Types of Works on Writing Skills

The secret of mastering the skills of literate writing is the ability to instantly apply the rules in the writing process. That is semi-automatically, through visual, auditory or logical connections, not reproducing the rules in text.

The systematic course of Russian language students should master for 5 years. From year to year, more and more rules accumulate, which have faded in memory and are not mobilized at the necessary speed in the process of writing.

Literacy, which almost does not require control of consciousness, is developed over a long period of time and is the result of the implementation of the system of exercises, repeated repetition and consolidation. The teacher faces a difficult question: when, how and what to repeat? Usually, I repeat after studying a big topic, at the end and at the beginning of the school year, and in the upper grades selectively - what is the most difficult for the students is poorly mastered. For more effective and time-saving repetition, I highlight the most difficult cases of writing. For example, students acquired basic information about the verb in primary school, expanded them in grade 5, studied the subject "verb" in 6th grade, and in the dictation of the error of writing personal endings of verbs, not only careless and absent-minded seventh-graders are allowed, but also some of them Those who have firmly learned the rules. They fail to apply instantly known rules. So, we need to repeat more and more, using different types of work for this .

I think it is very useful:

1. Orthographic five-minutes at the beginning of the lesson. Sometimes a five-minute spelling is assigned to work with different forms of a single word. So, the verb "to see" for many is a stumbling block because of confusion with the letters e-u. I strive to ensure that children clearly represent the role and place of ee in the morphemic composition of the various forms of this verb: to see, see, see, see, see. Then it is possible to consciously master the data of orthograms.

2. After completing the study, I practice compiling vocabulary dictations for homework: "orthograms of the verb", "orthograms of the pronoun", "orthograms of the adverb", as well as various other dictations.

3. At the end of the semester, students are instructed to compose a dictionary dictation from words written with errors in the control dictations. In vocabulary dictations include words in which mistakes were made in independent or domestic works.

4. Work on spelling mistakes in dictations, narrations and compositions is a very important means of increasing literacy. I conduct this work according to the following scheme: I write correctly, explain, fix. Having explained the orphograms, students necessarily give several examples for fixing.

5. I write down 8 - 10 words on the board, in which the orthograms are omitted, and the questions in the brackets that will help to form the phrase. Training in the construction of word combinations increases the lexical reserve of the student, makes it easier and faster to find the exact words to express their thoughts in written works and especially in oral responses, when the time for thinking is short.

6. In the study of syntax, this type of work is effective, such as a dictation with a grammatical task: to recreate from memory the text, using in it the specified syntactic constructions. This stimulates the speech activity of children, teaches them to use the given constructions when reproducing text, especially those that are often used in book styles of speech: participial and participial turns, complicated and complicated sentences.

     Work on the spelling and punctuation literacy of students is purposefully and systematically throughout the years of teaching the Russian language.