Entertaining spelling in Russian lessons. Entertaining spelling

06.12.2023

Interesting spelling. Panov M.V.

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

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

Format: pdf

Size: 47.4 MB

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CONTENT
PREFACE 9
CHAPTER FIRST. PICTURE AND LETTER 12
IS IT NOT? 12
Clearly EVERYONE is 18
PATTERN ON THE POT 14
Letter with an AX 15
With the help of SIZE 15
SHORILE 15
STILL NOT REAL 16
PICTOGRAPHY TRIUMPHERS 17
SPORT AND PICTOGRAM 17
Spoons-forks 18
ITS DISADVANTAGES ARE NOT SIGNIFICANT 18
After LUNCH 18
HALF UP 19 HAS COME
LETTER "YOU" 20
IRIPUSHKA HAD A REASON 21
HIEROGLYPHS 22
Your FAMILY 23
TRY WITHOUT NUMBERS 23
CREATOR OF HIEROGLYPHS 23
"AND ETC." 25
TWO STEPS. WHERE IS THE THIRD? 26
WHAT CAN THE LETTER 26 CAN
CHAPTER TWO. IS THE LETTER THE SERVANT OF SOUND? 28
AS CLEAR 28
NO, UNCLEAR 28
BAD INTERJECTION 29
WE MET 30
MJUGOLIC CONSONANT 11th 30
If you TRY 31
FOLLOWING THE SOUND EXACTLY 31
A lot of LI? 32
LET'S PUT A THOUGHT EXPERIENCE 33
Something is WRONG 33
VASILY KIRILLOVICH TREDIAKOVSKY (1703-1768) 34
CHAPTER THREE. IS THE LETTER THE SERVANT OF THE MORPHEME? 35
LET'S GET 35
IF BOTH HANDS HAVE SUITCASES 35
SOUNDS IN MORPHEMES ARE FREE 36
FOR ALL MORPHEMES OR NOT FOR EVERYONE? 37
IT'S FOR EVERYONE 38
Word of the SCIENTIST 39
WORDS INVENTED BY POETS 40
SAMOVAR HALF-MADE 41
SHE HAS NOTHING TO CHANGE! 41
THE WIZARD CHANGES FACE 42
LOSING THE SENSE OF MEASURE 43
MIKHAIL VASILIEVICH LOMONOSOV (1711-1765) 43
Look BACK 44
AGAIN TSAR S1\LTAN 45
MAYBE ATYPICAL? 46
MIKHAIL NIKOLAEVICH PETERSON (1885-1962) 48
UNRESOLVED QUESTION 48
CHAPTER FOUR. LORD OF LETTERS 50
ALTERNATES 50
SOMETHING THEY ARE DIFFERENT 51
LIKE STRINGS 52
HALF DICTATE 53
Position 54
ABOUT THE MUSIC BOX 54
DO METALS NOT EXPAND ON FRIDAY? 55
Noz WHITE 56
LITTLE GIANT 57
VOWELS UNDER PRESS 59
SCANDALIT! 60
IMPORTANT RESPONSIBILITY 61
SCALES 62
IVAN ALEXANDROVICH BAUDOUIN DE COURTENAY (1845-1929) 63
“SOUNDS PLAY A ROLE” 63
NADEZHDA IVANOVNA AND VAIN HOPE 64
THE MAIN CHARACTER OF OUR BOOK APPEARS 65
LET'S PRETEND THEY ARE NOT 66
ABOUT CHAMELEONS 66
NAME DISPUTE 67
OVERCOME THE COLD 68
SOMETHING THEY LOOK LIKE! 68
YOU CAN'T PLEASE THE HALF-TIME 70
NON-POSITIONAL - WHAT ARE THEY? 71
OLD CONFUSION 72
STRONG CH 73
HALF-MADE GRUMBLE 74
If the SOUNDS are DIFFERENT 75
AND WE WILL COUNT THEM! 76
They seem to be 34 76
There are UNDOUBTEDLY 34 of them! 78
WHY CAN'T YOU COUNT THE SOUNDS OF A LANGUAGE? 79
ANSWERS MATCHED 79
ABOUT THE HARE AGAIN 79
Exactly five 80
WE SPOILED VOWELS 81
WHY WERE THEY MANAGED TO HIDE? 82
Total 82
But HERE 83
"DOCUDA DIFFERENCE..." 83
That's it! 84
WITH AND WITHOUT STRETCH 85
That's who COMMANDS THE LETTERS! 86
CHAPTER FIVE. WEAK BUT CLIMBING 87
MATCHED 87
Akin 87
TWO ROWS CROSSED 88
WHERE CAN I MAKE A MISTAKE? 89
ERRORS AND TYPOGRAPHICS 90
EASY TO MAKE MISTAKES 91
MISTAKES TEACH US 92
I WILL NOT HELP 92
FOUR HORSES 93
DOUBT... 94
EXECUTIVE SEMI 95
FISHERMAN AND FISH 96
DRY, PROTOCOL TOTAL 97
BTW 97
RUBEN IVANOVICH AVANESOV (1902-1982)
and VLADIMIR NIKOLAEVICH SIDOROV (1903-1968) 98
At least THE EYEBROWS SHOULD BE SIMILAR! 99
IRINA SERGEEVNA ILYINSKAYA (1908-1980) 100
DO NOT SNIFF THE LETTER! 101
UNDOUBTED DOUBTABLE 102
CHAPTER SIX. WHERE SHOULD YOU BE DOUBT? 103
A CROWD OF STRANGERS? 103
THE ROAD IS ALWAYS ONE 104
THE HALF-TIME IS LOOKING FOR ANOTHER ROAD 104
Five STEPS 105
WORKING AS PLAN 105
TASHCHUG OR SKINNY? 105
THE TEACHER OBEYED 106
WHAT IF YOU FORGOT? 107
TOLD, BUT NOT PROVEN 107
FLAT UNPLAIN 108
NOT AND NOR 109
ABOUT STRANGE RHYME 110
From GRANDMOTHER TO GRANDMOTHER 112
“Down with the GUIDE GUIDE!” 113
Like a PEA 114
GOING IN SOALS 114
You can WIN BIG 117
PLAYABLE MOOD 117
PRO HORN 118
AGAIN - on the STEPS 119
USEFUL MISSING 120
BATH GUY WITH DRUMMER 121
FROM A SERIES of non COMING OUT word 122
IT WOULD SEEM A DIFFERENT CASE... 123
DANCING IN COUPLES 123
EVERYTHING IS EASIER FOR THE HALF-PRICED 124
MILDWAY 125
SPELLING PARADE 125
RING FOR RING... 126
CITIZEN POROZHKOVSKAYA IN THE TOWN OF PERETYANUZHSK 127
11DIGGERS 1st NODUEN 1 28
DMITRY NIKOLAEVICH USHAKOV (1873-1942) 128
CHAPTER SEVEN. THE OBSTANT MINORITY 130
FUCKING ATTACHMENTS 130
DESPITE 131
OWN AGAIN, NATIVE HIEROGLYPHS 131
THE BEST 132
CHIEF - ON ALEASE 133
THE HALF-FUCKED gloats 134
NOT TOTALLY Slackers 135
ALEXANDER IVANOVICH "GOMSON (1860-1935) 136
THE FIGHT FOR SIMPLE WRITING 137
ROMAN FEDOROVICH BRADT (1853-1920) 138
Philip Fedorovich Fortunatov (1848-1914) 139
Plan- and PLAV-139
WHAT IS OUR SPELLING? 141
CHAPTER EIGHT. Part-time work 142
FIGURE OUT! 142
WITH EARRING 142
FIFTEENTH SIGN 144
WE INVENTED THE LETTER I 145
ABOUT Émile ZOLA 146
STRAP TO STRAP 147
GOOD FOX 148
LAZY LETTER 148
YOU WILL NOT BE ABLE TO DO THIS 149
LEFT TO RIGHT AND RIGHT TO LEFT 149
ANOTHER NECESSARY LETTER 150
MYSTERIOUS STRANGER 150
NIKOLAI FEOFANOVICH YAKOVLEV (1892-1974) 151
SINGLES 152
HALF CHANGED A LITTLE BIT 153
WELL DONE LETTERS 154
AT AN UNSPECIFIED LOCATION 154
MYSTERIOUS ABDUCTION 154
INVESTIGATIVE HYPOTHESIS 155
SIMPLE EVIDENCE 155
HIDDEN DOUBLE VOCALES 156
P AND KLAVKA-SOROKA 156
FAILED OBJECTION 157
SILVER AND WATERMELON 157
Settled down 158
FAREWELL TO THE READER 160

