Lesson video

Hi there, my name is Mr. Byrne Smith and today I'm going to be teaching you spelling.

In particular today, we're going to be looking at homophones.

Now, if you haven't yet watched lesson two of 10, I really recommend that you do that first, because there's loads of useful learning in it that will help you in today's lesson.

Righty-o, without further ado, let's make a start.

Here's the agenda for today's lesson.

Firstly, we're going to look at some key vocabulary, then we'll recap the rules, after that, we'll learn a new strategy before doing our test.

In this lesson, you will need an exercise book or paper, a pencil, and then of course, you can't forget this, your brain.

If you need to go off and get any of these things, pause the video now.

Let's look at some key vocabulary.

My turn, your turn, definition.

The definition is the meaning of a word.

Adjective, an adjective is a word that describes a noun, it tells you what it's like.

Noun, a noun is a person, place or thing.

Homophone, okay, now for this definition, we're going to figure it out ourselves, we can do this by looking at some examples of homophones.

Here's our first example, no and know, no and know.

Now the first thing I immediately noticed when saying these out loud, is that they sound exactly the same, they have the exact same pronunciation, but they differ in spelling, I can see that straight away.

My first no is spelled N-O, it's made up of just two letters.

My second know is spelled K-N-O-W, it's made up of four letters, double the amount of letters, yet they make the same sound, that's strange.

Let's delve a little deeper.

So far we've established that they sound the same, but they are spelled differently.

Okay, so this is a picture helping us understand what no means.

Well that first type of no, it's very common, it's very easy to understand, it's used all the time.

First and foremost, it's an exclamation, you might say no! As in no, don't do that.

How about our second know, yes, well this refers to knowledge.

This is a verb which suggests that you are kind of conscious or aware of something, if you know something, you're conscious and aware of it.

I know how to tell the time.

So we have two very different meanings, two very different spellings, but the same pronunciation.

Let's see if we can test this definition on another pair.

Here's our second pair of homophones, leak and leek, leak and leek.

The first type of leak refers to water dripping or exiting something it shouldn't be exiting from.

This is a noun you describe there being a leak somewhere, so you might say there's a leak in my bathroom, which means water is dripping or escaping from somewhere it shouldn't be.

Leak can also be a verb, the water leaks out of the plughole, for example.

Our second type of leek is a type of vegetable that looks like this.

That's quite a straightforward one, it's a common noun, and it's used every now and then when talking about cooking or cooking related things.

So we've had two definitions, we've had two pairs of homophones.

Let's see if we can sort out this definition, which is currently a little bit wholly, are words that have the, but a, and a.

Fortunately we have four options here, homophones, different spelling, same sound, different meaning.

Currently it's looking a bit bare so I'm going to do the first one, there you go, homophones, so homophones are words that have the, but a, and a.

I'll let you to pause the video and complete the definition for me.

Okay, homophones are words that have the same sound, but a different spelling and a different meaning.

Fantastic, so there's our definition, and there now we can put it back in amongst the others.

Homophone, a word that sounds the same as another but differs in meaning and spelling, fantastic, very clear.

Let's recap some of our rules.

Now, the best way to look at homophones is to just expose yourself to many examples, and put them all in context, that way you can really get your head around the two distinct meanings of the two distinct spellings.

For this challenge, I'd like you to figure out which of these are homophones and which are not, in order to do this, we need to think very carefully about the words we have and try and put what we have here into a sentence.

Our first word is knot, and we have been, and battle.

Knot is what's created when you tie two things together, you make a knot.

Been is a verb, for example, you might say, I have been to the shops recently.

Battle is a fight often between two large groups of people, for example, two armies.

So pause the video and have a careful think, which of these have homophones and which don't.

Okay, so knot does have a homophone and very common one, this would be used in a sentence like I am not happy.

Been also does have a homophone, a bean is something that you can eat, it's a small pulse, like for example, a baked bean or a green bean.

Battle does not have a homophone, it's just a one of a kind.

Okay, we have another pair of homophones, we're going to practise putting them in sentences, we have hole and whole.

The first hole refers to a small gap or hollow in something, you might have a hole in the ground, which we have depicted here or a hole in the wall.

Our second whole refers to the entirety of something.

Here we have a part whole model, the whole has been circled and two parts 10 and 10 have not, and our whole, 20, has been, hole and whole, let's try these in some sentences.

There was a gaping in the floor, and I ate the pizza for dinner.

Okay, I'm going to give you one little peek at the pictures, there they are, okay, pause the video and a have a go.

