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How to make a spelling analysis of the word dangerous. Spelling analysis

Secondary school students must acquire not only deep theoretical knowledge, but also solid practical skills. To this end, an important role in the educational process is assigned to grammatical analysis, which helps to practically master the grammatical categories studied in the course of the modern Russian language, comprehend the rules of spelling and punctuation, systematize and consolidate the acquired knowledge. This type of exercise serves as an effective method for organizing independent classes in the Russian language, a method of self-control and testing knowledge. Grammar analysis is widely used in the study of all sections of grammar.

The subject of this series of articles is grammar analysis in Russian language lessons at school. Grammatical analysis is the analysis of certain grammatical phenomena in a given text (whole sentences or parts thereof, members of a sentence, individual morphemes, etc.), assigning them to one or another grammatical category and the grammatical characteristics of the broken sentence or individual word.

In Russian language lessons, any type of analysis presupposes a motivation for the answer: the student is required to provide a detailed, logically sound, coherent answer, which provides a description of the linguistic phenomenon and justifies its assignment to one or another grammatical category.

Thus, grammatical analysis helps to improve the general language culture of children, develops their speech, and helps to comprehend the logical connection of language phenomena.

The relevance of the articles lies in understanding the importance of distinguishing between concepts and types of grammatical analysis. This series of articles examines samples of phonetic, various types of morphological and syntactic, as well as spelling and punctuation analysis.

The novelty of the work lies in the breadth of material used for the analysis of various types of grammatical parsing.

The first article examines the order and patterns of phonetic analysis, morphemic, word-formation and etymological analysis. Phonetics is an important and difficult part of the Russian language course at school. The proposed schemes will help students organize independent study of this topic and systematize the knowledge gained.

The second article discusses the order and examples of morphological analysis.

Spelling and punctuation analysis have an important place in the school course, therefore, students must be proficient in these types of analysis. Since spelling and punctuation are closely related to grammar, this article includes schemes for spelling and punctuation analysis.

The third article provides a detailed analysis of spelling analysis, syntactic analysis of a phrase, a simple sentence: all its types (nominative, definite-personal, indefinite-personal, generalized-personal and non-conjunctive sentences), the order of their analysis and examples of analysis of one-part sentences are given.

The fourth article examines the analysis of complex sentences, gives an order and example of analysis by members of a sentence, an analysis of a complex and complex sentence and a sentence of a complex complex type.

And finally, the fifth article discusses issues related to non-conjunctive complex sentences (polynomial non-conjunctive complex sentences with different types of allied and non-conjunctive connections)

The purpose of this series of articles is to help students prepare for the Unified State Exam and Russian language lessons.

One of the tasks of preparing students for exams is to teach them to apply in practice the theoretical knowledge acquired while studying the Russian language school course.

The brief guidelines contained in each section of the article will help Russian language teachers and students determine the range of questions on each topic and the main direction in their work. Recommendations are given for the most difficult topics.

It is advisable to begin a full grammatical analysis after studying all the material on a given topic or section.

When practicing grammatical analysis according to the proposed schemes, the teacher needs to achieve comprehensive answers to questions. This will allow you to consciously assimilate and consolidate almost all the theoretical material of the course.

By completing the proposed exercises, the student must comprehend and remember the order of analysis and its volume and learn to present his observations in literary language in the form of a coherent argument.

The methodological basis of the work was the methods and methods of grammatical analysis at the university and at school. The article includes an analysis of numerous sentences with different types of connections (conjunctive - coordinating and subordinating; conjunctive and non-conjunctive), as well as an analysis of non-conjunctive sentences.

The works of acad. V.V. Vinogradov, D.E Rosenthal, N.S. Valgina, T.F. Ivanova, N.M. Shansky and others.

Spelling analysis

Spelling analysis, i.e. the explanation of spelling patterns found in the text can be continuous or selective. In Russian language lessons at school, teachers usually resort to selective spelling analysis, since students' attention is scattered between difficult cases that really need to be focused on, and easy spellings that there is no need to dwell on.
A commented letter approaches a complete spelling analysis. In selective spelling analysis, attention is focused on one particular spelling or on several types of spelling, depending on the purpose of the work. The procedure for analyzing spellings in continuous and selective spelling analysis is the same.

The order of spelling analysis

1. Name and underline the spelling.
2. Type of spelling.
3. A specific spelling rule (in school formulation).
4. Verification or historical explanation of spelling (if necessary)

Samples of spelling analysis

Low, endless reeds stretched all the way to the mountains.

Low – spelling of voiceless and voiced consonants.

Rule: To check the spelling of a dubious consonant, you need to change the form of the word or select a related word so that the consonant being checked is followed by a vowel sound or one of the consonants: m, n, r: threshing - threshing, close - close, low - low. The spelling is morphological, because the root bottom is always, regardless of pronunciation, written with the letter z (bottom, low, low), and not s.

Endless – spelling of prefixes in z. Rule: in consoles once-/ras-, rose-/ros-, bottom-/nis-, up-/vos, from-/is-, without-/bes, through-/through- at the end of the prefix you should write Z if the next letter is a voiced consonant, S if it is a voiceless consonant. In this case, the letters s should be written before the voiceless consonant k. This is a phonetic spelling, since the choice of letter changes depending on the pronunciation (joyless - heartless).

Endless– the unstressed vowel being tested at the root of the word. Rule: To check the spelling of unstressed vowels in the root of a word, you need to select a cognate word for the given word or change it so that this unstressed vowel is stressed. Examination: endless – finish, tip. Writing is morphological. However, it should be taken into account that in verbs with this root there is an alternation o//a ( finish - finish), the spelling of this root in verbs follows a different rule.

Endless– spelling of combinations chk, chn, nch, nshch, shchn, rshch without a soft sign. The sounds “ch” and “sch” are always soft, so their softness does not need to be indicated.

Reeds– unchecked unstressed vowel at the root. Checked only in the dictionary. The writing is traditional.

Reeds– spelling of vowels after sibilants. Rule: after hissing words zh, sh, ch, sch, yu, ya, y are not written, but u, a, i are written. The writing is traditional.

Parsing

Collocation

When studying a phrase, you should pay attention to the definition of the phrase, its difference from a sentence; on the structure and grammatical meaning of phrases; on the relationship between phrases and sentences. It is necessary to study in detail the types of subordinating connections of words in phrases and sentences.

From sentences, such compounds of words that are not word combinations can be isolated (subject with predicate, noun with preposition, homogeneous members of a sentence, an isolated member of a sentence with a defined word), with corresponding explanations and characteristics of the sentence, while the analysis can begin from the base offers.

The presented samples of analysis are based on the point of view of academician V.V. Vinogradov (See: Russian language (Grammarical doctrine of the word) V.V. Vinogradov, M.: Russian language, 2001, 720 pp.). It is reflected in school textbooks.

