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Hello and welcome to today's spelling lesson.

I'm Mr. Martin.

I'm really looking forward to teaching you.

With you today 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 or something to talk to would also be brilliant.

Right, let's get right into today's spelling lesson then.

In this spelling lesson, we'll be spelling homophones.

The outcome will be, "I can spell homophones." Here is the key word for today's lesson, just one.

My turn, your turn.

Make sure I can hear you say it back to me.

Homophone.

Brilliant.

Homophones are words that sound the same but have different spellings or meanings.

Here's the outline for today's lesson then, just two learning cycles.

We're practising and applying spelling homophones.

We're gonna look at some more homophones today and perhaps some homophones you know already.

And we're also going to apply some of the spellings we've been looking at within a sentence as well as looking at some curriculum words.

Let's get on with looking at more homophones then.

Homophones sound the same but have different meanings.

Homophone is a word that's derived from ancient Greek.

Homo comes from the Greek word homos or homos, which means one and the same, and phone, like a phoneme, or the sound, Literally means that, sound.

Meaning sound from the ancient Greek phon.

So we have homophone, homophone, homos phon.

Homophone is how it is in English.

So we derive this word from ancient Greek.

Andeep ate the whole cake for dessert.

They dug an enormous hole in the ground.

So whole, like W-H-O-L-E, is all of something and hole, H-O-L-E, is that thing you might dig in the ground, that dip.

Although these words sound the same, when spoken, they have different spellings and very different meanings.

We call these words homophones, and this is just one example of a homophone.

We'll be looking at lots of them today.

So I'd like you to match the homophones from here.

I'm not gonna say them.

You're going to have a go at saying them.

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

So match the words on the left to the words on the right that sound the same but are spelt differently.

Have to say them.

Pause the video, off you go.

Brilliant job.

So the first one is mist, like the mist that might roll in on the sea and stop you from being able to see very far.

Let's go down the other ones.

Groan, piece, meddle, missed.

Ah, like I missed a shot.

So, spelt differently and have different meanings, but they sound the same.

Homophones.

Groan, like the groan I might make in pain, ugh! Grown, ah, grown, like the tree was fully grown.

Different meanings, different spellings, but sound the same.

Peace, which has that word pea in it, P-E-A, peace as in tranquil and calm, and piece as in pie.

A piece of pie has the word pie in it.

Ah, they match, they're homophones.

They're spelt differently but they sound the same.

And medal, M-E-D-A-L, like the medal you might put on and meddle, M-E-D-D-L-E, which means to interfere in someone else's business.

Don't meddle in my business.

They sound the same but are spelt differently and have very different meanings.

So we've got four examples of homophones here.

Mist, groan, peace and metal.

Let's have a read of some more then.

My turn, your turn.

Die, flair, hole, paws, threw, there, leek.

Lets have a look at these words a bit more carefully.

Die, D-I-E, is as in to die, to no longer be living.

Flair is having an aptitude or excessive skill for something.

Hole, we've spoken about, like the hole you might dig.

Paws, P-A-W-S, as in the paws of an animal.

Threw is the past tense of throw.

There is that positional over there.

And leek is a very tasty vegetable.

I really like leek and potato soup.

So these words are all homophones, which means there are other words which sound the same to them, but are spelled differently and have different meanings.

They sound the same as the other words, but they have different spellings and meanings.

Lots of homophones are also common exception words.

There's elements to them which don't follow our usual phonics patterns.

Let's have a look at some of the examples of homophones for these words then.

And here they are.

We have dye spelled D-Y-E.

This is in what you might do to your hair or your clothes might be dyed a certain colour.

Flare, F-L-A-R-E is like the flare shot from a flare gun, a bright light.

Whole with that naughty W at the beginning, as in all of something, part, part, whole.

Pause, P-A-U-S-E is to stop.

Through, O-U-G-H.

Oh, you grumpy hippo.

I looked through the glass.

And we have our spellings of their and they're.

Their, T-H-E-I-R, is our possessive with that I and they are there with our apostrophe for contraction, they're.

And leak as in the water leaked from the ceiling.

L-E-A-K.

Not the vegetable, which is L-E-E-K.

