Graphic designation of spellings in Russian. Spelling. Types and types of spellings. Spelling noun suffixes

The Russian language is rich in spelling patterns, every child knows this. Since childhood, in Russian language lessons, we have been learning numerous rules that we can’t count, but all in order to know the correct spelling of words. It’s impossible to count all the spellings of the Russian language, there are so many of them that even philologists sometimes confuse and forget them. This article will help you understand the basic rules of spelling.

Unstressed verifiable vowels in the root and the spelling "cha, sha"

Children begin to learn this rule, as a rule, in first grade or kindergarten. The rule helps you find out which letter is written at the root of a word. For example, in the word "och_rovaniye" you can write both the letter "o" and the letter "a". To find out which letter is written in a word, you need to choose the appropriate word “chara”, because here the emphasis falls on the letter “a”. This means that “charm” is also written with the letter “a” at the root.

It is worth considering that spelling patterns in Russian can overlap. For example, another, no less important rule would be the spelling “cha, sha.” Words starting with "cha, sha" are always written with the letter "a". For example, thicket, chara, charm, cup, etc.

Unverifiable vowels in the root of a word

Unchecked vowels at the root of a word are the least favorite rule of schoolchildren in primary school. After all, when writing words with such a spelling, no rules will help. Russian spellings with an uncheckable vowel are fundamentally uncheckable; the spelling of such words must be memorized. Vowels cannot be checked in words such as: birch, raspberry, vinaigrette, alley, factory, people, banana, chocolate, diamond, etc. The spelling of such words must be remembered once and for all so as not to make mistakes.

Unpronounceable consonants at the root of words

It is very important to study the rule because this spelling is often found in writing. Most often, unpronounceable consonants are radically checked. For example: dangerous - dangerous, heart - heart, sun - sun, giant - giant, happy - happiness, silent - rumor, etc.

ending in z-, s-

In fact, people often make mistakes in prefixes ending in z- and s-, even if they know Russian well. Spellings of prefixes are common, so you just need to remember what the spelling of the prefix depends on. The prefixes for z- and s- are: voz-/res-, through-/through-, vz-/vs-, voz-/res-, from-/is-, once-/ras-, without-/bes- and roses-/ros-.

In order to understand which letter is being written, you need to look at the next one. If the consonant letter following the prefix is ​​unvoiced (k, p, t, sh, shch, f, x, ch, s, c), then the prefix is ​​written with the letter “s”, this rule is provided for in the Russian language. Spelling patterns indicate that if the subsequent sound is voiced, then a prefix ending in “z” is written. Examples with “s”: flare up, painting, discolor, endless, etc. Examples with “z”: excessive, joyless, product, look, etc.

fundamentally

Alternating vowels in roots is an important rule that will accompany the student from the 5th to the 11th grade. There is no spelling in almost all exams, such as the OGE (GIA) and the Unified State Exam.

Spelling patterns for the Russian language provide for the existence of four alternation groups, each of which must be considered in detail:

• Roots in which the spelling of the vowel depends on the subsequent suffix:

Ber-/bir-, -ter-/-tir-, -per-/-pir-, -steel-/-steel-, -brilliant-/-blist-, -der-/-dir-.

At the root of the word the letter “i” is written if the suffix -a- follows: freeze (but freeze), burn (but burn), shine (but shine), etc.

The root of the word is written “a” if the suffix is ​​-a-: touch (but touch), offer (but offer), etc.

• Roots in which the spelling of the vowel depends on the stress in the word:

Gar-/-gor-, -creature-/-creation-, -clan-/-clone-, -zar-/-zor-.

If the emphasis in a word falls on the letter “a”, then the root is also written “a”: tan, bow, glow, dawn, etc.

If the stress in a word does not fall on the root, then it is written “o”: creation, bow, sunbathe, dawn, etc.

• The spelling of a vowel in the root of a word depends on the letter behind that vowel:

Growing-/-growing-/-grove-, -jumping-/-skoch-.

The letter "a" is written before "st" and "sch": plant, grown, etc. The letter "o" is written in all other cases. Exceptions: sprout, teenage, growth, moneylender, Rostov, etc.

“A” is written before “k”, and “o” is written before “h”: jump, jump, etc. Exceptions: jump, gallop, etc.

• The spelling of a vowel fundamentally depends on the meaning:

Mak-/-mok-, -equal-/-equal-.