The order of parsing the phrase

1. Isolating phrases from a sentence (if the task does not provide ready-made word combinations)
2. The main and dependent word in the phrase.
3. What part of speech expresses the main and dependent word. Type of phrase (noun, verb, adverb)
4. The grammatical meaning of the phrase (the nature of the syntactic relations between words in the phrase: objective, attributive, adverbial (indicate the type of adverbial relations: temporal, spatial, causal, target, etc.)
5. Type of syntactic connection and its characteristics; grammatical means of expressing communication:

a) agreement; which part of speech agrees with the word being defined and in what way (grammatical categories common to these parts of speech: gender, number, case, tense, etc.); full or incomplete agreement; a grammatical way of expressing a connection (inflection of a dependent word [The significant part of the word that changes with declension or conjugation, located at the end of the word form.])

b) management; type of control by the main word (verb, adjective (indicates an object in relation to which a sign called qualitative, mostly short, adjective) is manifested); substantive (refers to a member of a sentence, which is expressed by a noun formed from a verb or a qualitative adjective, and denotes indirect object of an action or manifestation of a characteristic); adverbial; case of a dependent word; grammatical way of expressing connections (inflection, preposition, word order)

c) adjacency; what part of speech or word form is adjacent; way of expressing connections (meaning, word order);

Examples of parsing phrases

Sing in a choir– phrase, main word – verb sing, dependent – a noun with a preposition in the choir; verb phrase, in the initial form; the relationships between words in a phrase are adverbial, spatial, the dependent word indicates the place of action; connection: control, verb, prepositional, dependent word is in the prepositional case, the connection is expressed by the ending -e and pretext V .

Grieg's music– phrase, main word – noun music, dependent – noun Griga; this is a noun phrase in the initial form; the relationships between words in a phrase are attributive; the dependent word names the object (music) and the person to whom this object belongs (the person who wrote this music) and answers the question whose music? Communication - control, unsuggestive; the dependent word is in the genitive case without a preposition, the connection is expressed by the ending -A in a word Griga.

It's a nasty day– phrase, main word – noun day, dependent – adjective cloudy. This is a noun phrase in the initial form; the relationship between the components of the phrase is attributive: the object and its attribute are called; connection-agreement, the adjective agrees with the noun in the singular, masculine gender, nominative case; the connection is expressed by the ending of the adjective - th .

Far from home– phrase, main word – adverb far, dependent word – noun from homeland. This is an adverbial phrase, always used in the same form. The relationships between the components of the phrase are objective; connection-control, adverbial, prepositional. The dependent word is in the genitive case, the connection is expressed by a preposition from and noun ending -s .

The cumulus clouds and distant mountains took on a soft purple hue.(V.K. Arsenyev. “Across the Ussuri region”)

The clouds and mountains took on color- this is the grammatical basis of a sentence, it consists of a subject and a predicate, therefore it is not a phrase.

Clouds and mountains - homogeneous subjects, therefore they are not a phrase.

Cumulus clouds– phrase, main word – noun clouds, dependent – adjective cumulus, this is a noun phrase, is in the initial form; the relationships between words in a phrase are attributive: the object and its attribute are called; connection-concordance: the adjective cumulus agrees with the noun clouds in the plural, nominative case, the connection is expressed by the ending of the adjective -s . This phrase is included in a sentence with the usual word order: the adjective comes before the noun it modifies.

distant mountains– phrase, main word – noun mountains, dependent – adjective mountains. This is a noun phrase in the initial form; the relationships between the components of the phrase are attributive, the object and its attribute are named; connection-agreement: the adjective distant agrees with the noun mountains in the plural, nominative case, the connection is expressed by inflection -ies .

Subtle purple color phrase, main word - noun coloring, dependent – adjective soft purple. This is a noun phrase, the initial form is soft purple color. The phrase is used in the accusative case. The relationship between the components is attributive: the object and its attribute are named. Communication-coordination, adjective soft purple agrees with the noun coloring in the singular, feminine, accusative case. The connection is expressed by inflection - wow.

Simple sentence

The order of parsing simple sentences

1. Type of sentence according to the purpose of the statement (narrative, interrogative, incentive).
2. Type of sentence by intonation (exclamatory, non-exclamatory).
3. The type of sentence according to its grammatical basis (composition): one-part (in this sentence there is only one main member, only the subject or only the predicate) or two-part (when the sentence contains both main members: both the subject and the predicate).
4. Type of sentence based on the presence or absence of secondary members (common or non-common).
5. Complete or incomplete. Type of incomplete sentence (which part of the sentence is missing).
6. Complicated or uncomplicated, what is complicated: address, introductory words, homogeneous or isolated member of a sentence, interjection.

Heavy drops fall from tall trees onto small ones.(M. Prishvin “The Worldly Cup”)

1. The sentence is simple, narrative
2.Non-exclamation
3. Two-part (grammatical basis drops fall)
4. Common
5. Incomplete (the circumstance is omitted from the trees)
6. Nothing complicated

Who are you, Seryozha, deceiving?(M. Prishvin “The Worldly Cup”)

1. The sentence is simple, interrogative.
2. Non-exclamatory.
3. Two-part (you are deceiving the grammatical basis),
4. Common
5. Complete.
6. Complicated by Seryozha’s treatment.

One-part sentence

The grammar of the Russian language distinguishes the following types of one-part sentences:

The main member is the subject. The main member is the predicate

1. Nominative (nominative) sentence. 1. Definitely personal.
2. Vaguely personal.
3. Generalized-personal.
4. Impersonal.

Nominal– the simplest type of one-part sentence. In these sentences there is a subject, but no predicate: Night. Street. Flashlight. Pharmacy. Meaningless and dim light (A. Blok. “Twelve”). Winter. But one should not confuse the denominative with the two-part incomplete. ( What are you looking for? – Album. Offer Album– two-part incomplete (we analyze its composition according to the restored form "I'm looking for an album").The essence of a naming sentence is that we name something, point to this object, saying: “Look, what a night, what a lantern.” It's winter.

Definitely personal – there is no subject in this sentence, but it can be restored. But again confusion arises. If the student understands the difference between an indefinitely personal sentence and a two-part incomplete sentence, then confusion can be avoided.

1) in an incomplete two-part sentence, the subject can be restored only by context, and it can denote any person expressed by a noun in any number and case: (1) She became thin, (2) because she wandered for a long time. The second part of this complex sentence is a two-part incomplete sentence in which the subject can be reconstructed from the context she.

In a one-part definite-personal sentence, the subject can be restored not only from the context, but from the form of the predicate: On a country road I like to ride in a cart(M. Yu. Lermontov “Motherland”). In this sentence you can substitute only one subject - I. If the predicate is in the forms indicated below, then the sentence should be recognized as a definite personal one-part, and not two-part, even if there is an indication in the context of who is being discussed. Thus, a definite personal sentence is easy to recognize in the text, since the predicate can only be in forms in which personal pronouns are applicable me, you, you:

1) 1st and 2nd person verb in the indicative mood of the present and future tense (1st person: I am writing, we are writing, I will write, we will write; 2nd person: you are writing, you are writing, you will write, you will write;
2) imperative mood (write, write, write, write).

Vaguely personal – sentences in which there is no subject, while the actor exists but is not defined. Instead of the subject, you can say “someone, someone, some unknown people”; An elephant was led through the streets... (I. Krylov); Who drove? This is unknown and unimportant. The predicate can only be in forms in which the personal pronoun they is used (in an indefinite personal meaning):

1) verb 3rd person plural present and future tense (they will remove, will remove, will remove)
2) past tense plural verb (removed).

The presence of a predicate in one of the listed forms is a necessary but not sufficient condition for classifying a sentence as indefinitely personal. Students went to the mountains in the summer. We only returned in September.

The second sentence is a two-part incomplete one. The fundamental condition for recognizing a sentence as indefinitely personal (in addition to the form of the predicate) is that the action is important in itself , regardless of the producing entity (person or thing).