Unstressed vowels in the root, verified by stress.

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

Unverifiable vowels and consonants in the root.

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

Verified consonants in the root of the word.

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

Unpronounceable consonants at the root of words.

AND terrible, And dangerous
Letter T writing in vain.
Everyone known, How lovely
Letter T writing is appropriate.
How about checking?
Notify.
Sad will become - make you sad
Late- Means be late;
Hello –health want.

The letters and, y, and after the sibilants.

Letters and, y, a You write, my friend, always.
After all hissing letters:
After and and after sch, after h and after w.
Pike To more often swam up miracles: I found sorrel.
The squinting began to squeak: rose hips not enough.
Parachute, jury, brochure
Write from Yu like a name Yura.

Separating ъ and ь signs.

Nightingales, family, friends
Write b Always.
Announcement, filming, entry
Kommersant Let's write here.
Kommersant don't deprive them consoles separate.
We write at the root - this rule is nothing.

Separate writing of prepositions with other words.

We write prefixes together -
That rule is simple
Prepositions are separate -
Everyone has known it for a long time.
Along the edge a wolf wanders
By, you understand, an excuse.
Sneak he is in the village -
About- console. Lucky.
But he did not carry away the sheep:
An old dog met a wolf.

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

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

In women's we write with confidence b–
Let's get down to business.
Don't forget that rye,
Daughter, game, help, thing, speech, lie;
Similar words to them
They love b Always.
But here Ray, And hedgehog, And doctor
They require others tasks.
b don't write here
Remember the rule of haste.
We will not let down the male gender
b let's save it.
We will write: “Because of clouds the last ray came out.
Help came on time
The youth I went to dance.”

The use of b to denote the softness of consonants.

Predatory, powerful and cumming
b you can't write.
Bridge, carnation and glasses
b you don't write.
But fan, casually, let's take it
b we'll return again

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

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

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

From-, whether, is-, whether, once- And dis-?
I'll explain it to you now.
Write, my friend, you h
Before b, d, d, c, g.
Don't forget about l. about m, and, of course, the letter h.
Izv fidget, unclench, write a letter h,
But diss vet, is roll, vsp I'm just writing to please With.

The letters are -o, -and in the root -lag-, -false-.

If after the root -A,
Fundamentally A write always.
Suggest, suggest
You should know the rule.
Exc. cool from and from lodge it
Letter O don't forget here.
– Do you remember everything?
- Repeat.
Learn the spelling

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

Under ro sweet lilac in the garden,
I'm with races I'm coming towards you as a shadow.
Root -grew- fell in love with O,
He was very lucky.
Where there is -st- And -sch-,
We write only the letter A.
The bush quickly under races tal,
In the summer it became a cherry.
Exception: sprout
We will write via O.

The letters e-o after the sibilants at the root of the word.

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

Letters ы-и after c.

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

Capital letters in proper names.

In Vladivostok I was born,
WITH Sasha made friends at school.
WITH Ivanov we are friends,
It is impossible not to love him.
He gave me a kitten
I called him Sweetie.
All the names of rivers, seas,
Motor ships, ships,
Cities and islands-
Proper name I
I write with a capital letter, friends.

The letters E and I at the endings of nouns.

Our cases are different, but sometimes they are difficult.
Genitive, dative and even prepositional.
E And AND confused, difficult, but possible
Figure out where E is, where AND, here you go, look.
U 3rd declination is only a letter AND: thing And, things And and again about things And.
But oh pestilence e in the 2nd (it doesn’t get any easier!).
Countries, country within country my dear friend lives there.

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

I'm not happy starling,
I'm not happy rook.
Letter ABOUT must write
Do you understand this?
Nose comrade mine
We are for it bird We'll follow up.
She finally brought it
Letter E to your end.
Letter ABOUT under stress
Letter E no accent.

Unstressed vowels at the endings of adjectives.

What I went out this morning air breathe?
Early. So, we will be the letter AND write.
In the blue (as Ouch?) silver lily of the valley smells fragrant
Do not be lazy question ask to write correctly.

Short adjectives with a sibilant base.

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

Not with verbs.

