• Quick retrieval from earlier learning (Homophones: there/their/they're, to/too/two; Apostrophes in contractions). Students answer on mini whiteboards.
• Show answers together and note who needs support in the main task.

1. Choose the correct word. Can you ___ the music? (here / hear / heer) → hearPrompt: These words sound the same but have different meanings.
2. Write the contraction (short form) of "we have". → we'vePrompt: Which letter or letters are left out?
3. Which is the correct short form of "are not"? (arent' / arent / are'nt / aren't) → aren'tPrompt: Which letter is missing in the short form?

• Show a sentence with the grammar point used wrongly and ask what sounds odd.
• Share the objective: Confusing words: its/it's, your/you're, then/than, whose/who's. Read the success criteria together.

• Work through the example out loud, saying why you do each step, not just what you do.
• Example: Choose the correct word. Don't forget ___ helmet.
• Step 1: The apostrophe shows missing letters: it's = it is, you're = you are, who's = who is. its, your and whose show belonging.
• Step 2: Put it back into the sentence and read it aloud: "Don't forget your helmet."
• Step 3: So the answer is: your
• Answer: your
• Pause after each step and ask a student to say what comes next.

• Do these together. Students try each step on whiteboards before you reveal it.
• Use the hints as prompts rather than giving the answer.

1. Choose the correct word. I'd rather walk ___ take the bus. (than / then) → thanPrompt: Try expanding the word: it's = it is, you're = you are, who's = who is. Does that fit?
2. Which sentence is correct? (If your ready, put on you're boots. / If your ready, put on your boots. / If you're ready, put on your boots. / If you're ready, put on you're boots.) → If you're ready, put on your boots.Prompt: Check each tricky word one at a time.

• Students work on the student sheet. Circulate and check the first two answers of every student early.
• Students who finish: write a question of their own for a partner, with the answer.

The 6 questions are on the student sheet below, with answers in the key.

• Two questions on their own. Sort answers into got it / nearly / not yet to plan the next lesson.

1. Which sentence is correct? (It's time for the cat to have its dinner. / Its time for the cat to have its dinner. / It's time for the cat to have it's dinner. / Its time for the cat to have it's dinner.) → It's time for the cat to have its dinner.Prompt: Check each tricky word one at a time.
2. Choose the correct word. ___ been a long day. (It's / Its) → It'sPrompt: Try expanding the word: it's = it is, you're = you are, who's = who is. Does that fit?

Free online practice with hints and printable worksheets for this skill: eurekami.com/english/grade-4.