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

formal rule. Roots -rast-, -rasch-, -ros-

The rule succinctly makes it clear that the spelling -o- is used with the final -c- in the root, while the choice of the spelling -a- is responsible for two options: - st and - u. Right choice the vowel in this case is the basis for the successful development of the Russian language, since the question affects a morpheme of paramount importance - the root. The word is based on it - the first building element of the language.

Why is it difficult to choose 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-, -rasch-, -ros-). However, mere memorization of the norms of the language will not always be successful, in contrast to the logical explanation, which is easier to remember.

Historical Features

The fact is that the alternation of roots was the result of a mixture of two languages: Old Russian, the pre-literate language of Russia, and Old Slavonic, the language of church books. The first includes words with the root c -o- (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 -a-. In this case, the basis for mastering the spelling will be a formal rule. However, there is an assumption that words with different orthograms at the root are derived from different, albeit the same root words.

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

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

Exceptions

However, not everything is so simple with the roots -rast-, -rasch-, -ros-: the rule does not affect all words with an unstressed spelling at the root, since there are exceptions. They are not very difficult to remember if you 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.

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

It is worth remembering when memorizing not only the spelling -rast-, -rasch-, -ros-: 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 material to be remembered is logically and historically justified, it will be easier to perceive and store in memory.

ORTHOGRAPHIC DICTIONARY

to home

Spelling words into letters from BUT before I look at the list of letters >>>

The most important spelling rules.

Root spelling.

12. Roots with checked 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 dit — vr e d, teacher but wat — teacher but be, prith I shit — prith I eat.

Note. When applying this rule, keep the following in mind:

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

b) The spelling of an unstressed vowel cannot be checked using imperfective verbs in -yvat , - ive , in which under stress instead of the root about often happens but : Tue about sing — Tue but to kick, n about sit — n but sew, etc.

13. Roots with unchecked vowels. The spelling of vowels in many words cannot be checked by stress: with about tank, in about blister, in but trushka and etc.; such words should be consulted in the dictionary and memorized their spelling.

14. Roots with alternation about — but. For spelling some roots with alternation but — about note the following rules:

a) at the root braid — kas (braid rush — kas to be) is written but -a- : kas-a-tsya, kas-a-body, at- kas-a-tsya, but: at- braid- well, at- braid-n-awareness.

b) At the root lodges — lag (before lodges it — before lag at) is written but if the root is followed by a suffix -a- : from- lag-a-be, WHO- lag-a-be, at- lag-a-body, but: from- lodges-enie, WHO- lodges-it, at- lodges-enie.

c) at the root clone — clan (on clone — clan yatsya) under stress can be about , and but about : on the clone yat, on the clone to eat, with clone enie, on clone enie.

d) at the root creation — creature (creation quality — creature b) under stress can be about , and but , but without stress it is written only about : creation ec, co creation go, creation enie.

e) at the root mountains — gar (mountains et — behind gar , on the gar ) letter but is under stress; spelled without stress about : mountains enie, behind mountains at, behind mountains eat, behind mountains spruce.

f) Root melt — pilaf spelled with a letter about only in two cases: pilaf ec, pilaf sneeze, in other cases it is written but : with melt lyat, melt Nick, on melt OK, melt ounce (bug), melt teaching(Remember the word pl s woons- layers of subsoil saturated with water).

g) At the root zar - zor (dawn - dawns - dawn) without stress is written only a: h but rya, s but rnitsa, h but roar, oz but ryat, oz but rhenium.

h) At the root rast - growth (grow - grew) without stress before st and SCH spelled but (exp but style, age but st, Nar but standing, vzr but puppy, wed but schenie); front with without further t spelled about (exp about s, ex about sshiy, water about sl, bad about sl).