I didn’t care, I didn’t know, I didn’t see.
Not, by chance, did you offend?
Not Write separately and tell your neighbor.
I hate it, I'm indignant
Here without Not I live Not will.
Because without her
I I'm not worth it Nothing

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

b take care don't dare. Why are we talking about this?
The verb right is to take whatever you want.
But our letter H loves b at all.
Here look: ignite, attract, not for long distract,
Bake something and save, and then again lie down.
You you draw And eat, With b You you live.
U II the same person b write Always

-tsya and –tsya in verbs.

What to do? Swim, dive, tumble.
Kohl in question b, don't forget about him, weirdo.
But bathes my brother, tumbles soldier,
Smiling father: “Tell me the end?”
Well, of course, I guessed right. That's right: I asked a question.
What is he doing? Laughs, smiles, swears.
What same does soldier? And the father? And you? What about your brother?
b We don't write here. Do you understand the whole secret?

Letters E-I in roots with alternation.

If after the root A,
Fundamentally AND write then.
Spread, collected,
Locked and unlocked.
And without this letter A
Only e write always.
She spread it out, locked it,
It sparkled and froze.

The letters E and I are at the endings of verbs I and II conjugations.

Co. II same conjugation
We will take it without a doubt
All the verbs that -it,
By excluding lay and shave.
And further: look, offend,
hear, see, hate,
drive, breathe, hold, twirl,
and depend and endure.

Special course “Russian language”

(Principles of Russian spelling)

Explanatory note

Relevance course "Principles of Russian spelling" by choice is determined, on the one hand, by the need to solve the problems of improving students’ literacy, on the other hand, by the insufficient time in the lesson for spelling training. This course is intended for 7th grade students and is designed for 34 hours. Classes are organized for one hour per week.

The purpose of teaching spelling at school - formation of relative spelling literacy of students, the degree of relativity of which should tend to zero. This presupposes the conscious assimilation and practical application of spelling rules.

Didactic principles for selecting material content:

scientific character;

availability;

consistency and systematic presentation of the material;

continuity and perspective;

connection between theory and practice;

visibility;

integrity.

The course "Principles of Russian Orthography" has a cognitive and practical orientation and pursues the solution of the following main tasks:

consolidate knowledge about the tested phonetic, traditional, lexical-syntactic, word-formative and grammatical spellings (writing conditions, spelling norms, methods of distinguishing similar spellings);

continue to develop the skill of relative spelling literacy;

develop spelling vigilance and the ability to work with different types of dictionaries (spelling, spelling, word-formation, etymological).

The course presents all the principles of modern Russian orthography (morphological, phonetic, traditional, lexical-syntactic, word-formative and grammatical), topics are grouped in accordance with these principles and correspond to certain stages of mastering language material.

Teaching methods :

heuristic conversation;

study;

problem-search tasks;

observation;

linguistic games;

individual tasks.

Expected results

As a result of studying the discipline, the student should know:

rules of verifiable, phonetic, traditional, lexical-syntactic, word-formation and grammatical spellings;

conditions on which writing depends;

the norm in force under given conditions;

sequence of detection of the studied spelling;

techniques for distinguishing similar spellings.

be able to:

correctly write words with spellings determined by morphological and traditional principles of spelling;

write complex words correctly,

correctly use capital letters in proper names and in adjectives formed from proper names;

correctly write words with spellings in suffixes and endings of nouns,

correctly write words with spellings in suffixes and endings of adjectives,

correctly write words with spellings in the endings and suffixes of verbs;

correctly write words with spellings in the suffixes of participles and verbal adjectives;

write correctly not with different parts of speech.

