Spelling grew up at the root of the word. Spelling of words with roots "rast", "ros" and "rasch"

Target: master the content of the studied spelling rules and algorithms for their use. Apply knowledge and skills in the field of morphemics and word formation in spelling practice.

Formation of UUD:

Cognitive meta-subject skills

• Use spelling rules to solve spelling problems.
• Reproduce text taken under dictation, observing spelling standards.
• Be able to work with an explanatory dictionary.
• Be able to explain the reasons for errors, correct them, and give your own examples.

Communicative meta-subject skills

• Relying on phonetic, morpheme-word-formation and morphological analysis when choosing the correct spelling of a word, come to a common decision in joint activities.

Regulatory meta-subject skills

• Plan your activities in the lesson, carry out self-testing of written texts.
• Observe basic spelling norms in written speech, evaluating other people's and own speech statements from the point of view of compliance with their communicative requirements and language norms.
• Correct speech deficiencies.

Stage 1 ( Annex 1. Slides 1, 2, 3, 4, 5)

Stage of motivation (self-determination) for educational activities

Students are asked to solve two rebus.

As a result, the following words are written in students’ notebooks and on the board:

Dawn.
Combustion.

By what rules do we write these words?

Formed UUD

Development of "I - concept"
Development of cognitive interests, educational motives

Stage 2 (slides 6, 7, 8)

The stage of updating and recording an individual difficulty in a trial action

Name the words from the home exercise that are written with the letter a at the root. Comment on your choice.
- Name the words from the home exercise that are written with the letter o at the root. Comment on your choice.

Difficulty. Problematic situation.

Spelling 5-minute. Fill in the missing letters. Discuss in pairs.

Fascinating beauty
Make...give a wish
The sky is in the stars
Pre-baked pie
Make an effort
Children are growing up

It’s just at this stage that we formulate the topic of the lesson and write it down in a notebook.

Formed UUD

Development of cognitive interests, educational motives

Finding different ways to solve problems

Formulation of the problem

Stage 3 (slides 9, 10, 11)

The stage of discovering new knowledge, primary consolidation with pronunciation in external speech, it is possible to work with a dictionary.

Let's think!

Here are cards with groups of words.
Observe when these words are written O, and when A.

Draw a conclusion.
(Work in pairs)

Card 1

The letters o-a in the root -lag- -- -false-

• Suggestion A go - sentence O live
• Sl A expected - sl O life
• Adj A gat - adj O life

Card 2

The letters o-a in the root -rast-(-rasch-) -- -ros-

• ra st- ra st tion
• -ra sch- vyra sch new
• -ro With- early With whether

Exceptions: otra With l, ro st ok, ro st sheep worker, Ro st ov, Ro st Islav, podro st forged, grown Art.

Based on the study of patterns in the spelling of words, students verbally formulate two spelling rules, then the teacher suggests checking them with the wording given in the textbook. In the process of work, it may be necessary to interpret the words “money lender”, “industry”. As a rule, fifth graders cannot explain their meaning. Therefore, the next stage of work could be working with an explanatory dictionary, as a result of which students make up sentences with the words “loan shark”, “industry”.

The dictionary will tell you

• Industry- a separate field of science and production.
• Moneylender- one who lends money at high interest rates.

Formed UUD

• Finding the necessary information to solve educational problems using educational literature
• Structuring knowledge
• Using speech to regulate one's actions

Stage 4 (slides 12, 13)

Stage of independent work with self-test according to the standard

Students are asked to complete the following task on the card (work in pairs)

Insert the missing letters:

1) vent,
2) lie down,
3) clause,
4) offer,
5) lay down,
6) presentation,
7) lie down,
8) half_g,
9) move_live,
10) position,
11) lie down,
12) assume
13) adjective,
14) growth,
15) grow_sti,
16) branch,
17) moneylender,
18) r_stock,
19) sub_sli,
20) pros_sti,
21) grown,
22) dear_sti,
23) fertility ,
24) age,
25) nature.

Formed UUD

• Ability to negotiate and come to a common decision in joint activities
• Structuring knowledge
• Finding the necessary information to complete training using educational literature

Stage 5 (slide 14)
Stage of inclusion in the knowledge system and repetition

Define "third wheel"

• attach, catch, reconcile;
• complicate, put, presentation;
• grow, shake, expound.