Exceptions: p about stock, r about janitor, R about stov, R about stislav; neg but sl, neg but left.

i) Root equal- predominantly written in words that are related in meaning to “equal” (“same”): R but numbered, R but ambiguous, Wed but understand, all R but clearly and also in the words: R but opinion, R but get involved, R but understanding, since but took up, R but vnina; root even- predominantly written in words related in meaning to “smooth” (“smooth”, “straight”), for example: R about heed(tracks), sub about heed(flower beds), etc., ur about vein, R about vnya.

dictionary.liferus.ru

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

Fundamentally r a st- and r about s- choice of spelling "a" or "about" depends on the presence of consonants in the root "st" and "sch".

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

r and stenie - vyr and schenny - vyr o drain - por o sl.

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

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

root grew- is native Russian, and the root rast- / rasch-- Old Church Slavonic.

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

Spelling words with the root rast- / rasch-

So to choose a letter "a" or "about" in the roots under consideration, you only need to carefully look at the word and notice the presence of the indicated combination of consonants in it "st" and "sch", for example:

In the same way, we will choose a letter "a" in writing words:

Without rain, the grass does not grow (proverb).

A Christmas tree grew in the forest on a mountain, it has needles in silver in winter.

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

Spelling words with the root ros- / growth-

In words with the root ros-, which is not followed by letters "st" and "sch", choose a letter "about":

The forest mountain ash grew waves 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 from a spruce tree will fall into the moist ground and 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 the alternation -rast-, -rasch-, -ros-

Goals and objectives:

• to fix the spelling rule of the roots -rast-, -rasch-, -ros-; repeat the spelling of the roots -lag-, -false-; spelling of roots with checked and unchecked unstressed vowel; develop the ability to find words with the studied spelling, the skill of writing words with the indicated roots;
• develop the memory and thinking of students, coherent speech skills;
• to cultivate love for nature, interest in the Russian language.

Equipment:

• A laptop.
• Multimedia projector.
• Microsoft PowerPoint presentation ( Attachment 1)
• Textbook “Russian language grade 5” T.A. Ladyzhenskaya and others.
• Individual cards with multi-level tasks.

During the classes

1. Organizing time.

“The snow will soon melt, the rivers will be free of ice, it will be possible to launch boats. Today we will again go to the country of Words to visit the well-known Sovunya and together with her we will make a river trip. During the trip, we will repeat the roots with an alternating vowel and the spelling of the roots with an unstressed vowel. (slide 1)

2. Verification homework.

“Before we leave, let’s check if we have done everything at home.

Homework is checked at various levels.

• 1 group students performs independent work on the card according to the words from homework: write out in columns words with an alternating vowel in the root and words with an unstressed vowel in the root.
• 2 group students on the card inserts the missing vowels in the same roots.

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 - grow-, -grow-, -grow-?

- How to check an unstressed vowel in the root of a word?

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

3. Fixing.

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

What roots are found in this word?

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

- Make up and write 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 of 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)

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

The student reads the poem.

R_sti, R_sti apple tree
Give it a go!
Blossom, blossom apple tree
Blossom_thai!
golden sun,
Hotter gray!
Vy_stayte apples
Hurry!
R_sla, R_sla apple tree
Subr_sla.
Blossom, blossom apple tree
Faded.
Rejected the apple tree
your outfit,
And the apples ripened
For guys.

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

Write down only those sentences where roots with an alternating vowel occur. Highlight them, mark 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 there is a letter 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 of our house. At first the yard was bad. Only a barely noticeable grass grew near the fence. 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 grew 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 in order to remember how to do this, we will work with the text.

- Where was the garden? Who raised him?

What did the yard look like at first?

— What did the guys do to change the yard?

How did the garden grow?

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

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

- Read the text again and retell, remembering where the word is.

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

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

(berezhok, put, flow, river, grows, settle down, garden, grew up)

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

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

4. The result of the lesson.

- What barriers-spellings did you meet today? Is it possible to check an alternating vowel in the root of a word with an accent?

The spelling of the roots -rast- (-rasch-) - -ros- and -lag- (-false-). 5th grade

Target: to 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

• Use a spelling rule to solve spelling problems.
• Reproduce the text perceived under dictation, observing spelling norms.
• Know how to work with explanatory dictionary.
• Be able to explain the cause of errors, correct them, give their own examples.