CURRICULUM PLAN

№ p/p	date		Lesson topics	Number of hours	Summary	Knowledge, abilities, skills
№ p/p	Plan	Fact	Lesson topics	Number of hours	Summary	Knowledge, abilities, skills
	08.09 – 14.09.		Spelling of unstressed vowels, checked by stressed position, in the root of the word, ending, prefix, suffix.		Strengthen the skill of writing unstressed vowels, tested by stressed position, in the root of a word, ending, prefix, suffix. Develop the ability to correctly select cognate words.	Be able to recognize the tested spellings in the root of a word, ending, prefix, suffix aurally and visually, master the method of determining the correct spelling by selecting words of the same root.
	15.09 – 21.09.		Spelling of consonants, checked by the strong position, in the root of the word, in the prefix. Spelling of unpronounceable root consonants.		To teach to distinguish consonants in the roots of words: those verified by pronunciation and those not verified by pronunciation, as well as unpronounceable and doubled consonants.	Develop the ability to accurately write vowels in the roots of words. Be able to determine the spelling of consonants and write them accurately.
			Spelling o/e after sibilants at the root of the word.		Reinforce the spelling o-yo after the hissing words in the roots. To develop the ability to choose and explain the letters o or e.	Be able to explain the choice of the letter o-ё after hissing words in the roots.
	06.10 – 12.10.		Spelling of prefixes in -з/-с.		Repeat information about the spelling of unchangeable prefixes. Learn the spelling of prefixes in z-s.	Know three groups of prefixes depending on their spelling.
			Writing ы at the beginning of the root after consonant prefixes.		Learn to recognize this group of words and understand under what conditions the letter and is retained after prefixes in the root, and under what conditions the letter s is written instead of and.	Know the conditions for choosing the letters and and ы after consonant prefixes. Know how to apply the rule correctly.
	27.10 – 29.10.		Writing o under stress after sibilants in endings and suffixes of nouns and adjectives.		Strengthen the ability to recognize unstressed endings in a text and correlate them with a specific part of speech.	Know how to determine the spelling of word endings. Be able to use it freely.
			Spelling of untestable root vowels and consonants.		Reinforce the spelling of root vowels that are not verified by stress. Develop the ability to consult a spelling dictionary in case of difficulty.	Know the spelling of words with an unverified vowel at the root of the word.
	21.11 – 26.11.		Spelling alternating vowels in the root of a word.		Alternation of a/o: in the roots -zar-/-zor-, -gar-/-gor-, -tvar-/-tvor-, -clan-/-clone-, -plav-/-pilaf-, -kas- /-braid-, -lag-/-lozh-, -rast- (-rasch-)/ -grown-, -jumping-/-skoch-, -poppy-/-wet, -equal-/-even- Alternating e/i in the roots: -ber-/ -bir--brist-/-blist-, -der-/ -dir-, -zheg-/-zhig-, -mir-/-mer- -per-/- pir-, -ter-/-tir-, -steel-/-steel-, -chet-/-chit-. Alternating im/a(i), in/a(i).	Be able to correctly write words with alternating vowels. Know the conditions for choosing a vowel in roots with alternation.
			Dividing b		Spelling Ъ as a separating sign after consonant prefixes and in compound words with the first part of two-, three-, four-.	Know and accurately use b as a separating sign after consonant prefixes and in complex words with the first part of two-three-, four-.
			Spelling b as a dividing mark as a sign of softness and an indicator of grammatical form.		The use of b as a sign to indicate softness at the end of a word and in the middle before hard consonants, in the middle of a word before soft consonants, if when a word is changed or in related words, the first retains its softness and when the second becomes hard: in a letter (cf. letters). The use of a soft sign as an indicator of grammatical form in nouns, in verb forms, at the end of adverbs after hissing particles.	Know the main uses of b as a separator and to denote softness. Know the main cases of using b as an indicator of grammatical form.
	19.12 – 26.12.		The use of prefixes pre- and pri-.		Introduce the spelling of vowels in the prefixes pre- and pre-. Learn to determine the lexical meaning of prefixes and write them correctly.	Understand that the use of prefixes depends on the meaning that the prefixes have in the word (the semantic basis for the choice of spelling).
	16.01 – 21.01.		Spelling n and nn in full forms of adjectives and participles, in short forms of adjectives and participles, in nouns.		To form an idea of the spelling of the letters n and nn in suffixes of full adjectives and participles, in short forms of adjectives and participles, in nouns.	Know the conditions for choosing one and two n in suffixes of full adjectives and participles, in short forms of adjectives and participles, in nouns.
	30.01 – 04.02. 06.02 – 11.02.		Spelling of noun suffixes: -ek-, -ik-, -chik- (-schik-).		Repeat the spelling of noun suffixes -ek-, -ik-, -chik- (-schik-).	Be able to correctly write the suffixes of nouns -ek-, -ik-, -chik- (-schik-).
			Spelling suffixes of adjectives.		Reinforce the spelling of adjective suffixes -k- (-sk-).	Know the frequency suffixes of adjectives that cause difficulties when writing.
	20.02 – 22.02.		Spelling verb suffixes.		Spelling of suffixes of verbs ova- (-eva), -yva- (-iva-), vowel before the stressed suffix -va-.	Know the rules for writing suffixes and how to use them.
	06.03 – 11.03.		Spelling of participle suffixes.		Spelling of participle suffixes: -ush- (-yush-), -ash- (-yash-), -om- (-eat-), -im-, vowels before the suffixes of passive participles -vsh-, -nn-.	Know the suffixes of participles and the conditions for their use.
	20.03 – 24.03.		Writing not with nouns, adjectives.		Systematize information about spelling not with nouns, but with adjectives.	Know the rules for using non-nouns and adjectives. Be able to give examples and identify corresponding word forms in the text.
	10. 04 – 15.04		Continuous and separate writing not with verbs, gerunds.		Remember the rules of writing not with verbs and gerunds. Develop the skills and abilities of writing these parts of speech with no.	Know the rules of use not with personal forms of the verb, gerunds. Be able to correctly use these word forms in your own written works.
			Not written with participles.		To develop the skill of using n and nn in participles.	Be able to identify words dependent on the participle, the full and short form of the participle. Know how to spell without participles.
			Fused and hyphenated spellings of compound nouns.		To form an idea and the corresponding skill of continuous spelling of words, hyphens and words with the initial part half-.	Know the conditions for choosing continuous or hyphenated spelling of complex nouns. Be able to apply these rules when writing.
			Fused and hyphenated spellings of adjectives. Distinguishing between compound adjectives and phrases.		Introduce the spelling conditions of compound adjectives.	Know the rules for using hyphens in compound adjectives. Give examples. Use hyphens correctly in writing.
			Transfer rules.		Reinforce the rules for word hyphenation.	Know the rules of word hyphenation and be able to apply them in writing.
			Final lesson. Quiz "Spelling Experts"		Quality control of material mastery	Know the basic rules of spelling and be able to apply them in practice.

Total: 34 lessons

Bibliography

Agazina N.N. Formation of spelling skills: A manual for teachers. - M., 1987.

Baranov M.T., Ivanitskaya, G.M. Teaching spelling in grades 4-8. - Kyiv, 1987.

Bezrukov A.A. On the ending of nouns like instant/moment in the prepositional singular case // Russian language at school. 1990. No. 5.

Belchansky K.A. Graphic diagrams for language // RYaiL in the secondary educational institutions of the Ukrainian SSR, 1989. No. 5.

Broide M.E. Russian language in exercises and games. - M.: Rolf, 2001.

Bykova G.V. Towards spelling - through pronunciation norms // Russian literature. 1996. No. 6.

Vlasenkov A.I. Developmental teaching of the Russian language. - M., 1983.

Getman L.I. Morphemic-spelling exercises // RYaiL in the secondary schools of the Ukrainian SSR. 1989. No. 12.

Granik G.G., Bondarenko, S.M., Kontsevaya L.A. Psychological mechanisms of competent writing // RYaiL in the secondary schools of the Ukrainian SSR. 1991. No. 3.

Donchenko T.K. Step: Another step: Algorithms in Russian language lessons // RYaiL in the secondary schools of the Ukrainian SSR. 1990. No. 6.

Ivanova V.F. Principles of Russian spelling. - L., 1977.

Ivanova V.F. Difficult spelling issues: A guide for teachers. - 2nd ed., revised. - M., 1982.

Kozlov L.I. Graphic commenting on spellings // RYaiL in the secondary schools of the Ukrainian SSR. 1989. No. 11.

Kosolapkova A.A. Individual work on spelling based on dictionary dictations // RYAS. 1990. No. 1.

Murashov A.A. Absolute literacy: Rhetorical strategies for achieving it. RYASH. 2000. No. 3.

Murashov A.A. Creative interaction between teacher and student when teaching the Russian language // RYAS. 1998. No. 2.

Panov M.V. Interesting spelling. - M., 1984.

Selezneva L.B. General lessons on spelling in an eight-year school. - M., 1980.

Skryabina O.A. System of work to improve the literacy of high school students // RYAS. 2000. No. 1.

Stepanchenko I.I. NOT - prefix or particle? // Russian speech. 1990. No. 1.

№ 1.

Unstressed vowels in the root, verified by stress.