In the first case, it is written “a” if the meaning of the word has the meaning of immersion in water: to dip, dip, etc. It is written “o” with the meaning of liquid: wet, to get wet, wet, etc.

In the second case, it is written “a” when the meaning is synonymous with the word “same”: equal, equal, etc. It is written “o” when the meaning is synonymous with the word “straight”: even, align, etc.

Letters "i", "s" after "ts"

The Russian language is rich in various rules. Spellings occur here and there. This is exactly the case with the letters “i”, “s” after the consonant “ts”, schoolchildren very often get confused in their spelling. In fact, in order to correctly write words with such a spelling, you need to remember in which cases you write “and” and in which “s”:

• “and” is written at the root of words: number, quote, circus, cylinder, etc.
• “and” is written in words starting with “tion”: nation, lecture, conference, information, privatization, etc.
• “y” is written in the endings and suffixes of words: (no) queen, (shawl) Lisitsyn, (no) stepdaughter, etc.
• “s” is written in exception words: gypsy, chicken, chick-chick, chick, tiptoe, etc.

Spelling of prefixes pre- and pre-

The spelling of prefixes makes the Russian language quite complicated. Spellings for this part of the word are found very often and in large quantities. However, the rule is quite easy to remember.

The prefix pre- is used when:

• It has the meaning to stop, block, successor, etc.
• Gives the word the highest degree of quality: precious, kind, extol, excel, exceed, etc.

The prefix is ​​used when:

• Proximity matters: seaside, homestead, court, station, etc.
• It has the meaning of addition and approximation: fasten, bring, etc.
• Indicates the incompleteness of the action: close, lie down, begin, subside, etc.
• Indicates the completeness of the action: cut, muffle, etc.

As you know, all spellings of the Russian language have been studied for many years. In order to be literate and educated, you need to memorize these spelling rules and do practical tasks. Schools go over every spelling rule carefully.

The Russian language has many spelling rules, which, once learned, can help you avoid writing mistakes.

What is a spelling chart, and how can you use it to improve your spelling?

All spelling is based on appropriate rules or traditionally chosen exceptions. When wondering what a spelling is, it is worth turning to the translation from ancient Greek, where orthos means “correct” and gramma means “letter”, that is, this is the correct spelling using some spelling rules.

Spelling table.

There are 2 types of spellings: alphabetic and non-alphabetic. Using a certain rule, the desired letter is selected from several options in any morpheme.

The second type includes continuous or separate spelling of words, hyphens, dashes, abbreviations, capital letters, hyphens, accents, apostrophes, etc. When recognizing a spelling, a person must speak in such a way that the pronunciation is oriented towards the rule.

An example of a definition in writing would be the use of voiced, voiceless, paired or unpaired words at the root. To write the required letter, you need to choose a suitable test word or change the word form.

So, as an example, we can consider the noun “code”. In its root, the letter “d” can be mistakenly replaced with “t”. By underlining it, the writer highlights the spelling, which can be checked using the generally accepted rule of “writing voiceless consonants at the root of a word.”

Spell checking is possible by changing the word form. To do this, “code” can be translated into the plural form “codes”. In this case, the pronunciation corresponds to the spelling, which means that the spelling of the noun “codes” is missing.

How to identify in different morphemes?

All spellings can be arranged in Russian in various morphemes:

• prefix;
• root;
• suffix;
• completion.

To determine the rule, the morpheme in which the first is found is identified.

If it refers to alternating unstressed vowels in the root, the writer needs to highlight this part and emphasize it. Thus, in the verb “situated” they often make a mistake in the root “lie”.

In this word, when defining, the letter “o” in the root “lie” is emphasized with 1 stroke, and the “zh”, on which the spelling of the spelling depends, is emphasized with 2 strokes. You can determine the spelling of the desired letter using the test word “located”, where the emphasis falls on “o”.

In this verb, people sometimes make mistakes in the prefix (prefix). Its spelling is the consonant “s”, which must be underlined with 1 stroke, and the next consonant “p” - with two, since the spelling depends on it.

Next, the prefix “by” is noted, in which the spelling is “o”. Using this example, you can understand that one word can contain more than one spelling. By finding it during morphemic analysis and selecting test words, you can learn how to write correctly.

How to detect?

