Lesson video

Hello, and welcome to today's spelling lesson.

I'm Mr. Moss.

I love spelling and I'm really looking forward to teaching you.

With you for today's lesson, you need to bring your looking eyes, your listening ears, and your thinking brains, as well as that something to write with and write on, and someone to talk to you would be great.

Let's get on with today's lesson then.

In today's spelling lesson, we're going to be looking at spelling homophones and near homophones.

The outcome will be, "I can spell common homophones and understand their meaning." Here's the key vocabulary for today's learning.

Please keep an eye and an ear out for these as they're going to be very important words.

My turn, your turn.

Make sure I can hear that you're saying these.

Homophone.

Near homophone.

Contraction.

Homophones are words that sound the same, but are spelt differently, and have different meanings, and they can sometimes trip us up in our spelling, our reading, and our writing.

So we're gonna be doing a whole lesson on them today.

Near homophones are those words that sound very similar, but are again, different in spelling and meaning.

And a contraction is two words that have been pushed together.

Often we clap to contract.

So for instance, the words can and not can sometimes be pushed together, and an apostrophe added, a letter taken out, to create the word can't.

Can't.

And as I say, it can help to clap to contract.

So here's the outline of today's lesson.

We're gonna be spelling homophones and near homophones.

We're gonna look at various sets of homophones.

First of all, we're gonna look at the words "won" and "one".

Then we're going to look at homophones for the word "there".

Then we're going to look at homophones for "to".

And finally, we're gonna look at homophones for "our".

Let's get on then, at looking at our first set of homophones.

Let's read these two sentences.

"She won the marathon." "I need one more pen to complete the set." Listen carefully.

I think I can hear the word "one" in each sentence.

Listen to the sentences again.

"She won the marathon." "I need one more pen to complete the set." There's something interesting here though, isn't there? There's two "ones" here, but they're both spelt differently, and they have very different meanings, don't they? In our first sentence, that word "won" is that idea of winning.

In the next one, it's "one" as in the number one.

Homophone alert! These are words that sound the same, but are spelt differently, and have different meanings.

Won and one.

For some people, these words are homophones.

Interestingly, these may not be homophones, depending on how you pronounce these words, or your accent.

For me, they are.

Homophones, remember, are words that sound the same, but have different spellings and very different meanings.

As we can see here, our W-O-N spelling won is that winning, okay? She won the marathon, she came first place.

And then our second one, O-N-E, one, very tricky word to spell there, strange spelling.

O-N-E, that is that number one.

Let's continue to have a think about these homophones then.

The word won is the past tense of win, and means victory.

Against all odds, they won the game.

The team won the match.

So if you can see here, it's that past tense of win, to achieve victory.

A way to remember this is the fact that it has that letter W in, which is similar to the word win, which I'm sure you all know how to spell.

The word "one" is that numerical value representing the number one, and that's spelt O-N-E.

It's definitely a common exception spelling, isn't it? Doesn't follow our regular phonics pattern, so keep an eye out for that, but it's very high frequency, and I'm sure you know how to spell it.

"He wanted one biscuit from the tin." "Take one book from the library." So in each of these instances, it's not that idea of winning.

That wouldn't make sense, would it? It's taking one thing.

It's really important that we listen out for the context of that word when dealing with homophones, 'cause that's going to tell us which spelling we should be using.

So, have a look here for me.

There's two contexts here.

Two sentences.

I'm gonna read them to you, and then you're going to select the correct spelling of the homophone for one.

"Their efforts won them a prize." "I'll just have one piece of cake, please." Pause the video, say the sentence, and select the correct spelling based upon the context now.

Off you go.

Brilliant job.

Let's have a look and see how you've done then.

"Their efforts won them a prize." It's that W-O-N spelling.

It's that idea of winning, achieving victory.

Remember, won has that W in, just like the word win.

It's the past tense of that word.

"I'll just have one piece of cake, please." I don't think that W-O-N spelling of winning victory is going to work in this context.

It's about the amount that you want.

It's that numerical value.

It's that strange O-N-E one spelling.

Check and see how you did.

So, onto our practise task then.