The game “The Third Wheel” allows students not only to repeat the rules they have learned, but also to realize the need to distinguish between roots with alternation and roots with a tested unstressed vowel. In addition, students remember such an important skill for the formation of spelling skills as the ability to correctly identify morphemes.

Formed UUD

• Development of the “I Concept”
• Mastery of dialogical form of speech.
• Squeak of various ways to solve problems
• Structuring knowledge

Stage 6 (slide 15)

Reflection stage of educational activities in the lesson

At this stage, students are asked to recall the stages of mastering spelling rules and apply new knowledge when solving the next spelling problem presented on the slide. At the same stage, the teacher interviews the students about how they worked in pairs, asks them to talk about the positive aspects of joint activities and what difficulties the students experienced, the students fill out a success card and hand it over to the teacher.

Formed UUD

• Development of "I - concept"
• Self-esteem of personality

Homework of different levels of difficulty (slide 16)(students choose one task)

• Complete exercises 98 on p. 88 and exercise 100 on p. 89 from the textbook by A.D. Shmelev “Russian language. 5th grade. In two parts" M. "Ventana-Graf" 2014
• Compose a coherent text for dictation using words based on the rules you have learned.
• Come up with a poem that will help you remember exception words.

There are roots in which writing letters in place of unstressed vowels does not correspond to the general rule, but is subject to tradition. These include the following roots with alternating vowels.

1. Roots with letters a and o.

gar - mountains In place of the unstressed vowel the letter o is written, although under the stress - a, for example: burn, scorch, scorch, burn out, tanned, fire victim, combustible; But: soot, tan, soot, fumes. Exceptions (gar without accent): residue, dross, scorch, cinder(along with the cinder option).

zar-zor. In place of an unstressed vowel, a is written: dawn, lightning, glow, illuminate, illuminate, illumination, robin(bird), lightning; under stress - a and o, cf.: glow, radiant, radiant and dawn(plural of the word dawn), dawn, dawn, dawn, dawn(military signal, usually in the expression to beat or play dawn).

kas - kos. This root is written a if the root is followed by a; in other cases it is written about: cf. touch, touch, touch, touching, touching, but touch, touch, contact, inviolable(the vowel of the root does not occur under stress).

clan - clone. In place of an unstressed vowel, o is written, for example: bow down, bow down, bow down, bow down, bow down, bow down, bow down, bow down; under stress - o and a: cf. bow, incline, bow down, inclined, adamant And bow, bow, bow.

speck - crop. The letter o is written without emphasis in words meaning “to cover with drops, splashes”: sprinkle, sprinkling(from sprinkle), sprinkle, sprinkled, sprinkle; the letter a - in words with the meaning “to cover with small specks, dots”: marked, marked(from drip meaning “to cover with specks, to apply specks”), inclusion. Under stress - only a: speck, speck, speck, intersperse, interspersed, speck.

lag - log - lie . In place of an unstressed vowel, a is written before g, and before z - o, for example: state, impose, assume, attach, decompose, urgent, delay, vagina, adjective, term, versifier, But: lay down, lay out, set aside, lay down, offer, attach, presentation, position, sentence, versification, cover, put aside. The emphasis is always on: tax, pledge, forgery, forged, put, put. In the word polog, where the root -log- is no longer distinguished in the modern language, o is written without stress before g.

pop - mok - moch . In place of the unstressed vowel, the letter a is written before k in words meaning “dip, immerse in liquid”: dip, dip, dip; letter o - in words meaning “get wet”: get wet, get wet, get wet, get wet(in the rain), in words derived from wet (e.g., wet, phlegm, phlegm, woodlice) (under stress - in words wet, get wet, get wet, get wet etc.), and in words with the meaning “to dry with something that absorbs moisture”: get wet, get wet, blotter, blotter. Before h there is always the letter o, for example: wet, soak, wet, soaked(cf. under emphasis: wets, soaked; about verbs in -ivat type wet, soak see § 34, note 2).

pay - sing (in the verb pay and words with the same root). A is written without accent: solder, solder, unsolder, soldering iron etc. Under stress - a and o: cf. sealed, soldered, soldered, soldered and soldered, soldered.

swim - swim. A is written without accent: floating, fin, floater, floater(grass; beetle; water opossum), plover (beetle), phalarope (bird), float, floatable, afloat, floating; but: swimmer and swimmer with the letter o. Under stress - only a: swim, timber rafting.