Identification is possible by defining a suitable rule:

• the presence and number of unstressed vowels in the root of a word that can be checked;
• the presence of vowels or consonants that cannot be verified;
• consonants that can be checked;
• consonants that are not pronounced;
• writing vowels after sibilants;
• separating “ъ” and “ь”;
• writing prepositions with different parts of speech;
• using a soft sign at the end of a word;
• softening of consonants with the letter “b”;
• combinations z/s, o/a, o/e, i/s, which are after “ts”, etc.;
• writing in capitals;
• the use of verbs with “-tsya”/“-tsya” at the end;
• “not” with various parts of speech, etc.

Quite often people make mistakes when writing “-tsya”/“-tsya” in verbs. To determine spelling, you need to understand whether the word answers questions of an indefinite form: “What to do?” or “What should I do?”

In this case, before “-s” or “-sya” there is a soft sign. If a word is the answer to the question “What does it do?” or “What will he do?”, a soft sign is not written.

For short adjectives, “ь” is also not written at the end. An example would be the sentence “The bread is hot.” In this case, “hot” is written without the “b”.

The determination of a letter with a small or capital letter is carried out on the basis of what kind of word it is: proper or common noun.

The first ones (name, animal name, river name, etc.) are always written with capital letters. Common nouns are words that have a generalized meaning: person, river, city, etc. As for the names of the parties, only the first word is capitalized.

SPELLING IN PRIMARY SCHOOL

1-2 CLASS

Spelling- part of the science of language that studies the spelling of words. Russian orthography is based on phonemic and morphological principles, which are closely related. According to the phonemic principle, letters denote only sounds in strong positions (meaningful sounds, or phonemes). Letters denoting sounds in weak positions are spelling patterns and require control in writing. According to the morphological principle, morphemes have a constant letter composition corresponding to a constant phonemic composition, that is, the phonetic alternation of sounds is not reflected in the letter recording of morphemes. In addition to these principles, in particular cases the phonetic, grammatical and traditional principles of writing are used. (Kireeva, 2006)

Spelling is the correct spelling needed choose from several possible ones. If we choose to write a letter, then we have encountered an orthogram.

It is necessary to distinguish between the concept of spelling and the rules of Russian writing. In the Russian writing system there are the following sound-letter matching rules:

1. Indication of softness of consonants: The softness of consonant sounds is indicated by:

a) using paired vowels A-Y, O-Y, U-Y, E-E, Y-I, if a consonant sound is followed by a vowel sound (ball, flax, hatch, forest, world);

This writing rule is the main focus in 1st grade. After the period of literacy training, in the section of the Russian language “Sounds and Letters”, several lessons are specifically dedicated to the designation of the softness of consonants. Particular emphasis is placed on distinguishing the letters A-Ya (mal-myal), U-Yu (luk-luk), O-Yo (Tyoma-Toma), since children at this age still poorly differentiate hard and soft consonant sounds and confuse letters. To develop spelling skills, you need a set of training exercises to develop phonemic hearing, sound-letter analysis, various types of dictations, writing from memory, various types of cheating, and creative work.

b) using a letter at the end of a word or before another consonant (hor-hor, mel-mel; shelf-polka, bank-banka).

2. Designation of the sound Y.

The sound Y is indicated by:

a) using the vowels I, Yo, Yu, E at the beginning of a word or before a vowel (apple, lighthouse, Yura, cabin, spruce, blowing, hedgehog, sing);

b) using the letter Y at the end of a word or before a consonant (May, T-shirt);

c) using the dividing soft and hard sign and the letters YA, E, Yu, E between the consonant and vowel sounds (blizzard, edible). The spelling of the separating signs b and b is studied at the morphemic level after studying the topic “Composition of a word” in 2nd grade.

Thus, these writing rules are given more attention mainly in 1st grade. In subsequent grades, spelling is consolidated and improved.

In most cases, the Russian writing system provides one-to-one match between sounds and letters, however there is a few exceptions which are the cause of graphic spellings.

Graphic spellings are solved using certain rules. Let's consider spellings studied in grades 1-3.

Graphic orthograms or ophograms denoting a phoneme in a strong position. 1-2 grade

The reason for graphic spellings is that the same sound, which does not require verification, can be indicated by two different letters. For example, after always solid F, W and after always soft the vowel sound can be indicated by any of the paired vowel letters. The letters E, Yu, I are practically not used after sibilants.

You should pay attention to the graphic spelling associated with the alternation of soft and hard consonants. The spelling belongs to the group of dental consonants and is solved according to the rule. In elementary school textbooks, there is practically no emphasis on this spelling, which leads to frequent errors.