Generalized personal proposal - one in which there is no subject, and the action is assigned to everyone, it expresses a certain tendency, state of affairs: You can't spoil the porridge with butter. We are not talking about some kind of scam to spoil the porridge. This is a paraphrase of the expression “porridge cannot be spoiled with butter,” which can be applied to all at once and to each individually, can be applied to all at once and to each individually. The predicate can only be in forms in which the pronoun could be used they/you. In this case, we are talking only about the formal possibility of substituting such pronouns, since the subject is not needed.

Predicate forms:

1) 2nd person singular verbs and imperative verbs. TO whatever one may say, it was his fault that three more hungry mouths fell on the old man(F. Abramov. Two winters and three summers). (A complex sentence, including a generalized personal sentence and a simple two-part sentence).

Not You know, Where you will find, Where you will lose (Proverb) (all three parts of a complex sentence are generalized-personal)

2) 3rd person plural verbs: Nightingales are not fed fables(Proverb) (simple generalized personal sentence) .

Impersonal offer - one in which the subject does not and cannot exist. There is fundamentally no person performing the action. The action occurs by itself, abstractly. Often the predicate is expressed by an impersonal verb ( Something is unwell. It got colder in the evening.) But the predicate cannot necessarily be expressed by an impersonal verb.

Possible options:

1) impersonal verb ( It was getting dark)
2) a personal verb in an impersonal meaning ( appear).Note: (1) The sun was setting below, and the cloud seemed scarlet.(M. Prishvin) – two-part sentence with subject cloud, seemed predicate. (2) In the darkness it seemed as if a white hare had come out of the forest and stood. (M. Prishvin “Seasons”) – in the first part there is an impersonal one-part sentence.
3) short passive participle: Already sent to catch up(A. S. Pushkin “Boris Godunov”)
4) infinitive : Today it is forbidden to bite(A.P. Chekhov “Chameleon”)
5) the word “no” ( I have no words!)
6) adverb with the meaning of state: And it’s boring, and sad, and there’s no one to give a hand in a moment of spiritual adversity.(M. Yu. Lermontov)

The procedure for parsing a one-part sentence

1) Type of one-part sentence according to the form of the main member

a) with the main member – subject (nominative)
b) with the main member - the predicate (definitely personal, indefinitely personal, generalized personal, impersonal)

2) The main member of a one-part sentence, the method of its expression.

Samples of analysis of one-part sentences.

He was kept in the hospital for a week and released in all directions.(K. Fedin “An Extraordinary Summer”)

1) The sentence is simple, one-part, with the main member - the predicate.
2) The main members (held and released) are expressed by verbs in the form of the past tense, plural; the characters are known to the speaker, their circle is limited by the circumstances in the hospital, but at the moment it was important to report the very fact of the action, which created a shade of uncertainty.
3) Vaguely personal, since it reports the action of uncertain persons and the actors cannot be determined either from the context or from the situation of speech.

Dear friend, you can't sleep. The heat in the rooms is stifling.(A.K. Tolstoy).

1) the first sentence is simple, one-part, with the main member - the predicate.
2) the main member of the sentence is expressed by a reflexive impersonal verb and names an involuntary action that is imposed on the subject against his will and desire.
3) impersonal, since there is no actor (subject) and cannot be with this form of the verb. Complicated by treatment Dear friend.

Them do not forget your children who died in the bloody field(N.A. Nekrasov “Hearing the horrors of war”)

1) the sentence is simple, one-part, with one main member of the sentence - the predicate.
2) the main member of the sentence not to forget is expressed by the infinitive with the particle not and has the meaning of impossibility.
3) Impersonal, since the main member of the sentence is expressed by the infinitive. Complicated by a separate definition, expressed by the participial phrase (died in a bloody field).

Often, when completing assignments in the Russian language, schoolchildren and students are faced with the need to perform a spelling analysis of a word. To do this, you need to know spellings and be able to analyze and apply them in practice. A spelling chart helps to spell words correctly in accordance with the rules or established spelling traditions. By analyzing the word in detail, we find out why the letter is written this way and not otherwise. Today I will tell you how to correctly spell a word.

In order to correctly perform all the actions, see the spelling in the word and apply it correctly, an entire algorithm has been developed.

By following the steps below, you will correctly spell the word and be sure to get a good grade. This material will also be useful for parents who work with their children and help them with homework. After all, in order to be able to help a child, the parents themselves must first study and understand the topic.

Need to see the spelling

First of all, when parsing a word, you need to see the spelling in it. Audible and written speech are very different from each other - many words are written completely differently from how they are perceived by ear. For example, we say “sha G ”, and we hear “sha To " Without knowledge of spelling, some will write as they hear. Or you can apply the rule and put “step” in the plural – “sha G And ". After finding out the correct letter, feel free to write the word. Or “g O ra” (we hear “g A ra”) – forming the plural “g” O ry” and write correctly. The same sound we hear can be represented in writing by a different letter, for example:

we hear “and”, and we write “and” - “p” And la” [p’i]la, or “e” - “p e juice” [p’i] juice, “I” - “m I snoy” [m’i]snoy, “a”– h A sy [h’i]sy, “e” – “excavator” [and] excavator;
we hear [speckled], and we write “crab”, or [kupatsa] - “swim”, [shield] – “count”.

Therefore, the most correct thing would be not to write by ear, but to think a little and apply the spelling.

After discovering the spelling in a word, you need to choose a rule that will help you write the right letter correctly. The system of correct spelling of words in Russian is based on three principles:

morphemic word parsing ();
use of alternating vowels and consonants;
a principle based on the historical or traditional spelling of words (here the main advisors are dictionaries).

Easy to remember spelling

But it is important not only to memorize spellings, but also to understand in which words they are used, so that when writing, when you doubt the correct spelling of a word, you can check yourself using the rules. One of the undeniable expressions says that you need to read more, and not modern books, where errors are common, but classics in old editions, where there was no question of incorrect spelling. This method will not only allow you to have a pleasant time with your best friend - a book, but will also significantly increase the level of literacy of a book lover. Then, when writing, a schoolchild or student will spend less time selecting and applying spelling patterns.

Choose the right rule

The basis of any spelling rule is the definition of the part of speech and composition of the word being tested. In order to determine the composition of a word, it is necessary to perform its morphemic analysis. During the actions, the following symbols are used: ending, suffix, root and prefix. This is necessary in order to find out which spelling should be used. After all, if you need to check the correct spelling of a letter in a prefix, you cannot apply the spelling for the root to it, and vice versa. Setting a part of speech will help by asking a question about a word or finding out what the word means.

Setting the part of speech

So, we come to the actual spelling analysis of the word. It is carried out according to the following scheme:

the control word is written out separately and read aloud;
letters missing in a word are inserted or parentheses are opened;
the place in the word where the spelling is present is emphasized, and the morpheme in which it is located is highlighted with a symbol;
the spelling is called along with all its characteristics: what place it occupies in the word and why it appeared, is it possible to select a test word, and the conditions for its spelling are also explained in written or oral form;

Signs of spelling

a test word is indicated (if it exists), where the sound will sound more clearly and strongly, or whose structure is identical to the word in question (the same grammatical form and morpheme), examples of other words with the same spelling are given.

By following this scheme, you will give the correct answer to the teacher and correctly perform a spelling analysis.