Note. In a word quicksand(ground) letter is written s, as in other words derived from the verb float - float: float, float, blur and so on.

equal - equal The letter a is written in words related in meaning to the adjective equal “identical”, for example: equate (someone with someone), equal (something or with someone. ), equate, equalize, compare, comparison, equalize(in something), equalize (score), straighten, level out(for example, lines - “make equal in length”), equalize, equation, leveling, equal, equal, equal, balance, equinox, equal, equal.

The letter o is written in words related in meaning to the adjective “smooth, straight, without unevenness”, for example: level (bed, road surface), level out, level out, level out, level out(make it even, smooth, straight).

However, in words equally, same age related in meaning to equal, the letter o is written; in the word plain, related in meaning to equal, there is the letter a. In words with an unclear relationship, the following is written: the letter a - in the verb to equal (in a line, during construction) and words derived from it equalize, equalize, level out(in service); the letter o - in combination the hour is not equal, in the word level.

different - different In numerous compound words with the first part diverse (various, versatile, discordant etc.) the letter a is written without stress, in the word separately - the letter o. Under the accent - a ( different, difference, vary) and about ( discord, discord, scattered).

ros(t) - ras(t) - rasch. In place of an unstressed vowel is written: a) before s (without subsequent t) - the letter o: grew, grew, grew, grown, thicket, overgrowth, algae, undergrowth; the exception is the industry and its derivatives ( sectoral, intersectoral, multi-sectoral); b) before st - the letter a, for example: grow, grow, grow, grow, grow, grow, grow, grow, germinate, grow, grow, increase, increase, age, plant, vegetation, wild; exceptions: sprout, growth, usurer, outgrowth, growth, outgrowth, outgrowth, sprout, teenage(along with the teenage option); c) before u always a, for example: grow, grow, grown, increase, build-up, fusion.

Under stress before s (with and without subsequent t) - only o, for example: growth, growth, outgrowth, teenager, overgrowth; grew, overgrown, grown up, tall, wild plants.

skak - skok - skok - skoch. If the root ends in k, then the letter a is written in place of the unstressed vowel, for example: gallop, gallop, gallop, gallop, skipping rope, galloping, galloping, galloping, although the emphasis is o, for example: jump, jump, bounce, jump, jump(for verbs in -ivat like jump, see § 34, note 2).

If the root ends in h, then the letter a is written in the forms of the verb to jump and verbs derived from it (for example: I'm galloping, galloping, galloping, galloping, galloping, galloping), as well as in the elephant there is a jump (the forms of the same verbs are tested - for example, gallop, let's gallop, and derivatives jump, gallop); letter o - in prefixed verbs with -skochit (for example: jump up, jump up, jump up, jump out, jump out, jump out, jump off, jump up) and in the word upstart (check - forms of the same verbs, except to jump out: jump up, jump off and so on.).

Wed: I'll skip (one hundred versts), skip it(verb forms gallop, gallop) And I'll pass, I'll pass(verb forms slip through, slip through); I'll jump, I'll jump(verb forms jump up, jump up approach at a gallop") and I'll jump, I'll jump(verb forms jump, jump"to quickly move closer to someone or to rise sharply").

creation - creature. In words create, creation, creator, created, create etc. the letter o is written without accent; under stress - not only about ( creative, creativity), but also a ( creature, created). In the word utensil, where the root -tvar- is no longer distinguished in modern language, a is written without emphasis.

2. Roots with letters i and e.

shine(k,t) - shine - shine. In place of the unstressed vowel, the letters i and e are written: i - before st with the subsequent stressed a, for example: shine, shines, brilliant, brilliance, resplendent, sparkle; e - in other cases, for example: shine, shine, brilliant, shining, sparkle, sparkle, sparkle, sparkle, reflection, sparkle, sparkle, sparkle, shine. Under stress - e and e: shine, glitter, shining; sparkle, sparkle, sparkle, glitter.

vis - weight. In place of the unstressed vowel, a letter is written in the verb hang (hang, hang) and its derivatives ( hang down, hang down etc.), as well as in prefixed verbs with the common part -hang: hang, hang, droop etc. (cf. under emphasis: hang, hang, hang); letter e - in words hang out, signboard, suspended, hinged, suspended(cf. under emphasis: hang, hang, hang).

lip-lep. In the words stick, stick, etc., the letter and is written in an unstressed position (cf. under stress: sticky, stick), and in words sculpt, stick, stick etc. - letter e (cf. under stress: sculpts, sticks, sculpting).

sid - se(d). In place of the unstressed vowel the following is written: the letter i - before the soft consonant d - in the verb sit (sit, sit) and its derivatives ( sit, sit up, sitter, get-togethers and so on.); the letter e - before the hard d: rider, saddle (in the latter in the plural forms - e: saddles), saddle, seat, sciatic, sit, sit, press, squat, assessor, chairman, and also - before soft d - in derivatives from the word saddle ( saddle, saddle, saddle, saddle). Under stress - and and e, for example: sitting, imprisonment, diligent; sit down, sit down, village, homebody, fidget, hen, squat; in the forms of the verb sit and prefixes - also a (in writing i): I'll sit down, sit down, sit down.