The reason for the spelling: some sounds are always pronounced the same way (hard or soft): In this case, the first soft sound has an improper softness. The designation of soft consonants is also studied in 1st grade, 3rd and 4th quarters.

The soft sign (as noted above) is not always an orthogram and can be written by ear: horse, album. There is no choice of spelling here, since without a soft sign the word cannot be read. Only the option when both dental consonants are soft is considered a spelling.

Letter spellings associated with phonetic alternation.

Weak position of the vowel phoneme.

Unstressed vowels at the root of a word are spellings, that is, they are not written by ear, but require preliminary verification. The reason for the spelling is the phonetic alternation of sounds designated by the letters A-O and E-Z-I when changing the stressed (strong) and unstressed (weak) position of the vowel. The strong position for vowels is the stressed position.

Spelling task

Weak position of the consonant phoneme.

The spelling of consonants is associated with their phonetic alternation in strong and weak positions. Strong The position for most consonants is before the vowel (toothO To) or before a voiced consonant (toothn Ouch).

The reason for the spelling is the change in consonant sounds in weak positions

voiced or deafened before a noisy consonant or at the end of a word (circles, request);

when three or more consonants collide, some consonants are not pronounced (holiday)

Consonant sounds in weak positions are spellings and require preliminary control in writing. For paired voiced and voiceless and unpronounceable consonants, the spelling is solved by changing the weak position of the sound to a strong one.

Let's summarize the spellings and writing rules studied in 1st grade and fixed at subsequent levels. In accordance with the principles of traditional methods of the Russian language in elementary school, the logic of studying these spellings and rules is as follows:

1. Consonants and letters. Soft and hard consonant sounds of letters. Consonant sound and letter Y.

2. Hissing consonant sounds Zh, Sh, Ch, Shch. Words with combinations ZHI-SHI.

3. Words with combinations CHA-SCHA, CHU-SCHU.

4. Words with the combinations CHK-CHN-LF-SCHN, LF-NSCH-RSCH.

5.Designation of hardness and softness of consonants with the letters Ya, Yu, Yo (E, I)

6. Indication of the softness of consonants using a soft sign. Introducing the separating soft sign.

7.Emphasis. Stressed and unstressed vowels. Weak and strong position of sound. Test word.

8. Paired consonants are voiced and voiceless. Weak and strong position of sound. Test word.

When studying the spelling of unstressed vowels, attention is drawn to the spelling of words with the combinations ZHI-SHI, CHA-SHCHA, when the vowel is in a weak position, without stress: clock, belly

Spelling studied in 2nd grade, is based on the morphemic composition of the word. The methodological logic for studying spellings is as follows:

Composition of the word.

Spelling of unstressed vowels at the root of a word.

Spelling of paired consonants at the root of a word.

Spelling unpronounceable consonants.

Vowels and consonants in prefixes.

Prefixes and prepositions.

Dividing solid sign

Detailed material on developing these spelling skills can be found in the Methodological collection section of the Pedagogical Workshop blog. (Russian language. Word composition. 2nd grade)

3. Spellings not related to the designation of phonemes

Spelling "Capital letter".

2. Spelling “Word Transfer”

The spelling “Word Transfer” is repeated and improved in every Russian lesson, as it is the most difficult to master. More often this is due to the problem of syllable separation. The transition to reading whole words often leads to the problem of forgetting to divide words into syllables, shortness of breath, and frequent mistakes: lucky, happy, a position where several consonants accumulate, but there is no syllable. Transfer errors are also associated with failure to distinguish between open and closed syllables (a typical error bag, red, hill). As an additional technique, it is recommended to use a vertical line to divide words by hyphenation: amazing This allows you to save lesson time and differentiate tasks for practicing pensive skills. Each new topic of 1st grade involves an addition to the rules of word transfer, for example, separating b, b, or double consonants.

3. Spelling "Space"

4. Spelling “Punctuation marks”.

Acquaintance with spelling begins in 1st grade during the period of literacy. There is a period at the end of a declarative sentence, an exclamation mark at the end of an exclamation sentence, and a question mark at the end of an interrogative sentence. In 3rd grade, when studying homogeneous members of a sentence, familiarization with commas.

http://cor.edu.27.ru

http://window.edu.ru/window_catalog/pdf2txt?p_id=28027&p_page=2T Spelling tables for schoolchildren and applicants. – M.: 2006. Compiled by N.P. Kireeva.

http://www.prosv.ru/ebooks/Klimanova_Rus_Metod/4.html

Spelling is the correct spelling according to the corresponding rule or tradition, chosen from several possible ones. It is one of the basic units of spelling.