Spelling analysis of words using examples

For example, in the textbook there is a sentence: “The slope..(n, nn)th tr..va lies in even rows" It is necessary, in accordance with the spelling norms of the Russian language, to correctly insert letters into words and explain why this is so (perform a spelling analysis of the words). Following the above diagram, we answer the following:

the word “oblique” is a participle, the spelling is present in the suffix;
the word “mowed” is a passive participle used in the past tense, and “nn” is written in such words if they were formed by verbs of the perfect form (mow - what to do?), also - painted, written;
suffix — enne written in those participles that are formed from verbs:
- the stem of which (the unchangeable part of the word, separated from the formative suffix and ending) ends in a consonant;
- ending in -it, -et;
the words “grass” and “rows” have an unstressed vowel at the root of the word, which is checked by placing the word under stress: “tr A va "is placed in the plural - "tr A you ", and the word "r I dami” – singular and nominative case “r” I d".

Let's look at another example: “The April rain fell for the first time and refreshed everything around" Here, unlike the first example, spelling patterns are not indicated - they need to be found.

“doge d ь” - the spelling is in a paired consonant at the end and is checked by setting the word so that the letter being checked sounds clear and distinct (in our case it is “dozh” d and");
“etco w el":
- for the letter “ o ” – prefixes do not change regardless of their pronunciation (prefixpro- There is, great- - No);
- for the letter “ e" - if at the root under the stress after the hissing sounds the sound “o” is heard, then “e” is written ( “passed”, “burnt”, “dash”);
“ about freshl":
- for the letter “ o ” – the same spelling as for the prefix in the word “passed” (prefixO- There is, A - No);
- for the letter “ e” – the vowel is fundamentally unstressed, we select a test word under stress (“sv e live");
- for the letter “ and “ – spelling “zhi, shi ”;
“Vo circle g”:
- for the letter “ o ” – correct spelling of prefixes (prefixin- There is, va- - No);
- for the letter “ g” - we change the word so that the consonant at the end sounds clear and distinct (“in kru G e ");
- the derivative preposition “around” is written together, as it is formed from an adverb.

Correct understanding and application of spelling patterns is one of the keys to spelling in particular and literacy in general.

Spelling analysis of a word is a written or oral review of the spelling patterns in a word. When performing this analysis, you need to write down the word correctly, highlight the place of the spelling, name it and explain your choice.

Instructions

1. Write down or read the control word.

2. Open the brackets or fill in the missing letters.

3. Russian spelling is subject to a strict system and is based on three main orthographic theses: morphemic; alternation of vowels and consonants; the usual or historical thesis of spelling, the one that is regulated by dictionaries.

4. Underline the spelling in the word. Recognize and label phonemes in weak position. For vowels, these are unstressed; for consonants - voiceless/voiced, unpronounceable, unpaired in hardness/softness.

5. Find out in which part of the word the spelling is located, and highlight this morpheme graphically.

6. Select a test word (in which the sound will be in a strong position) or one that is identical in structure (with the same grammatical form, containing the same morpheme). Let's say: “run up” - “sign”; “book” - “book”; “storekeeper” - “ice cream maker”. Name the test word and give examples of this spelling.

7. Name the spelling and all its signs: place in the word, data of origin, probability or impracticability of selecting a test word. Match the spelling with the corresponding rule and give it.

8. Let's say: “Develop...,” “n... vinka,” “r... ka.” “Develop”, “novelty”, “river” are words with an unstressed vowel at the root of the word. In order not to make a mistake in its spelling, you need to change the words or select for them such test cognate words in which the vowels being tested will be stressed: “develop” - “becoming”; “novelty” - “newest”, “river” - “rivers”. “Ser…tse”, “zu…”, “pro…ba”. “Heart”, “tooth”, “request” are words with verifiable consonants at the root of the word. In order to positively write words with this spelling, you need to select words with the same root in which there will be a vowel or consonants after the consonant letters being checked: “v”, “l”, “m”, “n”, “r”. “Heart” - “spiritual”, “tooth” - “teeth”, “request” - “beg”.

While studying the Russian language, a student encounters several types of word parsing (phonetic, morphological, morphemic). The most difficult among them is phonetic analysis, because in addition to theoretical knowledge of the Russian language, the child needs to have a developed phonetic-phonemic ear. Practice shows that many modern children have problems with phonetic parsing of words.

You will need

1. Paper.
2. Handle.

Instructions

1. Write down the word, put emphasis, divide it into syllables. Write down how many syllables, vowels and consonants there are in the word. Yam-ka - 2 syllables, 2 vowels, 2 consonants.

2. Write down all the letters of the word in a column, next to it in square brackets indicate the sounds that indicate the letters when pronounced. i [th][a], m [m], k [k], a [a]

3. Give feedback to every sound. For vowels, indicate stress or unstress. For consonant sounds, write loud - deaf, paired - unpaired (by voicing - deafness), strong - soft, sonorant (if the sound is such). i [th] - consonant, loud unpaired, soft, sonorant, [a] - vowel, stressed. m [m] - consonant, loud unpaired, strong. to [k] - consonant, voiceless pair, strong. and [a] is a vowel, unstressed.

4. Count and write down on the next line the number of letters and sounds in the word. 4 letters, 5 sounds.

Note!
The letters Ъ and ь do not designate sounds when pronouncing; a dash is placed in square brackets; collation is not given to the sound. The letters E, Ё, У, И, standing at the beginning of a word, after Ъ and ь signs, after vowels, denote the consonant sound [й] and vowel sound [e, o, u, a] respectively.

Helpful advice
If a child has problems with the development of phonetic-phonemic hearing, classes with a speech therapist are needed.

In order to detect a test word, you need to know the algorithm, one that can be divided into three stages. Errors related to the spelling of the words being checked are the most common, since they do not have clear regulating rules and regulations.

Instructions

1. In spelling, there is a basic rule for checking unstressed vowels in a word. In order to check an unstressed vowel in a word, you need to change the word in such a way or choose a word with the same root so that the unstressed vowel becomes stressed. Let's say: grass - grass, haystacks - haystack.

2. However, in addition to such fairly primitive and common words, the school curriculum includes words that are not always recognized as being tested. In some cases, it is necessary to consider the processes occurring in a word, say, the alternation of consonants: absorb - gulp. In such cases, it is necessary to explain the lexical meaning of the word. Calm - sing a song when rocking a child: bayushki-bayu. The cat Bayun lives with fairy tales, he tells (tells) fairy tales so much that the listeners fall asleep. To enjoy is to experience a satisfied state when the soul is sick.

3. There are phonetic homonyms (homophones), such words are pronounced identically, but have different lexical meanings, and therefore their unstressed vowels are fundamentally different. In order to correctly select the test word for such words, you need to consider the lexical meaning of the word. To make friends is to try on a suit (to establish peace or measure), to turn gray from old age - to sit on a bench (turned gray or sat down), discharge a gun - discharge carrots in the garden (remove the charge or make it rare).

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Pick up cognate words or as they are also called, their own children are still in primary school. This knowledge allows them to check the spelling of words. Not all guys cope well with this task. How to train them to pick cognate words positively?

Instructions

1. Start by explaining what cognate words have the same root. Repeat with your children the rule of what a root is. Once again, strengthen your skills of finding it in a word.

2. Next, tell me what cognate words cannot be confused with a form of the same thing words. Prepare tasks in which you will need to make chains with the same root words mi and separately – with grammatical forms. Let's say: - gardener - garden - gardener ( cognate words ); - gardener - gardeners - gardener (forms of the same words).