So watch out for the spelling of some of these homophones as they're also common exception words.

So the way a word is spelt and its place within a sentence will tell us it's meaning.

Let's have a look at some homophones.

Our team was on a winning streak.

We'll have lunch in one hour.

They are excited about the holidays.

Now this is an interesting one, this final one.

For me, the way I pronounce it, I'm quite clear with are.

But this word can also be a near homophone dependent upon the accent you have.

For some accents, are, spelled A-R-E, may be pronounced differently to our and hour.

Bit like mine.

But for others it may sound very similar to our, spelled H-O-U-R or O-U-R.

So it's a near homophone or a homophone, depending on your accent.

So with our near homophones or homophones here, let's have a think carefully about what each of them mean then.

Knowing the meaning of these homophones helps to spell them correctly.

So the word our, O-U-R indicates possession.

The word hour, H-O-U-R, that naughty H at the beginning, that silent H we don't hear.

Hour defines a unit of time.

60 minutes.

And are, spelled A-R-E is a present tense form of the verb to be.

I hope you are well.

Using different strategies can help us remember the spellings.

Remember, there are no rules with homophones.

We can use a variety of creative strategies to help us remember them.

So here I've got our indicates possession and I've run some arms around it indicating that it belongs to me.

Hour here, in the H, I've drawn a clock with some hands and here are, I hope you are happy.

The A there, smiley face, that present tense verb to be.

So I've done some doodles here to be a bit creative and help me remember the meaning of each of these spellings.

Our spelled O-U-R is possessive.

Hour spelled H-O-U-R is time and are, A-R-E is that present tense verb, to be.

With that in mind then, which is the correct spelling of our in these sentences? Read the sentences, think about the context, think about the correct spelling.

Off you go.

Brilliant.

So they are carrying heavy bags.

It's something they're doing.

A-R-E.

So that present tense verb to be.

Something they're doing at that moment.

They are carrying heavy bags.

The train leaves in one hour.

H-O-U-R.

That's that time.

And our boots were covered in mud.

That possessive O-U-R, belonging to.

So lots of homophones are common exception words as we've alluded to already.

Whose coat is this? Who's going to the party later? So these are homophones.

Who's here? The apostrophe in the word who's, spelt W-H-O apostrophe S, tells us it's a contraction.

Who is is what the full form is.

So "Who is going to the party later?" would make sense.

The expanded form is who is or who has.

So when you are reading a sentence containing who's, W-H-O apostrophe S, you can try saying who is or who has to see if the sentence sounds correct.

I wouldn't say, "Who is coat as this?" or "Who has code is this?" So I know who's then is my possessive who's, as in, "Who does this belong to?" Unlike many other rules that we've investigated in our spelling, there are no patterns for homophones.

The tap has a steady leak.

L-E-A-K.

I'm eating a green leek and potato pie.

We can come up with our own creative ideas to help us remember these spellings.

So here I've got tap, T-A-P, and I've got leak, L-E-A-K.

Tap and leak are both linked.

They have an A in them.

Here I'm eating a green leek and potato pie.

A leek is a vegetable that is green.

Green and leek.

I've made a link here between the spellings as well.

They both have E in them, don't they? A double E at that as well.

Leek and green.

So that way I can remember these spellings.

I've got tap, leak, so A, and leek, green, double E.

So I'd like you now to have a go at selecting the correct spellings in these sentence.

Correct spelling for the homophone who's and the correct spelling for the homophone leak.

Pause the video, read the sentences, select the correct spelling, think about the context, think about the homophone.

Off you go.

Brilliant.

This is the person whose name I couldn't remember.

This is the person who is or who has name I couldn't remember.

That wouldn't make sense, would it? So it's whose, W-H-O-S-E.

Who's been to the zoo before? Who has been to the zoo before? Yeah, that makes sense, doesn't it? So it's my contracted form of who has, who's.

W-H-O apostrophe S.

The pipe has sprung a leak.

Leak with water.

Tap that's got an A in it.

Leak, L-E-A-K and heat the butter in the pan and add the chopped leek.

That leek as in that vegetable, which is green.

Green, double E.