They distinguish between alphabetic and non-alphabetic spellings based on the choice of several options for one letter or the choice of several options for the correct spelling of a word - together, separately, with a hyphen, or by finding out where the word is transferred from line to line.

In recognizing a spelling, the speaker must be guided by the spelling rule that explains it (rules of pronunciation and writing of unstressed “e, i”, etc.).
The number of spellings is determined by the number of spelling rules.

The word “spelling” is well known to every schoolchild and adult. How many times has everyone heard from a language teacher: “Don’t forget to highlight the spelling in a word.” In the Russian language there is a whole section that is responsible for the rules for writing words; all these basic rules make up the system. The entire section, in which the spelling of words is studied from the point of view of spelling, can be presented in the form of the following subsections:

1. Writing morphemes;
2. Hyphenated, separate and continuous spelling;
3. Uppercase and lowercase letters in words;
4. Hyphenation;
5. Graphic abbreviation of words.

All spellings of Russian words are subject to the principles of Russian spelling. There are also several of them, they have their own characteristics and areas of application. We can talk about each of them for a long time. It is important to understand the most important thing in these principles.

Principled spelling

All spellings can be divided into those that are written according to the following principles:

1. Morphology;
2. Phonetics;
3. Differentiation;
4. The traditional way.

What does the morphological principle mean?

Particular attention is paid to the morphemes of words with the same root. When writing, they remain unchanged, although phonetically they can change. This principle completely ignores the processes occurring in phonetics: whether consonants are deafened or voiced, whether they are softened. All types of morphemes in a related verbal series remain the same.

What does phonetics dictate?

When spelling words phonetically, they are forced to adhere to the spelling that is heard. Suffice it to remember the prefixes ending in the letters “z” and “s”. The letter “z” denotes a voiced sound, which means that a prefix with it will be written in a word whose root also has a voiced consonant sound at the very beginning. The exact opposite is marked with the letter "s". An example is the word “selfless.”

There are prefixes that represent pairs (raz - roses and roses - roses). The spelling of the vowel in them depends on the stress, for example, “ acceleration" And " sledges».

The roots of words in which the first letter is “and” depend on consonant prefixes (the outcome is hopeless).

What is differentiation?

With a differentiated writing principle, everything depends on alternating vowels and letters or suffixes that need to be paid attention to. This applies to the roots pir-per, kas-kos and others.

According to tradition, words are written that contain unverifiable vowels and consonants. It is best to check this spelling in a dictionary; you can rely on your memory and remember it. These mainly include exceptions to the rules and foreign loanwords.

Additional spellings

There are also a number of spelling patterns that affect entire groups of words, identified by similarity in spelling. Spelling with a hyphen, combined or separate, is directly related to the independence of the parts of speech. To do this, you need to know which morphological unit the word in question belongs to. What is this? A negative or indefinite pronoun, or perhaps an adverb. Each part of speech has its own algorithm for determining its spelling. For example, the pronoun someone is written with a hyphen.

Syntax and vocabulary regulate the writing of proper names and the first words of sentences.

Word transfer is based on division into syllables. There are several prohibitions for this rule: you cannot transfer, do not leave one letter. Two identical consonants can be transferred by distributing them on both lines. For example, you can transfer the word class in this way: class-sa.

There are several rules for abbreviating words. You cannot shorten by dropping the initial part of a word; there are no abbreviations that end with vowels and letter-signs. When you need to shorten a word, you can remove at least two letters.