Communicative metasubject skills

• Based on phonetic, morphemic-derivational and morphological analysis when choosing correct spelling words, come to common decision in joint activities.

Regulatory meta-subject skills

• Plan your activities in the lesson, carry out self-checking of written texts.
• Observe basic spelling rules in writing, evaluating other people's and their own speech statements in terms of compliance with their communicative requirements, language norms.
• Correct speech defects.

Stage of motivation (self-determination) to learning activities

Students are asked to solve two rebus.

As a result, the following words are written in 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 a trial action

- What are the words from the home exercise that are written with the letter a in the root. Comment on your choice.
- What are the words from the home exercise that are written with the letter o in the root. Comment on your choice.

Difficulty. Problematic situation.

Spelling 5-minute. Insert missing letters. Discuss in pairs.

Look at beauty
Zag…give a wish
The sky in the stars
Cooked ... roaring cake
Put in effort
Children t... grow up

It is only at this stage that we formulate the topic of the lesson and write it down in a notebook.

Formed UUD

Development cognitive interests, educational motives

Finding Different Ways to Solve Problems

Stage 3 (slides 9, 10, 11)

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

Let's think!

Here are some word cards for you.
Watch when these words spell about, and when a.

Make a conclusion.
(work in pairs)

Card 1

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

• Proposal but gat - suggestion about live
• sl but playable - sl about ing
• App but gat - adj about ing

Card 2

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

• ra st- ra st enenie
• -ra SCH- vyra SCH enny
• -ro with– zaro with whether

Exceptions: reflection with l, ro st ok, ro st sheepman, Ro st ov, ro st islav, podro st kovy, on vyro Art.

Based on the study of patterns in the spelling of words, students verbally formulate two spelling rules, then the teacher suggests checking with the wording given in the textbook. In the process of work, it may be necessary to interpret the words "usurer", "industry". As a rule, fifth graders cannot explain their meanings. 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".

• Industry- a separate area of ​​​​science, production.
• usurer someone who lends money at high interest rates.
• Search necessary information for solving educational problems using educational literature
• Structuring knowledge
• Using speech to regulate one's actions

Stage 4 (slides 12, 13)

The stage of independent work with self-testing according to the standard

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

Insert the missing letters:

1) expound,
2) lie,
3) the sl_gae,
4) offer,
5) lay on,
6) statement,
7) lay_to live,
8) half_g,
9) transfer_live,
10) locate,
11) lie,
12) guess
13) adjective,
14) r_stenie,
15) pror_sti,
16) branch,
17) solicitor,
18) r_stock,
19) podr_sli,
20) pror_sti,
21) grown,
22) dor_sti,
23) vegetative ,
24) age,
25) nature.

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

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

Define "third wheel"

• apply, catch, reconcile;
• complicate, put, presentation;
• grow, shake, expound.

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

Formed UUD

• Development of "I concept"
• Possession of the dialogic form of speech.
• Squeak of various ways of solving problems
• Structuring knowledge

Stage 6 (slide 15)

The stage of reflection of educational activity in the lesson

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

Goals and objectives:

• to fix the spelling rule of the roots -rast-, -rasch-, -ros-; repeat the spelling of the roots -lag-, -false-; spelling of roots with checked and unchecked unstressed vowel; develop the ability to find words with the studied spelling, the skill of writing words with the indicated roots;
• develop the memory and thinking of students, coherent speech skills;
• to cultivate love for nature, interest in the Russian language.

Equipment:

• A laptop.
• Multimedia projector.
• Microsoft PowerPoint presentation ( Attachment 1)
• Textbook “Russian language grade 5” T.A. Ladyzhenskaya and others.
• Individual cards with multi-level task.

During the classes

1. Organizational moment.

Soon the snow will melt, the rivers will be free of ice, it will be possible to launch boats. Today we will again go to the country of Words to visit the well-known Sovunya and together with her we will make a river trip. During the trip, we will repeat the roots with an alternating vowel and the spelling of the roots with an unstressed vowel. (slide 1)

2. Checking homework.

Before leaving, let's check if we have done everything at home.