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

№ 2.

Unverifiable vowels and consonants in the root.

№ 3.

Verified consonants in the root of the word.

№ 4.

Unpronounceable consonants at the root of words.

№ 5.

The letters and, y, and after the sibilants.

№ 6.

Separating ъ and ь signs.

№ 7.

Separate writing of prepositions with other words.

We write prefixes together -
That rule is simple
Prepositions are separate -
Everyone has known it for a long time.
Along the edge a wolf wanders
By , you understand, an excuse.
Sneak he is in the village -
About - console. Lucky.
But he did not carry away the sheep:
An old dog met a wolf.

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

№ 8.

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

№ 9.

The use of b to denote the softness of consonants.

Predatory, powerful and cumming
b you can't write.
Bridge, carnation and glasses
b you don't write.
But fan, casually, let's take it
b we'll return again

№ 10.

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

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

№ 11.

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

№12.

The letters are -o, -and in the root -lag-, -false-.

№ 13.

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

№ 14.

The letters e-o after the sibilants at the root of the word.

№ 15.

Letters ы-и after c.

№ 16.

Capital letters in proper names.

№ 17.

The letters E and I at the endings of nouns.

№ 18.

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

№ 19.

Unstressed vowels at the endings of adjectives.

№ 20.

Short adjectives with a sibilant base.

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

№ 21.

Not with verbs.

№ 22.

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

.№ 23.

-tsya and –tsya in verbs.

№ 24.

Letters E-I in roots with alternation.

If after the root A,
Fundamentally AND write then.
Spread, collected,
Locked and unlocked.
And without this letter A
Only e write always.
She spread it out, locked it,
It sparkled and froze.

№ 25.

The letters E and I are at the endings of verbs I and II conjugations.

CONTENT

WORD FORMATION. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . 2
Unstressed vowels tested by stress. . . . . . . . . . . . . . . . . . . 2
Unchecked unstressed vowels. . . . . . . . . . . . . . . . . . . . . . . . . . 4
Alternating vowels in the root of a word. . . . . . . . . . . . . . .. . . . . . . . . . . . 5
Spelling of consonants in the root of a word. . . . . . . . . . . . . . . . . . . . . . . . . 6
Spelling of vowels and consonants in prefixes. . . . . . . . . . . . . . . . .7
Separating b and b. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .8
Letters O, E, E after sibilants. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9
Letters Y - I after C. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10
The letters I, U, A after the sibilants. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .eleven
Spelling Gender - with words. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . eleven

MORPHOLOGY. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12
Spelling adjective endings. . . . . . . . . . . . . . . . . . . . . . 12
Spelling adjective suffixes. . . . . . . . . . . . . . . . . . . . . .12
The letters E and I at the end of verbs. . . . . . . . . . . . . . . . . . . . . . . . . . . 13
-TSYA and -TSYA in verbs. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .14
NOT with verbs. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .15
Spelling the particle WOULD with verbs. . . . . . . . . . . . . . . . . . . . . . . . .16
The letter b after sibilants and c. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17
Spelling of negative and indefinite pronouns. . . . .18
N and NN in participles. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .19
Spelling prepositions with words. . . . . . . . . . . . . . . . . . . . . . . . . . . 20
Spelling NOT with different parts of speech. . . . . . . . . . . . . . . . . . . 22
Particles NOT and NOR. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .22
Particles WOULD, LI, SAME. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23

REFERENCES. . . . . . . . . . . . . . . . . . . . . . . . 25

WORD FORMATION

UNStressed vowels tested by stress

* * *
If the vowel letter is in doubt,
You put her under stress immediately.

* * *
C And we have to stay for a long time
Possible in the city, in the village.
When eating, so as not to choke,
We need to do it with the letter E.

(to live - to chew)

They rush with E if they know
It's not long before the deadline
S I – teacher often
He speaks at the end of the lesson.

(hurry - write it down)

Shocked and unstressed

The conversation takes place in a word between two vowels: Stressed O and Unstressed O.
Of course,” Unstressed complains, “my syllable is not the same.” It's easy to sound in your position. I wouldn't sound like that if I were you!
“But I’m under stress,” Udarny reminds. - Stand under the stress - and sound. Who's stopping you?
The unstressed person makes some sound, more reminiscent of A than O, and falls silent.
- So we agreed? - Shock does not calm down. - You will become a shock player, I will become an unstressed one...
Unstressed is silent. He frowns. He doesn't want to answer. He doesn't want to change. Who wants to put themselves at risk?
(F. Krivin)

Correct the mistakes. Why did they appear?

The boy grinned at the dog. Mom opened the door. Everyone went down the mountain, and Vitya licked everything.

Why are similar words spelled differently?

Village Elder
He guarded the collective farm garden.

Why is the spelling of the word "witness" a historical error?

Answer: the Old Russian word “svedetel” was formed from the verb “vedeti”, which meant “to know”. Currently, we associate this word not with the verb “to know”, but with the verb “to see”

Examples of variability of Russian accent over time:

* * *
Toothy Pike got an idea
Take up the cat craft.
(I. Krylov)

* * *
The daylight went out;
The evening fog fell on the blue sea.
(A. Pushkin)

UNCHECKED UNStressed VOWELS

Give me a word

* * *
Is the garden empty?
If it grows there... (cabbage).
You'll dig a little under the bush,
It will come into the light... (potato).
Who guys don't know
With white-toothed... (garlic)?
Get it into a bowl quickly
Red-cheeked... (radish).
Finally found
And green... (Cucumber).

* * *
He lives calmly, in no hurry,
Carry a shield just in case.
Under him, without knowing fear,
Walking... (turtle).

* * *
He walks with his head up,
Not because he’s an important count,
Not because of a proud disposition,
But because he... (giraffe).

* * *
The hedgehog has grown tenfold
It turned out... (porcupine).

* * *
A log floats down the river
Oh, and it’s furious!
To those who fell into the river,
He will bite off his nose... (crocodile).