Note 1. About writing vowels And And e in verbal roots with a fluent vowel, see § 36.

Note 2. In verbs with a common part -take(eg. borrow, pester, embrace, take away, lift, remove, understand, appease), which correspond to perfective verbs in -yay (take, accept, raise, understand, appease etc.), written after n in place of an unstressed vowel a letter And; the same in the verb take out(cf. owl view take out). In some verbs of this group, the unstressed vowel of the root can be checked by stress And in forms like take away, lift, remove(these are forms of verbs in -no), rarely - in derivative words: photo, in an embrace.

Note 3. Letter And in place of an unstressed vowel it is also written at the root of verbs conjure And curse. In the corresponding perfective verbs and other words with the same root, the letter is written (both in unstressed position and under stress) l: curse, curse, curse, damn, curse, curse and so on.

Subject Russian language

Date 01/26/2009

Class 5 "B"

Lesson topic: “Spelling vowels A–O in the roots -GRAST-, -RASH-, -ROS”

Lesson type: explanation of the new.

Class level of readiness: average.

Lesson objectives:

Cognitive: get acquainted with spelling A–O in the roots -GROW-, -RASH-, -ROS

Practical:

improve the ability to correctly write words with these roots;

develop spelling vigilance;

General subject:

teach comparison, proof and refutation as methods of mental activity using the example of alternating vowels in roots;

develop the following operations of logical thinking: comparison, classification, analysis;

differentiated work on the stability of students' attention.

Principles of training: didactic:

scientific (teaching spelling based on generalizing spelling concepts).

accessibility (reliance on spelling knowledge acquired in primary school).

clarity (didactic material illustrating the concepts of writing, spelling, identifying features of spelling).

systematicity and consistency (use of system-forming concepts: type of spelling, identifying feature of spelling).

Methods of presenting knowledge: teacher's word with reproductive conversation.

Methods of knowledge generation: asking questions:

frontal survey (to consolidate new spelling concepts);

mutual interrogation (repetition of the writing rules A – O in the roots -GROW-, -GROW-, -ROS-).

Methods for developing skills:

finding roots with alternating vowels in sentences.

selection of examples of words with a given spelling.

selective distribution dictation.

Control methods: selective dictation with signal cards (used when summarizing the lesson).

Lesson plan.

1. Organizational moment – ​​1 min.
2. Mobilizing stage – 5 min.
3. Formulating the topic and purpose of the lesson – 5 min.
4. Studying new material – 8 min.
5. Consolidation of the studied material – 15 min.
6. Lesson summary – 2 min.
7. Setting homework – 2 min.

8. Reflection – 2 min.

DURING THE CLASSES

I. Organizational moment.

II. Mobilizing stage.

Target: prepare students to perceive new material.

The words are written on the board:

1) Offer, position, position;
2) Attachment, exposition, sex..live;
3) Addendum, sentence, expression.

Teacher. Read the rows of words out loud. Select the word in each row based on two characteristics at the same time. Read the words in the first row. Tell me, which word can be highlighted in it and why?

Students. In the 1st row you can highlight the word plants. This is a noun and the rest are verbs. In words offer, arrange -LAG-, -LOZH-, and in the word plants - fundamentally -GROW-.

Teacher. Name the words of the 2nd row. Which word can be highlighted and why?

Students. In the 2nd row you can highlight the word increment . This is a noun, and the rest are verbs. In words set forth put the unstressed vowel is written in the roots -LAG-, -FALSE-. In a word increment fundamentally -RASH-.

Teacher. What can you say about the words in the third row?

Students. Among the words of the 3rd row one can single out the word grew . This is a verb, and the rest are a noun. In words term, offer the unstressed vowel is written in the roots -LAG-, -FALSE-. In a word grew - fundamentally -ROS-.