3. Please draw students' attention to the fact that the selection of words with the same root should not be mechanical. This may lead to a false result, because... similar combinations of sounds at the root can be found in other words x, which will not be relatives. Show them this situation using the words “driver” and “waterman” as an example. They will not be of the same root. Prepare tasks that allow you to practice the skill of detecting cognate words from a group where words have a similar root.

4. Tell the guys what cognate words are not invariably the same part of speech. Show this with the example of this chain: - drive - driver - driver. Ask students to identify the parts of speech of these words. They must come to the conclusion that in this chain of cognate words there is a verb, a noun and an adjective.

5. Explain to children the method of forming words with the same root. To do this, they need to remember the following parts: words, as a prefix and suffix. Ask the children to use these morphemes to form cognate words with some kind of root. Let's say, with the root “running”. They should end up with a similar chain of words: - running - running - running - defector, etc.

6. Students’ work on the formation of cognate words is significant. This knowledge makes it easy to select test words and avoid mistakes in writing.

One of the components that will allow you to make a career and become a successful person is the knowledge to positively express your thoughts and write correctly. But how can one learn to check the correctness of what is written? How to select test cards words ?

Instructions

1. The need to select test words appears if the vowel or consonant is in a weak position, i.e. spelling does not match pronunciation. This is the difficulty of understanding the Russian language.

2. The vowel is in a weak position in an unstressed position. Consequently, in order to check the spelling of an unstressed vowel at the root words, you must change its shape or select the same root words in such a way that the vowel is in a strong position, i.e. under stress. For example, in the word “shtetl” you need to check the spelling of the vowel in the root. Change the shape words. Thus, if you pay attention, then in the word “place” the vowel sound is already heard clearly, and you can boldly write the letter “e” in the word “place”.

3. In some words x with unstressed vowels it is fundamentally impossible to check the spelling by selecting test words. In this case, ask for a spelling hint words Ryu. Such spellings need to be remembered.

4. If you doubt the spelling of the consonant at the root, then you also need to select test words. This can be done, as in the case of vowels, by selecting the same root words or by changing the grammatical form so that a vowel comes after the consonant. This is a powerful position for a consonant. Let's say you need to check the spelling of the consonant at the root in the word “conscientious”. Change the shape words. This can be done by using the adjective in a short form. You will choose the word “conscientious”, which will be a test word, because the letter “t” in it can be heard clearly.

5. Be aware that not all spellings of consonants can be checked by selecting test words. In some cases you will have to look again at the spelling book. words ry. For example, the word “stairs” cannot be verified using test words. You need to remember its spelling.

Morphemic parsing words - parsing by composition, definition and highlighting of important derivational parts of a word. Morphemic parsing precedes word formation - determining by what method the word arose.

Instructions

1. Morphemic parsing words are produced in the form in which it is taken from the text. Look at the compatibility of your word with other lexical units and determine the part of speech to which it belongs. Occasionally, you can confuse an adverb and a short participle - to do this, carefully read the sentence from which you take the word.

2. Morphemic parsing invariably begins with defining the ending. Figure out what part of speech the word belongs to. Please note that unchangeable forms do not have an ending - these are adverbs, gerunds, comparative degrees of adjectives, pronouns, interjections, verbal infinitives (indefinite form of the verb), as well as unchangeable nouns. In such cases, the morphemes at the end of the word will not be endings, but suffixes, or will be part of the root. For example, the unchangeable noun “cinema” is entirely a root, and in the adverb “excellently” the last “O” will be a suffix. Many schools teach that the “-th” in an infinitive is an ending. In fact, it is a postfix (a suffix in postposition relative to the root).

3. If your word is for parsing and the variable, highlight the inflection (ending) in it. You can find the ending if you decline/conjugate the word. The part that changes will be the ending. In morphemic parsing e ending is drawn into a rectangle.

4. The main part of the word that carries the semantic load is the root. Find the root of a word by selecting words with the same root. Remember a similar group of words with a similar meaning and a common root. The minimal morpheme repeated in each group of cognate words will be the root. Write down a word with the same root next to yours, highlight the root of each word by drawing an arc over this morpheme. Be careful with homonymous roots: sometimes these parts of a word have identical sound and spelling, but differ in meaning. For example, in the word “water” the root “vod” denotes belonging to a transparent liquid, and in the word “gas pipeline” the homonymous root “vod” has the verbal meaning “to conduct”. In difficult words with two or more roots, highlight the entire root, indicating the connecting vowels as suffixes with a lid. For each root, choose a word with the same root.

5. Select a prefix by mentally selecting words where this prefix has a similar meaning.

6. Discover and identify word suffixes.

7. The last step in morphemic parsing There will be a highlight of the stem - this is a part of the word without an ending. The base is emphasized from below.

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Morphemic analysis is the analysis of a word according to its composition. The procedure is as follows: first, the ending, formative suffix is given, then the base of the word (not to be confused with the root), prefix, suffix, and at the very end the root is given.

Instructions

1. In grammar, there are two approaches to the distribution of the stem of a word - structural and semantic. In fact, the approaches are opposite to each other. Structural morphemic prefix, suffix and ending. This method often leads to errors due to the external similarity of different parts of the word. The structural approach is much more positive - suffixes and prefixes are first “removed” from the word and the root is isolated at the end.

2. A morpheme is the smallest part of a word. Let's look at morphemic analysis using the example of the word “jumper”.

3. The ending of the word form “jumper” is -a. It expresses the grammar of exceptional number.

4. The unchangeable part of the word -jumper-. It is the basis of the word. The noun “jumper” is formed from the verb “to bridge” and is motivated by this verb in meaning. When forming this word, the suffix -k- was used.

5. The verb “to bridge”, from which the word we are parsing comes from, is formed by the prefix re-.

6. The root of the word “jumper” is the morpheme -mych-. The root -mych- contains an alternating consonant.

7. In writing, the morphemic analysis of the word form “jumper” would look like this: peremych-k-a (to bridge). When written morphemic analysis is performed, the word-formation chain is put into brackets. If the analysis is not difficult, then it can be done orally out loud, and in a notebook you can record only the word itself, highlighting the morphemes in it.

Note!
Always remember that adverbs, infinitives, gerunds, auxiliary parts of speech and indeclinable nouns do not have endings, which means the entire word will be the basis.

The Russian language program for students in grades 5-9 provides for the development of a whole range of abilities, knowledge and skills. The knowledge to make a morphological analysis of a word is one of the main ones. This analysis aims students at summing up all the morphological signs of a word.

Instructions

1. Morphological analysis has a general plan: 1. Part of speech. Universal meaning. 2. Initial form. Continuous and intermittent signs.3. Syntactic role. Since the entire part of speech has individual signs, then first of all, determine the part of speech of the word needed for analysis.

2. Noun2. Original form (nominative singular). Continuous signs: proper or common noun, animate or inanimate, declension, gender. Inconstant signs: in what case and number.

3. Adjective2. Original form (nominative singular). Continuous signs: rank. Inconstant signs: degree of comparison (for good adjectives), in what gender (in the exceptional number), number and case.

4. Numeral2. Initial form (nominative case). Continuous signs: primitive or combined, ordinal or quantitative. Inconstant signs: case, number (if any), gender (if any).

5. Pronoun2. Original form (nominative singular). Continuous signs: rank, person (for personal pronouns). Inconstant signs: case, number (if any), gender (if any).