We've looked at both spellings of this homophone one in various contexts.

You should have an understanding now of which context they should be used in.

So I'd like you to add the correct spelling to each sentence.

I'll read the sentences to you first, and then you're gonna have a go at adding the correct spelling to each one.

"I would like to buy 'mm' ticket." Which spelling of one would you use there? "We 'mm' the lottery." Which spelling of one would you use there? Pause the video, add the correct spelling.

Think about the context it's being used in.

Pause the video.

Off you go.

Brilliant.

Let's see how you've done then.

I would like to buy one ticket.

That's an amount.

You're not going to use your won W spelling there to achieve victory.

It's gonna be one, that numerical value.

"He won the lottery." Our numerical value wouldn't make sense there.

It's that past tense of victory, of winning.

Remember, won with a W like the word win.

Brilliant.

Check and see how you did.

Onto our next learning cycle then.

We are now going to be looking at a different set of homophones, homophones for the word there.

Let's read these sentences.

"They're going to the park to celebrate." "Their dog is very friendly." And, "Please place the package over there, on the table." Listen to these sentences again.

I can hear the same word three times, but it's spelt differently.

"They're going to the park to celebrate." "Their dog is very friendly." "Please place the package over there on the table." What word can you notice that's a homophone here? Remember that word that sounds the same but it's spelt differently.

Pause the video and see if you can spot the homophone now.

Great job.

Absolutely, homophone alert! It's the word there.

Remember, homophones are words that sound the same but are spelt differently, and have different meanings.

And we have three different forms of there that we're going to look at now.

Three homophones for that word there.

We have there spelt T-H-E-R-E, their spelt T-H-E-I-R, and they're here, our contracted form of they and are put together.

T-H-E-Y-apostrophe-R-E.

Clap to contract.

They're.

Let's look at these in a bit more detail then, and understand their meaning in their different contexts.

The word there spelt T-H-E-R-E is used to show place, location, or position, or sometimes to introduce an idea.

Let's have a look at it in action.

"The keys are over there on the table." Note how I'm pointing there.

It's that location over there.

"There is a beautiful park in this city." A way that helps me to remember this is the fact that it does contain the word here, and here also indicates place or location.

So I can see it has here in it.

It's not pronounced like that.

It's pronounced with an "eh" sound, but it has here in it, and that helps me to remember that's that locational, over there.

This very strange spelling, T-H-E-I-R.

This form of their indicates possession, okay? By a group of people or things.

Notice how I've pulled towards myself there.

Belonging, possession.

Let's have a look at it in action.

"That is their piece of cake." So that piece of cake belongs to that person.

"The family gathered around their dinner table for a meal." That dinner table belongs to that family.

So they've gathered around their dinner table.

This is a very strange spelling, it's definitely a common exception spelling.

So watch out for this one.

T-H-E-I-R, possessive.

Theirs, belonging to them.

And finally, one of our key words is here.

We have the word they're spelt T-H-E-Y-apostrophe-R-E.

And this is our contracted form of the words they and are.

They are, they're.

Clap to contract.

And it indicates the being or action of a group.

They are, they're.

Let's have a look at it in action.

"They're planning a surprise party for their friend." Think about this one.

It would make sense for me to say, "They are planning a surprise party for their friend." I've just shortened it and contracted it.

"They're planning." So that group of people there, an action that they're planning on doing.

They're planning a party for their friend.

"I can't believe they're already finished." So again, I can't believe they are already finished.

They are, they're.

"I can't believe they're already finished." So again, that action of that group or person.

They are.

So, let's have a look at these different theirs in some different contexts, and see if you can figure out which spelling it would be, now that you know how each should be used.

Let's select the correct spelling.

I'll read the sentence first, and you'll then have a go at selecting the correct ones.

"The group had completed their work." Their work.

"Pass me the book from over there." "They're studying hard for their exam." Pause the video now, and select the correct spelling of the homophone there in each of these sentences.

Off you go.

Brilliant.

Let's have a look then.

"The group had completed their work." Notice I'm pulling towards myself there.

It's that possessive their.

So it's that T-H-E-I-R spelling.

