New
New
Year 3

Practise and apply spelling homonyms

I can use a range of strategies to practise spelling homonyms.

New
New
Year 3

Practise and apply spelling homonyms

I can use a range of strategies to practise spelling homonyms.

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Lesson details

Key learning points

  1. A homonym is a word which has the same spelling but multiple meanings.
  2. The meaning of a homonym is dependent on the context.
  3. Using the strategy 'pyramid letters' is a useful practice strategy.
  4. How to spell the curriculum word: surprise.

Keywords

  • Homonym - words that have the same spelling or pronunciation as other words but a different meaning.

  • Homophone - words that sound the same, but have different spellings and meanings.

  • Pronunciation - the way a word or language is spoken, including the sounds, stress and intonation patterns

Common misconception

Children may not understand the difference between 'homophone' and 'homonym'.

Give specific examples of homophones (e.g. hair and hare) and homonyms (e.g. bark) and discuss the differences.

Various contexts and use of images can support with solidifying children's understanding of both homonyms and homophones.
Teacher tip

Licence

This content is © Oak National Academy Limited (2024), licensed on Open Government Licence version 3.0 except where otherwise stated. See Oak's terms & conditions (Collection 2).

Lesson video

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6 Questions

Q1.
Match the words to the correct definitions.
Correct Answer:homonyms,words that look the same, but have different meanings

words that look the same, but have different meanings

Correct Answer:homophones,words that sound the same, but have different spellings

words that sound the same, but have different spellings

Correct Answer:pronunciation ,the way a word or language is spoken

the way a word or language is spoken

Q2.
What word class is the word 'lead' in this sentence? The pipes were lined with lead.
verb
adjective
adverb
Correct answer: noun
Q3.
Choose the correct spelling for the word in bold. The brite sun was shining in my eyes.
briet
Correct answer: bright
brIt
brit
Q4.
Choose the correct spelling for the word in bold. The fligh landed on the piece of fruit.
flI
flye
Correct answer: fly
flie
Q5.
Correct the spelling of the word in bold in this sentence: She had to tair a piece of paper.
Correct Answer: tear
Q6.
Order the steps for the 'big letters' strategy.
1 - look
2 - write small
3 - write bigger
4 - write biggest

6 Questions

Q1.
Choose the correct spelling of the missing word. It was a huge __________!
surprize
suprise
Correct answer: surprise
surpriz
Q2.
Match the words to the correct definitions.
Correct Answer:homonyms,words that look the same, but have different meanings

words that look the same, but have different meanings

Correct Answer:homophones,words that sound the same, but have different spellings

words that sound the same, but have different spellings

Correct Answer:pronunciation,the way a word or language is spoken

the way a word or language is spoken

Q3.
What word class is the word 'row' in this sentence? My brother and I had a row over something petty.
adjective
verb
Correct answer: noun
adverb
Q4.
Choose the correct spelling for the word in bold. She told me a lye to protect my feelings.
Correct answer: lie
ly
ligh
li
Q5.
Correct the spelling of the word in bold in this sentence: Make sure you cloze the door behind you.
Correct Answer: close
Q6.
In which two ways does the 'pyramid strategy' help?
Correct answer: It makes us pay close attention to the spelling by looking at each letter.
It makes us chunk the word into syllables.
Correct answer: It helps us remember the spelling by repeat copying.
Writing from memory helps to reinforce the spelling.

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