6. Verb 2. Initial form (infinitive form of the verb). Continuous signs: aspect, transitivity, conjugation. Inconstant signs: slope, number, tense (if any), person (if any), gender (if any). The participle as a special form of a verb has signs of both the verb and the adjective.2. Original form (nominative singular). Continuous signs: active or passive, tense, aspect. Non-permanent signs: full or short form (for passive participles), case (for participles in full form), number, gender. The gerund, as a special form of a verb, has verb and adverb signs. It does not change, and therefore has no unstable signs.2. Initial form (infinitive form of the verb). Continuous signs: view.

7. Compare the analysis with the example. The wind subsides, clearing the distance. The light was spilled on the ground. The greenery of the leaves shines through, Like painting in stained glass. (B. Pasternak) In glass - 1. noun, answers the question shines through in what?, denotes an object.1. N.f. – glass, post: neod., narits, 2 pages, cf. genus; non-post: in sentence case, units number.3. It shines through (where?) in the glass (in a sentence it is an adverbial circumstance). Spilled - 1. participle, answers the question luminary, what has been done?, denotes the sign of an object by action.2. N.f. - spilled, post: suffering, past. time, owl view; non-post: short form, units. number, avg. birth 3. The luminary (what has been done?) is poured (in the sentence it is a predicate). Subsides - 1. verb, answers the question what is it doing?, denotes an action.2. N.f. – subside, fasting: unsettled. view, non-trans., 1 reference, non-post: withdrawn. incl., units date, present time, 3rd person.3. The wind (what is it doing?) subsides (it is a predicate in the sentence). Colored (glass) – 1. pilag., answers the question in which glass?, denotes the sign of an object.2. N.f. – color, post: quality, non-post: full. form, in units number, cf. kind, sentence case.3. In (what kind of) colored glass (in a sentence is a definition).

Note!
You prepare a written analysis using an abbreviated notation. You prepare the entry correctly according to the example, starting each item with a red line.

Recently, factorial review has been widely used in psychology, sociology and other sciences. This scientific method allows for a comprehensive and super-compact description of the object being studied. The use of a factorial review makes it possible to identify hidden factors that influence the statistical relationships between the variables included in the review. Today, this method is increasingly used in applied research, say, when assessing the profitability of enterprises.

Instructions

1. To conduct a factorial survey, use the computer program SPSS (Statistical Package for the Social Sciences). In addition to processing data within the boundaries of a factorial review, this program allows you to conduct a dispersion review, use nonparametric methods, and graphically present the results of the data obtained in the research. Install the specified program on your computer and run it.

2. Prepare data for factorial review. For example, this could be statistical data based on the results of a sociological survey concerning one of the public problems. The results of the sociological survey, assessed on one or another scale, will be saved in a separate file with stretching.sav.

3. Open the specified file in the program. Select the Factorial Review tab from the Review menu. You will see a dialog box open. Place the variables you have (survey results in numerical terms) in the tested variables field.

4. Click on the “Descriptive Statistics” button, leaving a summary of the primary results of the review, which include primary statistics and variances of primitive factors. If necessary, also retain correlation measures and univariate statistics.

5. Using the “Selection” button, select the selection method. If you have difficulty choosing, leave the default values; in this case, the number of selected factors will be equal to the number of eigenvalues.

6. Use the “Rotation” switch to select the rotation method. In the simplest case, opt for the varimax method, leaving the result of the factor matrix as the energetic one. You can now organize the total of the factor loadings in a three-dimensional graphical form.

7. To find the values of factors, use the “Values” switch and select the factors, choosing “Save as variables”. To carry out the calculations, click the OK button. In the overview window you will see the results, including primary statistics and the factors themselves.

8. Now try to explain the selected factors. To do this, print the table displayed on the screen, and then in each row of the factor matrix, note the factor loading with the highest unconditional value. As a result, you must get at least 3 factors that you have to analyze from a good point of view, without using software methods. In the most perfect version, you must carry out a verbal interpretation of the factors, giving them meaningful names.

"Spelling" is a word of Greek origin. Derived from the Greek orthos - faithful and grapho - I write. Accordingly, it is translated as spelling (set of rules). Spelling analysis is a way of establishing the positive spelling of a word and justifying this spelling through proof by the corresponding rule.

During the training, students are required to be able to perform different types of parsing: phonetic (in the text of the exercise, indicated by the number 1), parsing a word by composition or morphemic (2), morphological (3), syntactic (4), lexical (5), orthographic (6) and punctuation (7). Spelling analysis is one of the most frequently encountered in various textbooks on the Russian language. Completing this analysis helps schoolchildren better understand the spelling rules of the Russian language and, accordingly, make fewer mistakes. The student quickly remembers not only the rules themselves and certain cases of spelling this or that word, but also words that are exceptions to the rules. This type of work is often used as an additional task for dictation or homework. Schoolchildren may be asked to perform a spelling analysis of a word and check the spelling of any of the important parts of the word (prefix, root, suffix or ending), determine the continuous, separate or hyphenated spelling of words, etc. Spelling analysis can be performed both in writing and and orally. Let's look at an example of a written analysis. Write down the correct word (open the brackets or add the missing letter), underline the spelling, name it (or write it down). If the task requires it, indicate one or more test words. An example of spelling analysis of a word: A dry piece of bread was lying on a plate. Dried – participle suffix. The double “n” is used in suffixes of passive past participles, when the word is formed from an ideal form verb (answering the question “what to do?” - dry): stroked, awakened.

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Tip 11: How to Parse a Sentence

While studying the “Syntax” section in Russian language lessons, schoolchildren learn not only to see the structure of phrases and sentences, but also to perform syntactic parsing of sentences. To do this, they must be able to determine the type of sentence, see its structure, etc.

Instructions

1. Determine what the sentence is based on the purpose of the statement. If it communicates something in a primitive way, then it will be narrative. But the sentence “Schoolchildren, learn the rules of spelling alternating vowels” contains a call, an incentive to action. Consequently, it will be motivating for the purpose of the statement. If a question is expressed in a syntactic construction, the sentence is interrogative.

2. In the syntactic analysis, indicate what kind of intonation the statement is. Keep in mind that it can be either an exclamation or a non-exclamation. For example, in the sentence “What a delightful day today!” admiration and furor are expressed. Consequently, it will be an exclamation point. In addition, this sentence contains a message, information. Therefore, note in the analysis that it is narrative.

3. Underline the grammatical basis of the sentence. Indicate whether the sentence is simple or difficult. So, in the statement “The rain passed, and we went for a walk” there are two grammatical stems: “the rain passed”, “we went for a walk”. Consequently, this proposal is difficult.

4. Indicate the type of difficult sentence. It can be complex, complex or non-union. Let's say, in the statement “The students decided to go on a hike when the holidays begin,” there is a main sentence “The students decided to go on a hike” and a subordinate clause “When the showers begin,” to which you can pose a question. They are connected by the subordinating conjunction “when”. This sentence is complex.

5. Determine the type of subordinate clause by asking a question about it. Thus, in the syntactic construction “When the sun comes out, we will go to the river,” the subordinate clause is located at the beginning of the statement; it is necessary to pose the question “when?” to it. Consequently, it is an adverbial clause of time.

6. If you are performing a syntactic analysis of a difficult sentence, then further characterize the parts of the statement separately, step by step according to the number of main members, the presence of side members, etc. This is necessary because one sentence in a difficult sentence can be one-part, and the other two-part.

