EXERCISES AS A METHOD OF DEVELOPING SPELLING COMPETENCE OF FIFTH-GRADERS

Abstract

This article is devoted to the analysis of a system of exercises used in teaching spelling rules to fifth-graders. In the modern educational process, exercises are an important means of practical mastery of spelling and punctuation rules. Their use, as pedagogical practice shows, allows for the effective consolidation of acquired skills, which is an important condition for the formation of a linguistic personality. In model curricula, a wide range of spelling and punctuation themes are concentrated in the 5th grade, which highlights the need to create a system of exercises that takes into account the age and individual needs of students The purpose of this publication is to describe the features of the exercise method in the process of developing spelling competence in the 5th grade and to present our own methodological techniques in accordance with the step-by-step system of work on spelling and punctuation developed by scientists. The source base for the creation of exercises was the works of Volyn writers and sentences selected from the publications of the Dubno region. The scientific study presents the content of the basic theoretical concepts of «exercise», «spelling exercise», and «punctuation exercise». A system of exercises has been developed aimed at developing the spelling competence of 5th grade students, taking into account four stages of work. The age characteristics of schoolchildren and the specifics of the competence-based approach of the New Ukrainian School have been taken into account. At the preparatory stage, exercises are presented to identify orthograms in the texts of Volyn writers. The activity stage is represented by constructive and productive exercises. The focus is on the didactic potential of the «Editorial Workshop» exercises related to editing spelling irregularities in the language of the media. The communicative-creative stage is emphasized by writing creative works based on the situations presented, taking into account spelling and punctuation rules. The role of the control and correction stage in assessing the level of spelling knowledge of schoolchildren is outlined. The possibility for teachers to diversify traditional exercise methods with interactive techniques and forms of work is emphasized