCANDAL! 60
IMPORTANT RESPONSIBILITY 61
SCALES 62
IVAN ALEKSANDROVICH BAUDOUIN DE COURTENAY (1845-1929) 63
"SOUNDS PLAY A ROLE" 63
NADEZHDA IVANOVNA AND THE VANE HOPE 64
THE MAIN CHARACTER OF OUR BOOK 65 APPEARS
LET'S PRETEND THAT THEY ARE NOT 66
PRO CHAMELEONS 66
NAME DISPUT 67
OVERCOME THE COLD 68
THEY LIKE SOMETHING! 68
YOU CAN'T PLEASE ON A HALF 70
NON-POSITIONAL - WHAT ARE THEY? 71
OLD CONFUSION 72
STRONG CH 73
HALF GRUMBLING 74
If the SOUNDS ARE DIFFERENT 75
AND WE WILL COUNT THEM! 76
THEM AS IF 34 76
There are DEFINITELY 34 of them! 78
WHY CAN'T THE SOUNDS OF A LANGUAGE COUNT? 79
ANSWERS MATCHED 79
AGAIN ABOUT HARE 79
Exactly five 80
We SPILLED THE vowels 81
WHY DID THEY MANAGE TO HIDE? 82
Total 82
But HERE 83
"DOKUDOV DIFFERENCE..." 83
Here's to WHAT! 84
WITH STRETCH AND WITHOUT STRETCH 85
That's who COMMANDS THE LETTERS! 86
CHAPTER FIVE. WEAK BUT CLICK 87
MATCH 87
AKIN 87
TWO ROWS CROSSED 88
WHERE CAN YOU MAKE A MISTAKE? 89
ERRORS AND OMISSIONS 90
AN EASY TOOL TO MAKE MISTAKES 91
ERRORS TEACH US 92
WILL NOT HELP 92
FOUR HORSE 93
DOUBT... 94
EXECUTIVE HALF 95
FISHING WOMAN AND FISH 96
DRY, PROTOCOL SUMMARY 97
BTW 97
RUBEN IVANOVICH AVANESOV (1902-1982)
and VLADIMIR NIKOLAEVICH SIDOROV (1903-1968) 98
Though EYEBROWS SHOULD BE LIKE! 99
IRINA SERGEEVNA ILYINSKAYA (1908-1980) 100
DON'T SNOW THE LETTER! 101
UNDOubted Doubtful 102
CHAPTER SIX. WHERE TO DOUBT? 103
CROWD OF STRANGERS? 103
THE ROAD IS ALWAYS THE ONE 104
HALF-FUCKED LOOKING FOR ANOTHER ROAD 104
Five STEPS 105
WORKING ACCORDING TO PLAN 105
TASHCHUG OR TASHCHUG? 105
TEACHER OBEYED 106
WHAT IF YOU FORGET? 107
SAID, YES NOT PROVEN 107
LEVEL GROUND 108
NOT AND NOR 109
ABOUT STRANGE RHYME 110
FROM GRANDMA TO GRANDMA 112
"Down with the GUIDE!" 113
Like a PEA 114
GO IN SHABS 114
You can win BIG 117
PLAYFUL MOOD 117
PRO HORN 118
ONCE AGAIN - STEP 119
USEFUL LOST 120
BATH MAN WITH DRUMMER 121
From a ROW of non OUTCOMING word 122
IT WOULD BE ANOTHER CASE... 123
DANCE IN COUPLES 123
EVERYTHING IS EASIER FOR THE HALF-DONE 124
HALFWAY 125
SPELL PARADE 125
Ring FOR RING... 126
CITIZEN POROZHKOVSKAYA IN THE CITY OF PERETYANUZHSK 127
11SPELLERS 1ST NODUIN 1 28
DMITRY NIKOLAEVICH USHAKOV (1873-1942) 128
CHAPTER SEVEN. OBUSTIVE MINORITY 130
FUCKING ATTACHMENTS 130
DESPITE 131
AGAIN, NATIVE HIEROGLYPHS 131
BEST 132
MAIN - Away 133
HALF GLADING GLADING 134
NOT QUITE LOAFERS 135
ALEXANDER IVANOVICH "GOMSON (1860-1935) 136
STRUGGLE FOR SIMPLE LETTER 137
ROMAN FEDOROVICH BRAPDT (1853-1920) 138
Filipp Fyodorovich FORTUNATOV (1848-1914) 139
Plan- and PLAV- 139
WHAT IS OUR SPELLING? 141
CHAPTER EIGHT. PART-TIME WORK 142
FIGURE OUT! 142
WITH EARRING 142
FIFTEENTH SIGN 144
WE DEVELOPED THE LETTER I 145
ABOUT EMILE ZOL 146
TUTTLE TO TUTTLE 147
GOOD FOX 148
LAZY LETTER 148
YOU CAN'T DO IT 149
LEFT TO RIGHT AND RIGHT Fawn 149
ANOTHER NEEDED LETTER 150
MYSTERIOUS STRANGER 150
NIKOLAI FEOFANOVICH YAKOVLEV (1892-1974) 151
LONELY 152
HALF-DONE SLIGHTLY CHANGED 153
LETTERS GOOD 154
AT UNSPECIFIED PLACE 154
MYSTERIOUS KIDNAPPING 154
INVESTIGATIVE HYPOTHESIS 155
SIMPLE EVIDENCE 155
HIDDEN DOUBLE-VOINTERS 156
P I KLAVKA-SOROKA 156
UNSUCCESSFUL OBJECTION 157
HALF AND WATERMELON 157
FALLED OUT 158
FAREWELL TO THE READER 160