Theirs.

Belonging to them.

It's their work.

"Pass me the book from over there." Notice how I'm pointing there.

Okay, pointing over there.

It's that positional there.

Has that word here in it.

There you go.

T-H-E-R-E.

And finally they're, they are, "They're studying hard for their exam." They're, our contracted form of they are.

"They're studying hard for their exam." Okay, it's that action that that personal group is doing.

Brilliant.

Check and see how you did.

Pause the video.

Okay, onto our practise task then.

You should, really working hard, keep up the great work.

Right now I'm hoping we have an understanding of the three different theirs, and the different contexts they should be used in.

So I've got three sentences here, and I'd like you to put the correct spelling of the their homophone, into each sentence.

I'll read the sentences to you first.

"Place the bags over there." "They're going to the theatre tonight." "The children put on their coats." Pause the video, and write in, or add in the correct spellings of there now.

Off you go.

Good job team.

So let's see how you've gotten on then.

"Place the bags over there." It's that directional language, isn't it? Over there.

I'm pointing to it.

Has here in it.

It's locational, directional.

"They're going to the theatre tonight." They are, they're.

Our contracted form.

It's an action of a personal group.

And, "The children put on their coats." It's that possessive, T-H-E-I-R.

Those coats belong to those children, they're putting on their coats.

Brilliant work.

Pause the video, see how you did.

Make any corrections.

Onto then, our next set of homophones.

We're gonna look at the set for the word to.

Let's have a read of some sentences.

"I want to go to the park." "The weather is too cold." "They brought two tickets for the show." Listen out again.

What homophone can you hear in each of these sentences? Pause the video, have a read, and work out what our homophone here is.

Brilliant.

Absolutely, I can hear that word "to" in each of these sentences, but spelt differently.

"I want to go to the park." "The weather is too cold." "They bought two tickets for the show." So we have to spelt T-O, too spelt T-O-O, and two spelt T-W-O.

And they, again, are homophones.

They sound the same but are spelt differently and all have different meanings as well.

So the word to spelt T-O indicates direction, intention, or relationship.

Let's look at this in action.

It's a very high frequency, common word that we use quite a lot.

"I walked to the shops." So again, it's that direction.

I'm going to those shops.

"We're going to the park." And again, giving us that direction, the intention that we're going to the park.

It's a very high frequency word that you'll see written a lot.

The word too spelt T-O-O is an adverb, so it describes the verbs, found alongside a verb, indicating an excessive amount.

Or also, let's look at this in action.

"I ate too much chocolate, and felt sick." So you've eaten too much of that thing.

"I want to go to the party too." So that indicates that's something that you also want to do, as well as someone else.

Someone says they want to go to the party, you would agree and say, "I want to go to that party, too." You're in agreeance.

You're also wanting to do that with that person.

This word is easily confused with our T-O spelling, so be careful, and watch out for this one.

This is probably the hardest pair there of homophones that we are looking at today.

And finally, our T-W-O spelling.

This represents the number two.

A strange spelling, I know, but remember, T-W-O spells the number two.

"There are two apples on the table." "We have two tickets for the concert." So, we've had a look at these words now, in a few contexts.

Let's see what you can remember.

Select the correct spelling.

I'll read the sentences.

"She decided to walk to the park." "I need two more cups for the tea party." "I love ice cream, too." Pause the video, select the correct spelling of to for each sentence.

Watch out for those homophones.

Off you go.

Well done, team.

I could see some brilliant pointing.

I can see some excellent conversations.

Let's have a look and see how you've done, then.

"She decided to walk to the park." That's that direction, that's that intention.

It's a really high frequency, but really common T-O spelling.

"I need two more cups for the tea party." That's that number two, that amount.

And finally, "I love ice cream, too." That's that T-O-O.

That's that adverb, also, okay? You're agreeing with someone.

Someone says they love ice cream, you're like, "Oh! I love ice cream, too!" Okay? You're also saying that you like that.

Brilliant.

Pause the video and see how you did.

So, we've looked at these different "to"s in some different contexts.

Now you're gonna have a chance to apply and see if you can show me you understand which to will go into these sentences.