Guess the metagram

* * *
With the letter O circle of friends
Or business people.
S A comes to us in the spring
Called sowing.
(Company – campaign)

ALTERNATING VOWELS IN THE ROOT OF A WORD

Puzzles
They grow in summer and fall off in winter.
(Leaves)
They don’t sow, they don’t plant, they grow themselves.
(Hair)
Who grows upside down?
(Icicle)
Who goes to bed in the fall and gets up in the spring?
(Bear)

* * *
Math freak
Lived in Germany.
He's bread and sausage
Accidentally added it up.
Then the result
I put it in my mouth.
That's how man
Invented the sandwich.
(G. Sapgir)

* * *
There is a suffix in the world - A -,
I'm slightly in love with the letter I.
If it rises after the root,
Even on Saturday, even on Tuesday,
At the root we write the letter I -
Take her to class.
If the suffix - A - goes away,
The root of the letter E will find.
There is an alternation in the roots,
And examples are optional.
Freeze, but freeze
From delight in the circus.
I will choose, but choose
Bagels without a hole.

* * *
People write, but time erases,
It erases everything it can erase.
But tell me - if hearing dies,
Should sound also die?
(S. Marshak)

* * *
“Mom, I washed the dishes,” the eldest son said proudly.
“And I wiped it,” added the middle one.
“And I collected and threw away the fragments,” said the youngest.
(From the “Schoolchildren’s Calendar”)

SPELLING OF CONSONANTS AT THE ROOT OF A WORD

* * *
Sometimes they appear in words
Terrible consonants.
They are not pronounced
And what to write,
It's unclear to you...
To know how to write,
We need to change the word
So that behind the sound incomprehensible
The vowel stood.
(Program “Baby Monitor”).

* * *
The wind ran along the path,
He offered earrings for spring.

She didn't take the earrings
And she gave them to the alder tree.

Alder flaunts in them,
Doesn't even take it off at night.
(G. Novitskaya)

* * *
The hostess treated the guest to various dishes.

Which word is wrong?
ART, RUSSIFICATION, RENAISSANCE.

SPELLING OF VOWELS AND CONSONANTS IN PRESETS

Fairy tale
In one of the cities of the word-forming country, prefixes lived.
I would like to talk about two sister consoles PRE- and PRI-.
The PRI- prefix was very kind and affectionate. She wanted to caress everyone and caress them.
Her sister, prefix PRE-, was of a completely different character. She persecuted, betrayed, and wanted to turn everyone into her slaves.
And then, at the very first meeting of the console, they began to analyze the behavior of the PRE- console. The prefix RAZ- said: “Your mother the prefix PER- was not as evil as you.” And PRI added: “Why did you change the word “transfer” into the word “betray”? Aren `t you ashamed?"
The prefix PRE- realized its guilt and began to form good words: most clever, most amusing, most cheerful...
(What meanings does the prefix PRI- have?)

* * *
Without having time to finish the fights,
The cat stuck to the dog
And to the tram at the same moment
The truck got stuck.
(B. Zakhoder)

* * *
May no one ever forget
That Z was not and will not be a prefix.
Here, building, health
So as not to damage the meaning
Z cannot be separated from them.

* * *
Dull sounds are fidgets,
They don't want to live in peace.
They dream of a loud neighbor
Stun at all costs.
Remember that consoles
ONCE-, FROM-, WHO-, NIZ-, WITHOUT- and THROUGH-
Voiceless before consonants
They always change Z to S.
(G.Alexandrova)

SEPARATING b and b

* * *
A solid sign does not rest:
The prefix is separated from the root.

* * *
Everyone around is in fear:
Enraged Ogre
Announced that he will eat today
Wonderful lunch.

In supernatural anxiety
The whole animal takes off.
Even an inedible hedgehog
I cowered in fear too.

Enraged Ogre
He instantly ate a bag of sweets.
He is a notorious villain
But he doesn't eat people at all.

Burdock
No one's growing on the mountain,
Angry, disheveled burr.
They don’t take it in a bouquet.
And he doesn't care.
(G. Novitskaya)

* * *
The seal lies all day long,
And he is not too lazy to lie down.
It's a pity, the seal is diligent -
Not an example to follow.
(B. Zakhoder)

LETTERS O, E, E AFTER SIZZING

* * *
There was a son with his mother -
Little bear,
Mother, take care of him,
Suffer with your son:
Wash it, smooth it
Furring the tongue.
(S. Marshak)

* * *
Found in Russian
I have this word: walked.
It was raining too,
It was snowing,
Just a man walked
In the morning it was ten o'clock,
There was a cartoon.
He walked for us.
We need to know the word “went”
Write E in the middle.

Replace combinations of words with one synonym word

The junction of sewn pieces of fabric (seams).
Dress smartly (show off).
Oak fruit (acorn).
Quiet speech (whisper).
Professional horse racing rider (Jockey).

* * *
Every petal fell asleep in the chamomile.
The sandpiper screams both plaintively and pitifully.
And the firefly hung like a night light,
Before the night fragrant violet.

Proverbs
From a good tree comes good fruit.
The burden is light on someone else's shoulder.
A big ship has a long voyage.

Distinguish between homophone words

Burn, arson (verb) – burn, arson (noun);

* * *
I burned my back in the sun
And this is the third day I’ve been treating my burn.

* * *
Nettles are burning in the garden,
The New Year's frost is burning,
In summer the sun burns mercilessly,
The mustard plaster burns mercilessly.
(V.Volina)

LETTERS Y–I AFTER C

* * *
The chicken performed in the circus,
He played the dulcimer,
Rode around on a motorcycle
And he knew a lot of numbers.

He took it out of the cylinder
Carrots and cucumbers.
And there was only one thing I didn’t know
Where is I, and where is Y.
(Program “Baby Monitor”).

* * *
Gypsy stands on tiptoes
And he says chick to the chick.

LETTERS I, U, A AFTER SIZZING

* * *
The grass in the field is good,
And there are reeds on the river.
Near the field, past the rusty
Prickly hedgehogs were walking.

I'll put my hands in the water
And I will rinse them in water.

Or I'll light a candle
Or turn on the light bulb.

Mystery
We look alike
If you make faces at me,
I grimace too.
(Reflection in the mirror)

Replace the phrase with one word:

A river that babbles - a babbling river
The cow that moos is...
Grandmother who grumbles -...

SPELLING "GENDER -" WITH NOUNS

* * *
Everything has become clear to us now,
Let's never forget:
The word "GENDER-" with any consonant
It's always written smoothly.

Before L and before a vowel,
Capitalize before the letter
The word "SEX" is clear to anyone,
Separated by a line.

MORPHOLOGY

SPELLING OF ADJECTIVE ENDINGS

* * *
There are no easier rules in the world:
What's in the question is in the answer!