not this way. According to the Harmony program, there is a definition at the beginning of the textbook. Here is part of the concept of teaching literacy according to the same Soloveitchik, cited from her lecture, in the sense of why all this is necessary :):
“Today the answer is already obvious: our students do not notice “error-dangerous” places (the expression of G.G. Granik) and therefore do not apply the rules known to them. According to many methodologists (N.S. Rozhdestvensky, M.R. Lvov, M.T. Baranov, M.M. Razumovskaya, etc.), “spelling blindness” of schoolchildren is one of the main causes of spelling errors.
The question arises: why do students, knowing the rules, not notice those places that require the application of these rules? The answer is simple. In the traditional education system, there was no targeted formation of the corresponding skill, called spelling vigilance. To verify this, just remember: what spelling exercise used to be the most common in school textbooks? Exercise to insert missing letters. What did it train in? In the application of one or another spelling rule. The place in the word requiring the application of the rule has always already been shown.
The ability to detect “error-dangerous” places, i.e. spelling should be the subject of targeted training. Only it can help overcome the “spelling blindness” of our students and increase the practical significance of learning the rules.
Lack of spelling vigilance makes another operation unproductive, which teachers always remind us of when completing any written work. The call to “Check!” encourages students to reread what they have written. But again, the inability to detect spellings prevents children from fully using their knowledge of the rules to eliminate possible errors.
Thus, the need to complete the existing system of teaching spelling with the missing link - the formation of spelling vigilance in students - becomes obvious. At the same time, it is also obvious that such important work needs to be started in advance, before studying the basic spelling rules, since applying the rule is a solution to the spelling task that has already been discovered and set for oneself. In the textbook “To the Secrets of Our Language,” the development of children’s spelling vigilance begins in the 1st grade. "

And here's the definition:
Spelling is a place in a word: 1) where it is written differently from how it is heard; 2) where the sound is heard is unclear; 3) where an error is possible; 4) where difficulty arises when writing; 5) where the application of the rule is required; 6) where you need to select a letter to indicate a specific sound.
If you settled on the last interpretation, then you are right, but let’s consider all the ones that precede it.
We pay special attention to the first interpretation (it is written differently from how it is heard): it is not only incorrect, but also dangerous from the point of view of practical consequences. Having mastered the words spoken by the teacher and taking them as a guide to action, schoolchildren can write trova (vm. grass), shabki (vm. hats), krod (vm. mole), etc. In addition, for finding “mistaken” places by ear, this definition is ineffective: the student can determine how a word is heard, but he can compare it with the spelling only when he sees it.
The errors shown here are caused not only by an incorrect understanding (primarily by the teacher) of the essence of spelling problems, but also by incorrect organization of teaching at its very first stages. So, during the period of learning to read and write, reading “columns” of words, the teacher, remembering how many problems, for example, unstressed vowels will cause later, begins to draw attention to the spelling of words. Considering that in words whose spelling and pronunciation do not differ (grass, back), errors are unlikely, he stops only at words like pine, mountain, pencil case, while saying: “You see, we say..., but we write...”. Over time, children make a false generalization: what is written is always different from how it is heard. If this generalization is also supported by the above interpretation of “dangerous” places when writing, then the errors of the types shown will be ensured.
The second formulation (the sound is heard unclearly) is simply meaningless, since under the above condition the word will most often be incomprehensible. In this definition, a confusion of the concepts of sound and letter is clearly visible, since, apparently, it is meant that it is not clear which letter is needed for the sound.
The third and fourth formulations (where an error is possible, where a difficulty arises) are close. There is nothing incorrect in them, but they reflect only the subjective perception of the written appearance of words: how often do we encounter errors where the student did not “have any difficulties” and where he did not in any way expect an error. Spelling vigilance is the ability to notice almost all spellings. It is needed in order to differentiate between “difficult” and “easy” cases – those where the writing is immediately clear, and where you need to think. To develop spelling vigilance, we need not subjective, but objective signs of spelling patterns.
The fifth definition (where the application of a rule is required) contains such an objective sign (the correlation of spelling with a specific rule), but when using it, you must first of all study all spelling rules. If a student does not know the rules, for example, the choice of case or personal endings, then when writing he will not notice the “danger” that awaits him of writing the wrong letter. It was this definition of spelling that corresponded to the morphological theory of writing; it formed the basis of the traditional approach to mastering spelling. This is how it happened in practice: until the rule was learned, it was not possible to attract the attention of schoolchildren to the corresponding spelling. With such an organization of learning, the development of spelling vigilance can only follow the study of rules, but not precede it. But then the question arises: how, when starting to learn this or that rule, motivate students to study it?!
The last formulation (where you need to select a letter to indicate a specific sound), as already mentioned, is optimal.
If children are “discovered” that when writing, in the place of the same unstressed vowel sound (or a consonant paired in deafness-voicedness, for example, at the end of a word) there are different letters (o or a, e or i, b or p...) , but for a particular word only one of them is correct, and it must be selected, and then the named identifying signs of such “dangerous” places when writing are recorded in their minds, then the basis for the development of spelling vigilance in younger schoolchildren in the early stages of education will be provided.