7. Indicate in the analysis whether the sentence is one-part (there is only one main member) or two-part (there is both a subject and a predicate).

8. If the sentence is one-part, indicate its type. It can be definitely personal, indefinitely personal, generalized personal, impersonal or nominal. For example, in the statement “I’ll catch the last train” there is only the predicate “I’ll catch the last train.” It is expressed by a verb in the form of the first person, singular number, true tense. This proposal is definitely personal.

9. Underline the minor members of the sentence, if any, and indicate whether the sentence is common or uncommon. In the statement “Students, help the elderly” there is a definition “elderly” and an addition “people”. Therefore, it is widespread.

10. Indicate which parts of speech express all the main and minor members.

11. If the statement contains complications in the form of homogeneous members, separate definitions or circumstances, etc., note this.

12. Outline your proposal.

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Orthoepic analysis is included in the indispensable program of teaching the Russian language, and is often included in certification tasks (Unified State Examination, State Examination). It is an overview of the word form, one that describes the norms of its pronunciation.

Before talking about parsing Well, you need to understand what orthoepy is. In the modern Russian literary language, it is understood as a discipline that comprehends the norms of pronunciation in a language and creates recommendations regarding speech activity. There is also a second definition of orthoepy - a group of language norms that formalize the norms for the sound allocation of units in a sentence, the rules for setting stress and intonation. In the classroom In the Russian language at school, norms such as the pronunciation of consonants in words that come from other languages are studied; comprehension of the rules of pronunciation of certain combinations (zhd, cht, chn, zzh); the likelihood of varying the softness of consonants and stress. All this makes up a non-standard spelling dictionary. In order to understand the correct spelling of a particular word, you need to carry out parsing words. First you need to read the word and think about the likelihood of pronouncing it again. After this, you need to use a dictionary and find out its correct pronunciation. Say it positively so that it remains in your memory. In the event that parsing needs to be done in writing, then the word must be recorded with short notes regarding the correct placement of stress and positive pronunciation (example: smarter - the stress is on the second syllable). When parsing It is not necessary to consider that as a result of the formation of the Russian literary language, such a phenomenon as the discrepancy between spoken sounds and letters in writing arose. For example, the word “what” will be pronounced [what]. A similar fact is considered normative, from the fact that it arose in the language before the creation of orthoepy. The main thing to remember is that vowels are clearly audible only when they are under stress; the vowel “o” in a weak (unstressed) position is the borderline between the sounds “a” and “o” and is indicated in parsing e so “^”; the sounds “e”, “ya”, when not under stress, are pronounced as sounds close to the sound “i”, etc.

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In the context of continuous heating prices, some owners of country houses are thinking about the rationality of switching to liquefied bottled gas. It is a good alternative to electric or stove heating, and with an established supply of cylinders, it can be used as a temporary scheme until the house is connected to the main gas pipeline.

Equipment for heating with bottled gas.

To connect heating with gas cylinders, you will need a gas boiler, cylinders with liquefied gas, a burner, shut-off valves, reducers and a gas pipeline, one that will allow you to combine all this into a solid system. For this type of heating, virtually any gas boiler from the selection of equipment provided is suitable for main gas. If you are going to heat a country house, a single-circuit or double-circuit boiler with the possibility of hot water supply and varying power will suit you. A gas boiler can be floor-standing or wall-mounted - the vast majority of this equipment is suitable for liquefied bottled gas; you just need to replace the burner that comes with it. When choosing a gas boiler, give preference to a model that has a minimum operating pressure and maximum efficiency. This will allow you to completely use gas from a cylinder and significantly save on heating. But how much will you be allowed to save? Refilling one cylinder will cost you about 500 rubles - so, a month of heating a house with gas from 8-9 cylinders will cost 4000-4500 thousand rubles.

Installation of home heating with liquefied gas.

When installing a heating system at home with liquefied gas support, several gas cylinders can be connected to a gas boiler at the same time. As a result, you will increase the operating time of the system between replacing cylinders. It is especially advantageous to connect them and combine them into one group of 3-10 liquefied gas cylinders. The cylinders are connected to a gas boiler through a special reducer designed for a flow rate of 1.8-2 cubic meters at one o'clock. Gearboxes for gas stoves are not suitable for this type of heating. Gas cylinders must be installed in a well-ventilated room without a subfloor or basement, so that in case of loss, gas will accumulate in them. Also, the room with gas cylinders should not be cold and located next to living rooms. So that the burner and the pipe from the cylinders do not exchange vibration, it is advisable to make the connection using an elastic corrugated metal liner. It turns out that heating with liquefied bottled gas is appropriate if the area of your house is less than 200 square meters and you can easily tolerate temperatures of less than 25 degrees. Otherwise, it is more advantageous to buy a long-burning solid fuel boiler, one that does not require significant costs.

In the process of morphemic analysis of a word, a review of the morphemes and its components is carried out: which morphemes are present in the word, how the word is formed with their help. Morphemic analysis allows you to better understand the construction of a given word and its native words, as well as analyze and learn to use in practice the mechanisms of word formation in the Russian language.

Morpheme is the minimal indivisible important part of a word, which serves to form new words and forms. Morpheme analysis allows you to analyze the composition and purpose of morphemes in a certain word.

Order of morphemic parsing

1. Morphemic analysis is performed on the form of the word that is present in the task text. The word is written out without changes, it is determined which part of speech it belongs to, whether this part of speech is changeable or unchangeable.2. If the word is inflected, the inflection or ending of the word is determined. In order to determine the ending, it is necessary to change the word (declension, conjugation). It must be remembered that the ending is a changeable part of the word; unchangeable parts of speech, such as gerunds, adverbs, some nouns and adjectives, as well as auxiliary parts of speech, cannot have an ending!3. The stem of a word is determined and given - a part of a word without an ending. 4. The root of the word is highlighted. Words of the same root (native) are selected for the word. It should be remembered that roots can be homonymous, and you need to be careful about what exact meaning the word has. Thus, for the word “braid” in the meaning of “women’s hairstyle” it is impossible to indicate such words as “mower” and “mow” as co-roots. In this meaning, the same root words will be “braid”, “braid” and even “braids”. 5. Other word-forming and formative parts of the word are distinguished: prefixes (prefixes), suffixes (affixes and postfixes), connecting vowels (interfixes). With each of them, words formed by the same method are selected.

The difference between morphemic parsing and word parsing by composition

Some sources indicate morphemic parsing and word parsing by composition as the same. But this is not entirely true. When conducting these 2 analyses, there are a number of significant differences. - For morphemic analysis, the form of the word is taken without changes, for analysis by composition, the original form of the word is used. Let’s say, for the verb “did”, the original form is “do.” During word-formation analysis, it is indicated whether the word is derivative, i.e. formed from something else or not, this is not required in morphemic parsing. - In word-formation parsing, you need to indicate the method of word formation, and not select words formed using the same prefixes and suffixes as in morphemic parsing.

The difference between morphemic parsing and morphological

Sometimes morphemic and morphological analysis are confused. This is a cheeky oversight. In morphological analysis, a word is considered as a part of speech, and the grammatical categories inherent in it are analyzed. In morphemic review, only the morphemes that make up the word are examined.

Caries is a pathological process that promotes the slow breaking of teeth. Unfortunately, even small children are familiar with this unpleasant phenomenon. In order to cure caries in the standard way, you need to use drills, the work of which is very difficult for children to tolerate. But there is also a painless procedure for treating this disease - silvering of teeth.