* * *
What day? WARM
Green suits your face.
What a fun day
The light is shining in the grove!
(O. Soboleva)

Insert the missing letters

* * *
Little... boy
In a small... boat
The little sea is floating.
Little... wind
On small... waves
The boat is driven forward.
To the little… harbor
In a small... town
The boy finally arrived.
Small... sail
Lowered down the mast
And the little one... the end of the fairy tale.
(J. Jovanovic-Zmaj)

SPELLING OF ADJECTIVE SUFFIXES

* * *
Every gentleman will tell you:
– Two letters N at any time
Write in words where –ONN– and –ENN–,
And only windy with one.
The aborigine answered him:
– The stem ends with N,
You add the suffix N to it -
With two N's you get the word!
And in the suffixes –IN–, –AN– and –YAN–
Write N one thing, friends!
Only TIN, WOODEN
And glass is spelled with two.
(K. Zhukov)

Mystery
Standing in the garden, among the pond
A column of silver water.
(Fountain)

THE LETTERS E AND I AT THE ENDINGS OF VERBS

* * *
I have a lot of friends
I drew them all:
Kolya pricks,
The fields are flying,
Pasha plows,
Varya cooks,
Sveta is shining,
Valya ValIt,
Sonya is sleeping,
Katya KatIt,
Tonya is drowning.
But I won't let her drown!
I'll draw something.
(G. Komarovsky, G. Ladonshchikova)

Exception verbs of the first conjugation

To the neighbor's chicken
Shave your head clean
Should be on a stool
Lay out two napkins.
(T.Rick)

Exception verbs of the second conjugation

Drive, hold,
Look and see.
Breathe, hear
Hate.
And depend and twist,
Both offend and endure.
You will remember, friends,
They cannot be conjugated with E.
-TSYA and -TSYA IN VERBS

What features of Russian pronunciation are V.V. Mayakovsky’s rhyme based on?

We are waiting for you, comrade bird,
Why can't you fly?

Is there a spelling in the riddle - TSYA, -TSYA in the verb?

* * *
Along the river, along the water
A line of boats is sailing.
There's a ship ahead,
He leads everyone behind him.
(Duck with ducklings)

Daytime Riddle

Born from the sun, but afraid of the sun
And all day long it lurks behind us...
She runs away from the sun all day.
And the sun does not know that we have (shadow).

Proverbs

To know someone who is smart is to gain intelligence.
He who loves to work cannot sit idle.
Know how to make mistakes, know how to get better.
Where the song is sung, there one lives happily.
Beauty WILL take a closer look, but intelligence WILL come in handy.
Without wind, the grass doesn't sway.

The mouse said to the children:
“I taught my satellite to squeak.
If only you are not lazy,
A lot can be achieved."
(G. Novitskaya)

SPIT Petrov
And it’s not bad to spit:
He was talented
Apprentice to the camel.

They have teeth, but don't bite.
(Rake)
They always see each other, but don’t get together.
(Ceiling and floor)
They don’t get angry, but twirl their mustaches; they are not silent, but they will not say a word;
They walk, but won’t budge.
(Watch)

* * *
The witch is sitting, sulking
For the whole wide world:
The witch does not cast spells,
And there is no inspiration.

Conjured up for dinner
Banana from Africa
And he appeared - hello to you! -
Storm from the Arctic.
(M. Bogoroditskaya)

* * *
Doesn't go and doesn't go,
Because it's icy.
But
FALLS GREAT!
Why no one
Not happy?
(V. Berestov)

NOT WITH VERBS

* * *
A lazy cat does NOT catch mice.
The lazy boy does NOT wash his ears.
A lazy mouse will NOT dig a hole.
The lazy boy does NOT like cleaning.
A lazy fly does NOT want to fly.
The lazy boy does NOT want to read.
(Yu. Moritz)

SPELLING PARTICLES WITH VERBS

* * *
I would decide...
I WOULD SAY...
I WOULD HURRY...
I WOULD write...
How wonderful
Subjunctive mood!
Doesn't make a fuss, doesn't scream,
He'll sink into a soft chair
And dreamily murmurs:
“I would study Turkish...
I WOULD play the piano...
I WOULD EAT A Wagonload of Cakes
If only B had them!”
(D.Rodari)

* * *
If I were a girl -
I WOULDN'T waste time!
I wouldn't jump on the street
I washed the shirt.
I WOULD wash the kitchen floor,
I WOULD sweep the room,
I WOULD wash cups, spoons,
I WOULD peel the potatoes myself,
All my toys myself
I would put it in its place!
Why am I not a girl?
I would help my mother so much!
Mom would immediately say:
- You're good,
Son!
(E. Uspensky)

Lazy

I WOULD see my brother off
I'm going to kindergarten today,
No, it’s not worth it: it’s late in the evening
It will come back anyway.
I WOULD go for bread
So that the grandfather does not complain,
Yes, in my opinion, without bread
Lunch is ten times tastier.
I WOULD wash the spoons
And put the plates in the cupboard,
But then our cat
There will be nothing to lick.
I don’t study for C grades,
I WOULD get A's,
But you can’t - they interfere a lot
I have homework to do.
(V. Zvyagina)

LETTER Б AFTER SIZZING AND C

rustling
You will not know,
You won't understand -
These are the waves
Or rye.
This is a forest
Or reeds
Or from heaven
Silence flows.
(K. Balmont)

Insert suitable words

Because of... the moon appeared. We need a fire soon. “... some dry branches,” said the comrade. The bush was scary... The branches were whipping... I had to... my eyes. But after a row... the flames shot up.
(Words for reference: cloud, kindle, cut, prickly, backhand, take care, failure)

Proverbs

Cheap chintz, but linyuch. The mushroom is old, but the root is fresh. It's good to rest when the work is done. A sleeping cat won't catch a mouse.

Replace adjectives synonymous with the stem with a sibilant

The air is cool (fresh). The oak is strong (mighty). The harvest is high (good).

Replace verbs with synonymous verbs ending in -ch

The bird waved its wing and covered the whole world with one feather.
(Night)
The grandfather stands over the water, shaking his beard.
(Reeds)
In the summer he follows the plowman, and in the winter he leaves screaming.
(Rook)
It turns green for two weeks, heads for two weeks, blooms for two weeks, dries out for two weeks.
(Rye)

* * *
He is very polite
Soft sign.
He doesn't like arguments or fights.
He is in the word mother and in the word daughter,
And in the quiet moonlight word night.
So as not to upset anyone,
He tries to soften everything:
Cut it - cut it!
Eat - eat!
Fix it - fix it!
So softly asks the Soft sign,
That there is no way to refuse.
(O. Vysotskaya)

SPELLING OF NEGATIVE AND INDEFINITE PRONOUNS

* * *
DO NOT write under stress,
Look for NI without emphasis.
When the preposition is inside,
We write not one word, but three.