Homework is checked at various levels.

• 1 group students perform independent work on a card according to words from homework: write out in columns words with an alternating vowel in the root and words with an unstressed vowel in the root.
• 2 group students on the card inserts the missing vowels in the same roots.

Then a joint check is carried out.

Oral survey:

What determines the spelling of vowels in the roots -lag-, -false-? In the roots - grow-, -grow-, -grow-?

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

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

3. Fixing.

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

(seaweed)

What roots are found in this word?

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

(In clear water, you can see thickets of algae.)

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

(bulrush, cattail)

Notice how the word is spelled cattail. Explain the spelling of the word reeds.

Make up and write a sentence with this word.

(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 coast? (slide 4)

(apple tree)

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

The student reads the poem.

R_sti, R_sti apple tree
Give it a go!
Blossom, blossom apple tree
Blossom_thai!
golden sun,
Hotter gray!
Vy_stayte apples
Hurry!
R_sla, R_sla apple tree
Subr_sla.
Blossom, blossom apple tree
Faded.
Rejected the apple tree
your outfit,
And the apples ripened
For guys.

Insert missing letters and commas, explain spelling.

What spelling did you work on?

Write down only those sentences where roots with an alternating vowel occur. Highlight them, mark 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)

(bottle)

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

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

The garden has grown.

We have a garden in our yard. He was raised by the guys of our house. At first the yard was bad. Only a barely noticeable grass grew near the fence. 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 grew noticeably. Our yard has become green, and the garden is growing and prettier.

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

Where was the garden? Who raised him?

What did the yard look like at first?

What did the guys do to change the yard?

How did the garden grow?

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

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

Read the text again and retell, remembering where the word is.

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

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

(berezhok, put, flow, river, grows, settle down, garden, grew up)

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

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

4. The result of the lesson.

What barriers-spellings did you meet today? Is it possible to check an alternating vowel in the root of a word with an accent?

You did a good job today.

5. Homework.

Do the work on the card. (slide 10)

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

formal rule. Roots -rast-, -rasch-, -ros-

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

Why is it difficult to choose 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-, -rasch-, -ros-). However, mere memorization of the norms of the language will not always be successful, in contrast to the logical explanation, which is easier to remember.

Historical Features

The fact is that the alternation of roots was the result of a mixture of two languages: Old Russian, the pre-literate language of Russia, and Old Slavonic, the language of church books. The first includes words with the root c -o- (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 -a-. In this case, the basis for mastering the spelling will be a formal rule. However, there is an assumption that words with different orthograms at the root are derived from different, albeit the same root words.

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

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

Exceptions

However, not everything is so simple with the roots -rast-, -rasch-, -ros-: the rule does not affect all words with an unstressed spelling at the root, since there are exceptions. They are not very difficult to remember if you 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.




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

It is worth remembering when memorizing not only the spelling -rast-, -rasch-, -ros-: 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 material to be remembered is logically and historically justified, it will be easier to perceive and store in memory.

Subject Russian language

Date 26.01.2009

Class 5 "B"

Theme of the lesson “Spelling of vowels A–O in the roots -RAST-, -RASH-, -ROS"

Lesson type: explanation of the new

Level of preparedness of the class: middle.

Lesson Objectives:

Cognitive: get familiar with spelling A–O in the roots -RAST-, -RASH-, -ROS

Practical:

improve the ability to correctly write words with these roots;

to form spelling vigilance;

General subjects:

to teach comparison, proof and refutation as methods of mental activity using the example of vowel alternation in roots;

develop the following operations of logical thinking: comparison, classification, analysis;

differentiated work on the stability of students' attention.

Learning principles: didactic:

scientific character (teaching spelling based on generalizing spelling concepts).

accessibility (reliance on knowledge of spelling obtained in elementary school).

visibility ( didactic material illustrating the concepts of spelling, spelling, identifying signs of spelling).

systematicity and consistency (use of system-forming concepts: type of spelling, identification feature of the spelling).