Okay, there was a gaping hole in the floor, and I ate the whole pizza for dinner.

There are pictures to remind us.

Let's have a go with mite and might, the first type of mite is a small insect that looks something like that picture there.

The second type of might is a noun which is a synonym for strength, so that's another word for strength.

It's also a verb, it's a type of modal verb which suggests that something could happen or could be, but isn't necessary, for example, I might go to the shops, so it's possible, it could happen or it could not.

Let's have a go at putting them in sentences.

The dog had bites all over it.

I hit the ball with all of my.

Let's have a little peek at the pictures, there they are, okay, pause the video and have a go.

Okay, so the dog had mite bites all over it.

I hit the ball with all of my might, fantastic.

And there are the pictures.

Next pair, we have see and sea, see and sea, the first see refers to taking things in through your eyes, it's a verb, you might say I see things out of the window.

The second sea, refers to the bodies of water that surround most islands and continents.

Most of the globe is covered in water and lots of this water we refer to as the sea.

Here we have two sentences, we went swimming in choppy, and my glasses helped me to.

One little peek at the pictures.

Okay, pause the video and off you go.

Okay, great, we went swimming in the choppy sea, my glasses helped me to see.

And there are the pictures.

Okay, it's time for us to learn a brand new strategy, this is one of my favourites, this strategy is called naughty letter.

What we do with this strategy is we zoom in on those letters in words which are just a little bit tricky, letters which don't behave exactly as we want them to, and we really focus on them and by focusing on them, we make sure that we never forget them.

Let's have a go with whole.

Now, the first thing I need to do is identify which could be the naughty letter.

Well, I think in whole, it has to be the W at the beginning, there's a W at the beginning, it's not a letter that you can hear when you pronounce whole, so, how can we make it naughty? Well, the first thing to do is make it much bigger, that's the first thing I ever do, so there it is, I have my word, I have my naughty letter and I made it much bigger.

And the second thing I do, is I draw attention to it somehow, so what can we do with whole? Well, we could give it a head, you'll notice I've done it in a different colour just to make it that little bit more obvious.

We could give it a body and some legs, and hang on a second, suddenly it looks like somebody shrugging, which I think is quite cool.

So whole, the naughty letter has been identified and highlighted.

The question is, why is this a useful strategy? First of all, it forces you to interact with the word a little bit slower, you slow down and you start looking at the word very carefully.

Also you highlight the tricky letters, which is not an easy process, it gives you a chance to think about which letters are naughty and why, which is a very personal choice, so it's important that you think about that for yourself.

Finally, you get to make use of colour, which is a really useful way of highlighting things which you think are noteworthy.

In this instance, the noteworthy things are the naughty letters.

Let's use our new strategy on some of this week's spelling words.

Now I've picked words which I think might contain some naughty letters, but remember, it's a personal choice so it's completely up to you.

I have through, knew and might.

Okay, it's time for this week's test, the first thing I'd like you to do is write numbers one to 10 carefully, pause the video now.

Okay, for each of these, I'm going to put the word into a sentence, this is really important especially with homophones, we have two options for each spelling, so the only way you'll know which it is, is by listening very carefully.

Okay, number one, through, he walked through the door, through.

Number two, threw, she threw the ball right over the house.

Number three, hole, the hole in the wall was big enough to fit in, hole.

Number four, whole, I'll take the whole cake please, whole.

Number five, new, these shorts are new, I haven't worn them before, new.

Number six, knew, they knew something strange was going on, knew.

Number seven, might, I might go to the shops, might.

Number eight, mite, the dog was covered in mite bites, mite.

Number nine, see, I can see the mountains from here, see.

Number 10, sea, we swam in the sea, sea.

Okay, that's the end of this week's test, remember, write out the answers of any incorrect spellings next to your answer, that's really important, that way, you know which ones to work on and you know which words you're going to crack very soon.

Number one, through, T-H-R-O-U-G-H.

Two, threw, T-H-R-E-W.

Three, hole, H-O-L-E.

Four, whole, W-H-O-L-E.

Five, new, N-E-W.

Six, knew, K-N-E-W.

Seven, might, M-I-G-H-T.

Eight, mite, M-I-T-E.

Nine, see, S-E-E.

10, sea, S-E-A.

Okay, that's the end of the lesson, congratulations, you've done really well.

We have looked at key vocabulary, we've recapped rules, we've learned a new strategy and we've done our test, so well done.

That's the end of the lesson, bye.