Leek, double E.

L-E-E-K.

Remember those strategies to help us remember them.

We can either say the full uncontracted form to see if it makes sense or we can remember that leak like a tap, L-E-A-K and leek like the green leek that you would eat, double E.

So identify the homophones in these sentences for me.

Listen carefully for the words that sound the same.

The river's current was strong.

I ate a currant cake.

Where's my homophone here? Say it now.

Brilliant.

There's only one letter different in these homophones.

We have current, like the flow of the water and currant, which is a small piece of fruit.

I ate a currant cake.

It can help to look at the different letter or letters and think of a link that helps you to remember them.

Pictures can also help us.

So here I've got river with E and current with E and I've got my waves with little Es on.

And here I ate a currant cake.

Cake with A, currant with A, and I've drawn myself a cake.

So add the correct spelling to each sentence.

You can read about events in the newspaper.

I ate four buns.

The word here is current in each one, but which spelling, they're homophones.

Pause the video and have a think.

Brilliant.

So you can read about current events in the newspaper.

So something happening now.

Okay.

So current here is an interesting word.

It can be the flow of water, but it can also mean something that's happening currently.

That's our C-U-R-R-E-N-T.

And I ate four currant buns.

Bun is a bit like a cake.

We know current with an A like cake.

So C-U-R-R-A-N-T, that fruit.

Identify the homophones in these sentences for me.

Listen carefully.

"The actors prepared for the next scene." There's a naughty letter in this one as well.

"Have you seen my keys?" Say the homophone now.

Brilliant.

The words that sounded the same here but were spelled differently were scene.

Scene as in the scene of a movie.

That particular moment that's being filmed at that point.

And have you seen, with your eyes, my keys? S-E-E-N.

Highlighting the difference in spellings and linking it to the meaning can also help us.

So here, in scene, I've taken that naughty C as well and I've drawn myself a megaphone and a boom, imagining them filming that scene, like the scene of a film.

And seen here, I've taken my double E and I've turned it into a pair of eyes, 'cause like the word C, thinking about seeing with my eyes, seen.

We can be creative in the ways that we try to remember these homophones, given that there are no clear patterns.

So, lots of homophones, remember, are common exception words.

So they don't follow our regular phonics patterns.

Sometimes you can link the spelling of the word to its meaning.

So here are some examples.

We have there, as in our locational over there, we draw an arrow with our R over there.

We have their, our possessive T-H-E-I-R.

So I've turn the I into a person showing the belonging.

And they're with our apostrophe is quite simply the contractive form of they and are.

So writing out the full form can help us remember that.

These examples are a bit like naughty letters, but we're also really concentrating on the meaning of the words as well, 'cause that's so important when dealing with homophones.

So spelling rules can help us to know how to spell words, but we also need to practise.

When we practise, we remember the words more easily and we get better at noticing what's tricky about them, what's different about words.

And we feel more confident when using them.

There are loads of different strategies that we can use.

And today we're gonna use the naughty letter strategy, because it makes sense when looking at some of these common exception homophones.

The naughty letter strategy can help us in several ways.

First we have to look at the word, paying close attention to its spelling and any tricky parts.

Then we copy the word, showing the tricky part of the word by writing the letters larger.

This helps us to pay attention to the letters or spelling that we might forget.

You could even draw a naughty or silly face on the letter too.

This example of seen has added eyes to each of the Es and a microphone, a megaphone to the word scene to help us remember which C spelling we need.

So we've got seen here, two eyes on our E, linking it not only to the the meaning, but also noticing those double E, which might be tricky.

And then here we've got that microphone and the megaphone linking to a movie scene that might be being filmed and it's focusing on that naughty SC spelling for that sound at the beginning.

So what order does this strategy go in? Do we copy with naughty letters or do we look carefully? Put this in the correct order now.

Brilliant.

We always, always, always, when using spelling strategies, look carefully first.

So important.

And then we copy and we make the naughty letter larger.

We could even draw something silly onto the naughty letter to help us remember, couldn't we? We should always look carefully at spellings before we practise them to consider what's unique and interesting about them.

So I'd like you now to choose three words to practise using the naughty letters strategy.