Methods of presenting knowledge: teacher's word with reproductive discourse.

Methods of knowledge formation: asking questions:

frontal survey (to consolidate new spelling concepts);

interrogation (repetition of the spelling rule A - O in the roots -RAST-, -RASH-, -ROS-).

Skill formation methods:

finding roots with alternating vowels in sentences.

selection of examples of words with this spelling.

selective distributive dictation.

Control methods: selective dictation with signal cards (used during the debriefing of the lesson).

Lesson plan.

1. Organizational moment - 1 min.
2. Mobilizing stage - 5 min.
3. Formulation of the topic and purpose of the lesson - 5 min.
4. Learning new material - 8 min.
5. Consolidation of the studied material - 15 min.
6. The results of the lesson - 2 min.
7. Setting homework - 2 min.

8. Reflection - 2 min.

DURING THE CLASSES

I. Organizational moment.

II. mobilization phase.

Target: prepare students for the perception of new material.

Written on the board are the words:

1) Offer ..gat, locate ..live, r..wall;
2) Nature..shchenie, out..gat, sex..live;
3) Term..suggestion, expression..sla.

Teacher. Read the rows of words aloud. Select the word in each row according to two signs at the same time. Read the words of the first row. Tell me which word can be highlighted in it and why?

Students. In the 1st row, you can select the word plants. This name is a noun, and the rest are verbs. In words offer, offer -LAG-, -LOZH-, but in the word plants - fundamentally -RAST-.

Teacher. Name the words of the 2nd row. What word can be distinguished and why?

Students. In the 2nd row, you can highlight the word increment . This is a noun, and the rest are verbs. In words expound, put unstressed vowel is written in roots -LAG-, -LOZH-. In the word increment fundamentally -RASH-.

Teacher. What can you say about the words of the third row?

Students. Among the words of the 3rd row, one can single out the word increased . This is a verb and the rest are nouns. In words term, offer unstressed vowel is written in roots -LAG-, -LOZH-. In the word increased - fundamentally -ROS-.

III. Formulation of the topic and purpose of the lesson.

Target: learn to formulate the topic and objectives of the lesson.

Teacher. Name the words underlined from each row. Say which vowels and in which part of the word are missing. State the topic of today's lesson.

Students. We have highlighted the words plants, increment , increased. Vowels are missing at the root of these words. ABOUT or BUT. So, the topic of today's lesson is “ Vowels -A - O in the root -RAST-, -RASH-, -ROS-“.

The teacher writes the topic of the lesson on the board.

Teacher. Formulate the purpose of the lesson, based on its topic. Use the writing on the board.

1. Get to know...
2. Learn to find and write correctly ...

Students. The purpose of the lesson: to get acquainted with the rule of writing vowels BUT and ABOUT in the roots -RAST-, -RASH-, -ROS-; learn to find and write words with these roots correctly.

IV. Learning new material.

Target: find out the conditions for writing the studied roots.

1. Work with the textbook, p. 169.

Teacher. What determines the alternation of vowels A - O in the roots -RAST-, -RASH-, -ROS-?

The rule is repeated by 2 - 3 students.

2. Entry in the Dictionary of Difficult Words: Rostov, sprout , industry , Rostislav.

V. Consolidation of the studied material.

Target: consolidate the acquired knowledge.

1. Exercise 437 (oral)

2. Selective distributive dictation.

Plant leaves, young growth, rose sprout, flowers proliferate, ancient branch, seaweed, potato cultivation, reed beds.

3. Exercise (writing on the board)

1) vyp..stit, voz..st, ...
2) s..
3) vyp..s, water..sli, ...

Reference: nar..becoming, grown..grown, grown..sshiy, inexpensive..sl, por..sl.

Teacher. Read the strings of words. Give them a task. (We need to continue the chain of words using the words from the help)

Teacher. Name the signs in accordance with which it is necessary to continue the chain of words. (These chains of words must be continued, given which vowel is written in the root)

Teacher. What word can be included in the first chain? Write down this word. Explain the position of the letter BUT at the root of the word.