III. Formulating the topic and purpose of the lesson.

Target: learn to formulate the topic and goals of the lesson.

Teacher. Name the words highlighted from each row. Tell me which vowels and in which part of the word are missing. State the topic of today's lesson.

Students. We have highlighted the words plants, increment , grew. The vowels in the roots of these words are missing ABOUT or A. So, the topic of today's lesson is “ Vowels -A – O in the root -RAST-, -RASH-, -ROS-“.

The teacher writes the topic of the lesson on the board.

Teacher. Formulate the purpose of the lesson based on its topic. Use the writing on the board.

1. Get acquainted...
2. Learn to find and write correctly...

Students. Purpose of the lesson: get acquainted with the rule of writing vowels A And ABOUT in the roots -GRAST-, -RASH-, -ROS-; learn to find and correctly write words with these roots.

IV. Learning new material.

Target: find out the conditions for writing the roots being studied.

1. Working with the textbook, p. 169.

Teacher. What does vowel alternation depend on? A – O in the roots -GROW-, -GROW-, -ROS-?

The rule is repeated by 2 - 3 students.

2. Entry in the “Dictionary of Difficult Words”: Rostov, sprout , industry , Rostislav.

V. Consolidation of the studied material.

Target: consolidate the acquired knowledge.

1. Exercise 437 (oral)

2. Selective distribution dictation.

Plant leaves, young shoots, rose sprout, flowers growing, ancient industry, seaweed, potato growing, reed thickets.

3. Exercise (writing on the board)

1) grow..style, age..st, ...
2) fusion, grown, ...
3) rise..s, water..sli, ...

Reference: growing up, matured, matured, inferior, mature

Teacher. Read the strings of words. Formulate a task for them. (You need to continue the chain of words using words from the help)

Teacher. Name the signs according to which it is necessary to continue the chain of words. (These chains of words must be continued, taking into account which vowel is written at the root)

Teacher. What word can be included in the first chain? Write this word down. Explain the placement of the letter A at the root of the word.

Students complete the assignment and check it with the teacher. They work in a similar way with the rest of the word chains.

4. Selective dictation.

1) Play, children, grow up in freedom. (N. Nekrasov)
2) Three proud palm trees grew high. (M. Lermontov)
3) Thickets of bushes formed an impenetrable thicket.
4) Rice grows in swampy places.
5) The seashore is covered with algae.
6) These places surprise with their rich vegetation.

5. Work in notebooks with a printed base. (test 11, task 4)

VI. Lesson summary.

Teacher. What rule did we learn about in class today?

Children repeat the rule. The teacher evaluates the students' work in class.

VII. Homework . Paragraph 84, ex.441.

VIII . Reflection

What new did you learn in the lesson?

How?

What else needs to be done?

Please describe your activities in class and the degree to which you have mastered the material (+).

Okay Got it, but

I didn't understand everything.

material.

Active In class

it was working

at the lesson. boring.

Thank you for your work, grades for the lesson...

The letters O-A in the root -rast-//-ros-//-rasch-

Lesson type: learning new material

Forms of organizing educational activities in the classroom: individual, pair, frontal.

Lesson objectives:

Cognitive aspect: analyze cases of alternation of vowels o-a in the root - ras- // -ros-//-rasch-; teach to recognize words with alternating vowels at the root, justify the choice of vowels;

Developmental aspect: develop speech, attention, memory, logical thinking, the ability to generalize, draw conclusions, develop self-control skills;

Educational aspect: improving the skills of ethical interpersonal communication, cultivating a careful attitude to the word.

Equipment:

interactive board, , , cards for testing, textbook (Russian language: textbook for 5th grade general educational institutions / [T.A. Ladyzhenskaya, M.T. Baranov, L.A. Trostentsova, etc.] - 35th ed. - M.: Education, 2008.)

DURING THE CLASSES

№ slide

Lesson steps

Slide 1

1. Organizational moment
2. Recording the topic of the lesson, setting goals

3. Updating knowledge.
Frontal survey
- What is alternation?
- Give examples with alternating sounds in prefixes, roots, suffixes
- Tell us about the spelling of alternating vowels in the root -lag-// - false-

Slide 2

Verification work
Fill in the missing letters
offer a draw
magazine supplement
popular expression
state of affairs
rely on the team
decompose...live plants
outline the program
st...live in seconds
exc…live visit
have responsibility
have data
make an effort

Slide 3

4. Explanation of new material
4.1. Observations from the table, formulation of the conclusion

Slide 4

4.2. We compare the conclusions with the rule in the textbook, paragraph 85

Slides 5-9

4.3. Lexico-spelling work. Write down the exception words. Why are they exceptions?

Slide 10

5. Consolidation
5.1 Development of oral speech. Read the tongue twister several times, explain the spelling of the words
The sap...sprouted, grew, but the s...sprouts did not grow.