Notice I'm not giving you words here.

This is your chance to be independent, responsible for your own learning, and choose the three that you found most difficult so far.

You could even add a drawing to the words to help you.

Like the examples we've looked at so far, with seen and scene.

So pick three words and have a go at using the naughty letter strategy, writing that naughty letter bigger and maybe even adding a creative little drawing or illustration as well.

Off you go.

great job.

I chose the word scene, whose and hour.

I chose scene, because that C was a bit naughty.

I chose whose, okay, as in whose is this? Because that W at the beginning is a little bit naughty, that WH.

It's a strange spelling, that one.

And hour has that H at the beginning.

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

So it sounds just like O-U-R.

Did you enjoy writing them? Share with me now and those around you, your favourite naughty letter that you've written out a number of times.

Did you come up with any creative illustrations to help you remember? Share now.

Off you go.

Brilliant.

And it's also really important that we check that you managed to spell those words correctly.

Did you? Do you have any corrections to make? Pause the video, make those corrections now.

Onto our final learning cycle for today then, which is applying spellings within a sentence.

For the first part of this learning cycle, we're gonna look at some curriculum words.

Let's read the following words.

My turn, your turn.

Ordinary.

Saying it's completely normal.

Grammar.

Very important in our learning, grammar.

Women.

The plural of woman there.

So what do you notice about these spellings? Have a go at saying them again.

Is there anything particularly unique or tricky about them, given how they're spelled compared to how they sound? Off you go.

Excellent.

So, ordinary, grammar, women.

Well I've noticed in ordinary, we don't hear that A very clearly.

I didn't say ordinary or ordinary.

Ordinary.

In grammar, I've got a double M in AR.

I don't say gram-mar, do I? RR, AR as you might expect it to be.

I say grammar, it's making an uh sound.

And in women we have this O here, don't we? Which isn't quite behaving like you might expect it to.

So the A in ordinary makes more of an E sound, ordinary.

Uh.

The grammar contains a double M and then an AR which makes the uh sound, grammar.

And in women we have that O, which almost makes an I sound, whi-min, ih sound.

Women is also the plural of woman.

So be careful with that one.

So with these curriculum words in mind, which of these curriculum words that we've just looked at is spelled correctly then? Can you remember what's tricky about them? Which is the correct spelling of ordinary? Pause and point to it now.

Brilliant.

Remember it's that A, isn't it? Sort of sounds like an uh, ordinary.

So ordinary almost sounds like an E there.

Be careful with that one.

Grammar.

Pause the video and point to it now.

Great.

Grammar.

Double M and then AR, isn't it, for that er sound at the end.

Be careful with that one.

And finally, women are plural of woman.

Pause the video and point to it now.

Great.

You might expect to see an I because it sounds like wih-ih, but it's not.

It's W-O-M-E-N.

There's a men in women.

Oh.

Remember, be careful.

Don't confuse that with woman, which has a man in it, not men.

The context of the sentence always helps to work out the spelling of the homophone.

Please read this sentence aloud to the class.

We were allowed extra time to finish the test.

So we have aloud as in out loud.

Okay, so saying something loud.

L-O-U-D.

A-L-O-U-D.

And then we have allowed, with our root word allowed, being given permission to do something.

A-L-L-O-W-E-D.

We can also think about that double L in allowed, as in allowed to do something, as being associated with a treat, such as having lots of lollies, so double L, lots of lollies.

So that's a really creative way of remembering that spelling.

So could you have a go at selecting the correct spellings to complete each sentence for me? Pause the video, read the sentences.

Select the correct spellings now.

Brilliant.

You are allowed to choose two sweets.

Ah, this is like our lots of lollies, isn't it? You're being given permission to do something fun.

So it's our A-L-L-O-W-E-D.

I'm not saying something out loud here, am I? Aisha sang her favourite song aloud whilst cooking.

Well it has nothing to with being given permission here.

She's singing it whilst doing something out loud.

Loud.

She's singing L-O-U-D.

Aloud.

A-L-O-U-D.

You are not allowed to park there.

That's permission again, isn't it? You're being told you can't do something.

A-L-L-O-W-E-D, our root word allow.