The students complete the task and check it with the teacher. Similarly, they work with the rest of the chains of words.

4. Selective dictation.

1) Play, children, grow up in freedom. (N. Nekrasov)
2) Three proud palm trees grew high. (M. Lermontov)
3) Thickets of shrubs formed an impenetrable thicket.
4) Rice grows in marshy places.
5) The seashore is covered with algae.
6) These places surprise with rich vegetation.

5. Work in notebooks with a printed basis. (test 11, task 4)

VI. Summary of the lesson.

Teacher. What rule did we learn in class today?

Children repeat the rule. The teacher evaluates the work of students in the lesson.

VII. Homework . Paragraph 84, exercise 441.

VIII . Reflection

What new did you learn in the lesson?

How?

What else needs to be done?

Describe, please, your activities in the lesson and the degree of assimilation of the material (+).

Well understood, but

did not understand everything.

material.

Active in class

was working

on the lesson. boring.

Thank you for your work, grades for the lesson ...

Letters O-A at the root -grow-//-grow-//-grow-

Lesson type: learning new material

Forms of organization of educational activities in the lesson: individual, pair, frontal.

Lesson Objectives:

Cognitive aspect: analyze cases of alternation vowels o-a at the root - rast- // -ros-//-rasch-; to teach to recognize words with alternating vowels in the root, to justify the choice of vowels;

Developing aspect: to develop speech, attention, memory, logical thinking, the ability to generalize, draw conclusions, develop self-control skills;

Educational aspect: improving the skills of ethical interpersonal communication, fostering a careful attitude to the word.

Equipment:

interactive whiteboard, , , cards for verification work, textbook (Russian language: textbook for 5th grade general educational institutions / [T.A. Ladyzhenskaya, M.T. Baranov, L.A. Trostentsova and others] - 35th ed. - M .: Education, 2008.)

DURING THE CLASSES

№ slide

Lesson stages

slide 1

1. Organizational moment
2. Recording the topic of the lesson, setting goals

3. Actualization of knowledge.
Frontal survey
- What is alternation?
- Give examples with the alternation of sounds in prefixes, roots, suffixes
- Tell us about the spelling of alternating vowels in the root –lag-// - false-

slide 2

Verification work
Insert missing letters
offer a draw
appendix to the magazine
popular statement
position ... business
rely ... on the team
decompose ... live plants
expound the program
st ... live in seconds
excellent…live visit
take on…live responsibility
dispose of data
make an effort

slide 3

4. Explanation of new material
4.1. Observations on the table, formulation of the conclusion

slide 4

4.2. We compare the conclusions with the rule in the textbook p.85

Slides 5-9

4.3. Lexico-orthographic work. Write down the exceptions. Why are they exceptions?

Slide 10

5. Fixing
5.1 Development of oral speech. Read the tongue twister several times, explain the spelling of words
Pror ... if r ... stitches, povyr ... if, but the growth of the r ... stitches did not grow out ... if.

slide 11

5.2. Independent work exercise 437.
One student works at the computer (pause mode), the rest in pairs.
Cherry r ... sla, podr ... became, and, finally, vyr ... sla; saved r ... sten; garden grown by schoolchildren; small r ... stitches.
Checking, error analysis

slide 12

5.3. Design. Make up phrases according to the picture with the root -rast- // -ros-//-rasch-

Slide 13 or activity

5.4. Distributive dictation. Interactive task
Serving, expressing ... styles, making ... efforts, tween ... sli, prop ... sti, street ... live, vr ... sli, expound ..., r ... stitches, grown ... schenny, ot ... sl, r ... lender, r ... sten
How can words be divided into groups?

Slide 14

6. Summing up the lesson
What spelling did you learn?
- What determines the choice of vowels in the root -rast- - ros- -rasch-?
What are the exception words?
- What is the similarity between the rules about the spelling of the roots -rast- //-ros- // -rasch- and -lag- // -false-

slide 15

7. Homework
p.85 learn, p.84 repeat exercise 441

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