What is teeth silvering and how is this procedure performed?

Silvering of baby teeth is the coating of the tooth surface with a special composition. Those teeth on which the first signs of caries are found are covered. Teeth with underdeveloped dental enamel are also silvered. Initially, teeth were silvered with a 30% solution of silver nitrate. After some time, experts noticed that such a solution had a detrimental effect on the pulp because it penetrated too much into the teeth. Today, non-hazardous preparations are used for silvering teeth, which contain silver, as well as fluoride, which helps strengthen the enamel. The silvering procedure is quick and painless. First, the doctor identifies damaged teeth, carefully cleans them of plaque, and applies a silver nitrate solution to them with a swab. Prevention and treatment of caries using the silvering method is carried out at the age of 3-4 years.

Results of teeth silvering

After the procedure is completed, a protective silver film appears on the silvered teeth. It consists of insoluble salts. Its functions include stopping the destruction of teeth and eliminating all bacteria. The exclusive disadvantage of silvering is that the treated surface of the child’s teeth will fade. Because of this drawback, the procedure is traditionally performed on the chewing teeth, and not on the front teeth. It is also worth remembering that silvering cannot completely cure a child of caries. It can stop this pathology, so silvering is carried out several times a year.

Preparations for silvering teeth

Saforide is considered one of the most effective preparations for silvering teeth. This Japanese drug contains silver fluoride diamine (i.e. silver and fluorine). The domestic drug “Argenat” is an analogue of “Saforaid”. Under the healing influence of these drugs, chemical reactions of mineral substances of tooth tissues with silver fluoride diamine appear. As a result, microcrystals of silver phosphate and calcium fluoride are formed. In order to prevent the occurrence of caries in children, you need to monitor their diet. If you limit your child’s sugary foods, feed him fruits and vegetables, and also prevent caries by silvering his teeth, your baby will most likely not have problems with his baby teeth.

Spelling analysis involves oral or written analysis of spelling patterns in a word. When performing a spelling analysis, you need to correctly write down a word given with a missing letter, or open the brackets, highlight the place of the spelling in the word, name the spelling and determine the conditions for its selection. If necessary, indicate a test word and give examples of this spelling.

Word spelling scheme

1. Write down the control word.

2. Insert missing letters or open brackets.

3. Underline the place of spelling in the word.

4. Name the spelling and explain (orally or in writing) the conditions for correct spelling.

5. Indicate the test word (if possible) and give examples of words with this spelling.

Sample spelling analysis of a word

The slope..(n,nn)th tr..va lies in even rows.

Oblique - spelling of participle suffixes.

two letters “n” are written in the suffixes of passive past participles if the word is formed from a perfective verb (what to do? - mow): painted, read;
the suffix -enn-is written in participles formed from verbs ending in -it, -et or verbs with a base ending in a consonant: paint - painted; see - seen, save - saved.

Grass, in rows - unstressed checked vowel at the root of the word; verified by stress: grass - grass, rows - row; water - water, forests - forest.

how to do a spelling analysis of the words shine

Spelling analysis
Thank you
Class
1. Write down the control word.
2. Insert missing letters or open brackets.
3. Underline the place of spelling in the word.
4. Name the spelling and explain (orally or in writing) the conditions for correct spelling.
5. Indicate the test word (if possible) and give examples of words with this spelling.
SHINE, SH- underline with two lines, U- with 1 line. Rule: CHU SHCHU is written with the letter U.
but in short
how to do this in writing?)
Shine (what are they doing?) - verb. Beginning form SHINE. Fast. signs: nonsense. view, intransitive, irreversible, 1 conjugation. Non-post. signs: Withdrawn. mood, present time, plural number, 3rd person. Predicate.
but that’s a morphological analysis
Word spelling scheme
1. Write down the control word.

2. Insert missing letters or open brackets.
3. Underline the place of spelling in the word.
4. Name the spelling and explain (orally or in writing) the conditions for correct spelling.
5. Indicate the test word (if possible) and give examples of words with this spelling.
Thank you) _(
resident of Kiev
Thanks a lot
Wonderful dewdrops shine on the smooth young leaves of birch trees.
Shine - verb, initial form - shine, verb in personal form, 3rd person, active voice, plural, transitive, imperfective, present tense, predicate.
Spelling analysis
Spelling analysis involves oral or written analysis of spelling patterns in a word. When performing a spelling analysis, you need to correctly write down a word given with a missing letter, or open the brackets, underline the place of the spelling in the word, name the spelling and determine the conditions for its selection. If necessary, indicate a test word and give examples of this spelling.
Word spelling scheme

1. Write down the control word.
2. Insert missing letters or open brackets.
3. Underline the place of spelling in the word.
4. Name the spelling and explain (orally or in writing) the conditions for correct spelling.
5. Indicate the test word (if possible) and give examples of words with this spelling.
Sample spelling analysis of a word
The mow.. (n, nn) grass lies in even rows.
Oblique spelling of participle suffixes.
two letters n are written in the suffixes of passive past participles if the word is formed from a perfective verb (what to do? mow): painted, read;
the suffix -enn-is written in participles formed from verbs ending in -it, -et or verbs with a base ending in a consonant: paint painted; see seen, save saved.
Grass, rows of unstressed verified vowel at the root of the word; verified by stress: grass grass, rows row; water water, forests forest.
Accordingly: shine - spelling of personal verb endings
Personal endings of verbs of the first conjugation: -у (-у), -ест, -ет, -ем, -ет, -ут (-ут); II conjugations: -у (-yu), -ish, -it, -im, -ite, -at (-yat):
shine - verb I conjugation (initial form - shine), ending -ut
Help, I don’t understand either.
Word spelling scheme
1. Write down the control word.
2. Insert missing letters or open brackets.
3. Underline the place of spelling in the word.
4. Name the spelling and explain (orally or in writing) the conditions for correct spelling.
5. Indicate the test word (if possible) and give examples of words with this spelling.
Spelling analysis
Spelling analysis involves oral or written analysis of spelling patterns in a word. When performing a spelling analysis, you need to correctly write down a word given with a missing letter, or open the brackets, underline the place of the spelling in the word, name the spelling and determine the conditions for its selection. If necessary, indicate a test word and give examples of this spelling.
Word spelling scheme
1. Write down the control word.
2. Insert missing letters or open brackets.
3. Underline the place of spelling in the word.
4. Name the spelling and explain (orally or in writing) the conditions for correct spelling.
5. Indicate the test word (if possible) and give examples of words with this spelling.
Sample spelling analysis of a word
The mow.. (n, nn) grass lies in even rows.
Oblique spelling of participle suffixes.
two letters n are written in the suffixes of passive past participles if the word is formed from a perfective verb (what to do? mow): painted, read;
the suffix -enn-is written in participles formed from verbs ending in -it, -et or verbs with a base ending in a consonant: paint painted; see seen, save saved.
Grass, rows of unstressed verified vowel at the root of the word; verified by stress: grass grass, rows row; water water, forests forest.
Accordingly: shine - spelling of personal verb endings
Personal endings of verbs of the first conjugation: -у (-у), -ест, -ет, -ем, -ет, -ут (-ут); II conjugations: -у (-yu), -ish, -it, -im, -ite, -at (-yat):
shine - verb I conjugation (initial form - shine), ending -ut