Brilliant.

The context of the sentence always helps us remember to work out spelling of the homophone.

So have a look at some more homophones.

I can hear the birds singing in the trees.

So hear with your ear.

We are here very early today to make sure you were on time.

We were here very early today to make sure we were on time.

So, making links with other words and using images can really help us to remember how to spell certain homophones.

So hear, hear with your ear.

Ah, I can see the word ear in here and I can draw an ear to remember.

And here with here is like a sign.

Here.

There.

Oh, there's a here in there as well.

It's that locational.

H-E-R-E.

Brilliant.

So select the correct spellings to complete each sentence now.

Read those sentences, select the correct homophone.

Off you go.

Brilliant.

Here comes the bus.

Hmm.

Hear? Hmm.

No, it's gonna be my, here comes.

H-E-R-E.

Did you hear that? Ooh, it's gonna be my hear of my ear, isn't it? H-E-A-R.

Here, let me hold that.

Let me hold it.

I'm not gonna say here, let me hold it.

I'm gonna say here as in, I'm here.

My position.

Here, let me hold that.

So H-E-R-E.

Great.

We're gonna have a go now at writing a sentence containing some of our focus spelling.

So lots and lots of our homophones and also some of our curriculum words.

When we write the sentence, we need to do several things at once.

We need to remember the whole sentence.

We need to sound out each word.

We need to think of the spelling rules that we've been looking at.

There are no spelling rules for homophones so we have to think carefully.

We need to look out for those common exception and curriculum words.

Think about these words we've looked at.

And then we need to remember our sentence punctuation.

Not only capital letters and full stops, but any other punctuation that might also be in the sentence.

So I'd like you to just listen to me say the sentence, first of all, so use your amazing hearing and listen to me.

The ordinary women could hear and see the constant current of water leaking from the tap.

So we're gonna use some strategies now to help us remember this.

The first one is marching out.

The ordinary women could hear and see the constant current of water leaking from the tap.

Pause the video, march it out now.

Off you go.

Brilliant.

The next one, shouting out.

The ordinary women could hear and see the constant current of water leaking from the tap.

Pause the video, shout it and make sure I can hear you.

Off you go.

Amazing.

I could really hear you there.

And finally counting the words on our fingers.

It's very long, this one.

I think I make it 16.

So let's see.

The ordinary women could hear and see the constant current of water leaking from the tap.

16.

Pause the video, count it, make sure you didn't miss any words out.

Off you go.

Brilliant.

So, remember, sound out each word.

Look out for those common exception words and remember your sentence, punctuation, capital letters and full stops and any other punctuation you think might be in the sentence.

I'll say the sentence one more time.

The ordinary women could hear and see the constant current of water leaking from the tap.

Pause the video and write that sentence for me now.

Off you go.

Great job team.

Amazing, really careful considerations of the different spellings of the homophones that we've been looking at and those curriculum words.

Some beautiful punctuation and some great handwriting.

Let's check our work now.

Make any corrections as we go.

The, capital letter, ordinary.

Remember that curriculum word with that A there.

Women, plural of woman.

W-O-M-E-N.

Could.

Oh, you lucky duck.

Hear.

And that's here as in hear with your ear, something you're hearing.

And see, S-E-E.

See you with your eyes.

Double E there.

The constant current.

Now this is the flow of water, isn't it? Like river with an E.

Current with an E.

Of water leaking.

Now it's leak as in the from a tap.

So it's leak with an A, not double E.

It's not a green leek that you're going to eat.

It's L-E-A-K is our root word here.

And then our I-N-G suffix, leaking from the tap.

Full stop.

How did you do? How did you do in particular, with ordinary and women? How did you with our homophones, hear, see, current and leaking? Do you have any corrections to make? What magical mistakes have you made? Share your learning and make those corrections now.

Off you go.

Great job in spelling today, team.

We've been looking at homophones.

Remember, homophones are words that sound the same, but they have different spellings and meanings.

We can use the context of a sentence to figure out the spelling of the homophone.

There are no spelling rules for homophones, so we must learn them by sight and use practise strategies to help us remember them.

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

I've finished the video