"We need two more cards to complete the set." "I ate too many cookies at this party." "She wants to learn to play the guitar." Pause the video, add the correct spellings of the homophone to into each sentence.

Off you go.

Well done, everyone.

Let's see how you've done, then.

"We need two more cups to complete the set." That's that numerical value, two.

"I ate too many," so it's that adverb there.

You've had too many of that thing.

"Too many cookies at the party." And, "She wants to learn to play the guitar." That's that intention or direction there.

T-O, to.

Be careful in particular with our T-O-O and our T-O spellings here.

Well done, everyone.

Pause the video and see how you did.

Onto then our final learning cycle, our final set of homophones or near homophones.

You've been superstars so far.

Keep up the great learning.

So, let's read each of these sentences.

"Our team won the match." You might also say, "Our team won the match." Again, dependent on accent.

"The meeting will be in one hour." "They are excited about the trip." Pause the video.

Can you spot which of the words in these sentences, when you read them again, are our homophones or near homophones? Off you go.

Brilliant.

Absolutely, homophone alert! We've got the words our or our, hour or hour, and are here.

Now, these words are again, homophones or near homophones.

For some accents, are may be pronounced differently to our and hour.

So, these may be near homophones.

Okay, they sound almost alike, okay? But again, are spelt differently, and have different meanings.

So watch out for these.

Remember, they don't have to sound exactly the same.

They can be near homophones.

They can sound slightly similar.

So the word "our" indicates possession.

"Our cat loves to nap." That cat belongs to that person who's saying that.

"It was our decision to work together." It was their decision.

Okay? That's their, that T-H-E-I-R, that possessive there.

The word hour here, H-O-U-R, refers to a unit of time equal to 60 minutes.

Has that naughty H at the beginning that you can't forget.

It's that silent H.

I don't say h-our, I say hour.

So it doesn't sound like it's there.

Silent letter.

"It will take about an hour to walk there." "The lesson is an hour in length." The word "are" is a present tense form of the verb to be.

And it's often used with you, we, they, and plural nouns.

You are, we are, they are.

"They are going to the shops." "We are excited about the upcoming visitor." And remember, in some accents, this are may be pronounced differently.

So it's a near homophone.

Have a look here for me at these sentences then.

I'm gonna read them out, and I'd like you to then select the correct spelling of our homophone or near homophones for our or our.

"Our family is planning a picnic." "Our family is planning a picnic." "Let me know when you are ready." "We should arrive in about an hour." Pause the video and select the correct spellings now.

Off you go.

Well done, team.

So, "Our family is planning a picnic." That's that O-U-R, that's our possessive.

Our.

"Let me know when you are ready." That's that verb.

"You" remember, "are"? That are is often found alongside they, we, you.

And we should arrive in about an hour.

That's that time, that 60 minute time slot, with that silent H before it, so watch out for that.

Pause the video and see how you did.

Well done.

We've made it to our final practise task.

Add the correct spelling to each sentence.

I'm looking out for our homophones or near homophones for our or our here.

"Hide! They are coming." "I'll be there in an hour." "I love our new teacher." Pause the video, and write the correct spellings now for each context.

Off you go.

Great job, team.

Let's see how you did then.

"Hide! They are coming." Brilliant.

That's our verb, A-R-E.

Remember, for some people, this might not be a homophone, but it's a near homophone.

"I'll be there in an hour." Brilliant.

That's our time, that's an amount of time, with that naughty silent H at the beginning.

So watch out for that one.

And, "I love our new teacher." That's that possessive, that teacher is your teacher, our new teacher.

Fantastic, everyone.

Pause the video, see how you did, make any corrections.

Off you go.

Well done today, everyone.

Really great spelling.

Today, we've been looking at homophones and near homophones.

Homophones are words that sound the same but are spelt differently, and have different meanings.

Putting homophones into context sentences can help us recognise them.

Examples of homophones that we've looked at today include, one, there, to, and our or our.

Remember to keep an eye out for these, 'cause they can sometimes trip us up in our reading and our writing and our spelling.

Great job.

Keep up the great spelling and I'll see you again soon.