Slide 11

5.2. Independent work exercise 437.
One student works at the computer (pause mode), the rest in pairs.
Cherry grew, grew taller, and finally grew up; saved the growth; a garden grown by schoolchildren; small river.
Checking, error analysis

Slide 12

5.3. Construction. Make up word combinations based on the picture with the root –rast- // -ros-//-rasch-

Slide 13 or interactive task

5.4. Distributive dictation. Interactive task
Composition, expression...styles, make...efforts, sub...sli, growth...sti, st...live, v...sli, iz...gat, r...drain, grown, branch...sl, r...storer, r...sthenia
By what principle can words be divided into groups?

Slide 14

6. Summing up the lesson
- What spelling did you study?
- What determines the choice of vowels in the root -rast- -ros- -rasch-?
- What are the exception words?
- What are the similarities between the rules about the spelling of roots -rast- //-ros- // -rasch- and -lag- // -lozh-

Slide 15

7. Homework
learn paragraph 85, repeat exercise 441, paragraph 84

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12. Roots with verifiable vowels. In order not to make a mistake in the spelling of an unstressed vowel, you need to change the word so that this vowel is stressed: povr e child — vr éd, teacher A fuck — teacher A there, prib. I well — prib. I no.

Note. When applying this rule, remember the following:

a) Vowels after sibilants and ts are written on the basis of special rules (see paragraphs 9, 10, 11).

b) The spelling of an unstressed vowel cannot be checked using imperfective verbs -yat , -ive , in which under stress instead of the root O happens often A : Tue O bird — Tue A peek, n O sit — n A sew, and so on.

13. Roots with unverified vowels. The spelling of vowels in many words cannot be checked by stress: With O tank, V O bastard, V A trash and etc.; You should look up such words in a dictionary and remember their spelling.

14. Roots with alternation O — A. To spell some roots with alternation A — O The following rules should be noted:

a) At the root braid — cas (braid nudge — cas get on) is written A -A- : cas-a-tsya, cas-a-telny, at- cas-a-tsya, But: at- braid-well, at- braid-n-ovenie.

b) At the root lodge — lag (before lodge it — before lag at) is written A , if the root is followed by a suffix -A- : from- lag-a-t, WHO- lag-a-t, at- lag-a-telial, But: from- lodge-ing, WHO- lodge-it, at- lodge-ing.

c) At the root clone — clan (By clone — clan to be) under stress can be and O , And A O : on clone yat, on clone come, With clone education, By clone education.

d) At the root creation — creature (creation quality — creature b) under stress can be and O , And A , but without accent it is written only O : creation ez, with creation go, creation education.

d) At the root mountains — gar (mountains eat — behind gar , on gar ) letter A happens under stress; written without accent O : mountains education, behind mountains at, behind mountains there are, behind mountains fir.

f) Root float — pilaf spelled with a letter O only in two cases: pilaf ec, pilaf sneeze, in other cases it is written A : With float lie, float Nick, By float OK, float ounce (bug), float teaching(Remember the word pl s Woons subsoil layers saturated with water).

g) At the root zar — star (dawn — dawn — dawn) without stress is written only A: h A rya, s A rnitsa, s A roar, oz A bark, oz A rhenium.

h) At the root growth — height (grow - grew) without emphasis before st And sch is written A (ext. A style, age A st, nar A becoming, growing up A puppy, wed A tion); before With without follow-up T is written O (ext. O s, exp O sshiy, vodor O sly, nedor O sl).

Exceptions: p O drain, r O stockman, R O stov, R O stislav; negative A sl, neg A left.

i) Root equal- It is mainly written in words that are related in meaning to “equal” (“same”): R A numbered, R A pre-valued, Wed A understand, all R A clearly, and also in the words: R A opinion, R A pay attention, R A listening, since then A got involved, R A vnina; root exactly It is mainly written in words related in meaning to “even” (“smooth”, “straight”), for example: R O heed(tracks), other O heed(flower beds), etc., ur O ven, R O yay.