About nothing

Lived - there was NOTHING,
I couldn't do ANYTHING
Didn't want ANYTHING
It walked back and forth
AND DID NOT SPEAK TO ANYONE
NOBODY noticed
She considered herself the best.
And NOTHING about this
And say something
Not-
Che–
Go!
(I. Mikhailova)

* * *
Three black dogs were sitting on SOMETHING,
Three black dogs were looking somewhere,
Three black dogs saw SOMETHING
Three black dogs jumped up from SOMETHING,
Three black dogs crept up on SOMETHING,
Three black dogs were chasing SOMETHING,
But SOMEONE was not the least bit confused,
He swung SOMETHING and climbed onto SOMETHING.
(A. Khurgin)

N AND NN IN PARTICIPLES

Continue the story using participles with the suffixes N and NN

One day, Absent-Minded didn’t notice that his door was broken and the lock didn’t work. He tried for a long time and unsuccessfully to lock the broken door.

Try to come up with an example of this rule yourself.

A well-worn and long-worn suit is not at all the same as a second-hand suit.

SPELLING PREPOSITIONS WITH WORDS

Prepositions lived in the land of Words. They were such brawlers and bullies that nouns and pronouns did not want to live next to them. They built their houses so far from prepositions that adjectives easily fit between them. Since then, a rule has appeared that prepositions with words are written separately.

What three prepositions are hidden in the word “goat”?
(k, oh, for)

What common tree has four prepositions in its name?
(pine)

Guess the charades

Dwelling is the first syllable,
Then comes the pretext
Overall I'm huge
And I call myself (home-na)

My first syllable is a preposition,
And in the second we will live all summer,
And the whole is from us and you
He's been waiting for an answer for a long time.
(task)

Why are similar words spelled differently?

As a result of the discovery of new evidence in the investigation of the robbery, a new version arose, which was subsequently confirmed.
He walked without looking at me, and despite the wind, he walked quickly.

SPELLING NOT WITH DIFFERENT PARTS OF SPEECH

* * *
NOT learned, DO NOT do it,
DON'T know, DON'T rush.
With verbs separately
DO NOT write the particle.

NOT with a verb
Write separately
For example, I didn’t want to, I didn’t know.
Just remember the exceptions:
He hated and was indignant.

They told me to start it
New habits.
Never girls
Pull your pigtails!
Never with my brother
Fight at lunch!
No more in class
Talk to your neighbor!
I don't even agree
Draw on the map!
I don't even agree
Dance on the desk!
But do NOT do it to me
No reproaches
Even if I am NOT
I'll learn my lessons.
(Yu. Vronsky)

* * *
NOT running, NOT jumping,
I didn’t sing, I didn’t feel sad,
Didn't argue, didn't fight
And he did NOT break the glass.
NOT crawling under the desk,
I did NOT throw the papers -
And along with verbs
Didn't write.

Proverbs

The truth does NOT burn in fire and does NOT sink in water.
DO NOT rush with your tongue, but hurry with your deeds.
DO NOT spit in the well, you will need to drink the water.
The one who DOES NOT do anything is NOT mistaken.

Correct the mistake

The sieve will hold the water.
They shoot sparrows from a cannon.
They plow the arable land and wave their hands.
You can help me with my tears.

Puzzles
In our house under the window
There is a hot accordion:
DOES NOT sing or play -
She heats the house.
(Heating battery)

So that autumn does NOT get wet,
NOT soggy from water,
He turned puddles into glass,
Made the gardens snowy.
(Freezing)
Always in your mouth, but NOT swallowed.
(Language)

* * *
I once visited a country
Where the NOT particle disappeared.
I looked around with bewilderment:
What a stupid position!
But it was quiet all around,
And everything was a mess,
And in the bright flowerbed by the booth
Blue forget-me-nots bloomed.
And the weather was bad,
And the happy dog walked
And, wagging his tail, clumsily
We ran through passable puddles.
To meet me without any fear
A washed, combed mess walked along,
And behind the ryakha on the fresh grass
There was a gloomy rush and a rush.
And from school, holding hands,
The daughters walked out with decorous steps.
And meet everyone early in the morning
Princess Smeyana smiled.
It's a pity that only in a dream
There is a country without the particle NOT.
(Example of S. Bondarenko)

PARTICLES NOT AND NOR

Change the text so that with the help of the particle NOT a good student turns out to be a bad one.

A neat student was getting ready for school. He put a neat diary, wrapped notebooks and textbooks in his briefcase. The boy went to school cheerfully. He prepared his homework, and good grades awaited him at school.

Proverbs

The cuckoo is NOT a hawk, and the ignoramus is NOT a master. Where the unbrave will lose, the brave will find. The forest is not high, but there is protection from the wind. The best of gifts is intelligence, the worst of misfortunes is Ignorance

The steamer goes back and forth.
And behind him there is such a smooth surface -
NO wrinkles to be seen.
(Iron)

* * *
The teacher dictated to me
One simple phrase
But, unfortunately, I did NOT read
Not once about this.
I just twirled the chalk in my hand,
NOT finding an answer
Neither in my thoughts, nor on the ceiling,
Not in the cracks of the parquet.
I went to the board to answer.
I stood in front of the class
Neither give nor take, nor sit nor stand,
NEITHER fish or meat.
Wherever you look
(This is how life works)
Particle NI with conjunction I
So easy to replace.

PARTICLES WOULD BE, SAME, SAME

* * *
There lived three sisters
Three particles lived.
We pronounce it whole -
It is written separately.

If there was a neck, there would be a clamp.
Slander is to the ear what wormwood is to the tongue.
Couldn't you help me?

REFERENCES

Alexandrova G. Entertaining Russian language. A fun textbook. – St. Petersburg: Trigon, 1998.
Brusina A.E. Workbook on the Russian language. 5–7 grades. – St. Petersburg: MiM – EXPRESS, 1997.
Vinogradova L.A. and others. Collection of dictations in the Russian language. 4 – 6 grades. – M., Education, 1973.
Shkatova L.A. Think and answer.

There are also my ideas.