Back to the lesson plan builder
Lesson length30 min45 min60 min
Questions🔀 New questions

Print the plan for yourself; the student sheet prints on its own page after it.

English lesson plan · 2nd grade (Year 3 in England) · 30 minutes

Homophones: there/their/they're, to/too/two

Spelling

CCSS L.2.2CCSS L.4.1.GEngland: Y2 Spelling (homophones)

Objective and success criteria

Students will: Homophones: there/their/they're, to/too/two.

  • I can answer questions on today's skill on my own, without help.
  • I can explain each step and say why it works.
  • I can check my answer and spot a mistake.

Before and after

Needs first: Tricky words (common exception words)

Leads to: Homophones and near-homophones; Confusing words: its/it's, your/you're, then/than, whose/who's

Materials: Word cards, Look-say-cover-write-check sheets, Mini whiteboards, Mini whiteboards, A short model text on the board, Printed student sheet (below).

Warm-up · 4 min

  • Quick retrieval from earlier learning (Tricky words (common exception words)). Students answer on mini whiteboards.
  • Show answers together and note who needs support in the main task.
  1. Which word is spelled correctly? Clue: the past of "can" (I ___ swim when I was five) (could / cud / culd / coud) → couldPrompt: These are tricky words: they do not sound the way they are spelled.
  2. Choose the correct spelling to finish the sentence. The teacher ___ we could go outside. (said / sayd / sed) → saidPrompt: All three choices sound the same. Which one looks right?
  3. Choose the correct spelling to finish the sentence. I like ice cream ___ it is sweet. (because / becos / becuase) → becausePrompt: All three choices sound the same. Which one looks right?

Hook · 3 min

  • Show a word spelled two ways and ask which looks right, then why.
  • Share the objective: Homophones: there/their/they're, to/too/two. Read the success criteria together.

I do: model it · 7 min

  • Work through the example out loud, saying why you do each step, not just what you do.
  • Example: Choose the correct word. The children put on ___ coats.
  • Step 1: Homophones sound the same but are spelled differently and mean different things.
  • Step 2: 'their' means 'belonging to them'.
  • Step 3: Put it back into the sentence and read it aloud: "The children put on their coats."
  • Step 4: So the answer is: their
  • Answer: their
  • Pause after each step and ask a student to say what comes next.

We do: guided practice · 6 min

  • 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. ___ going to the beach today. (They're / Their / There) → They'rePrompt: These words sound the same but have different meanings.
  2. Choose the correct word. I would like ___ play outside. (to / too / two) → toPrompt: These words sound the same but have different meanings.

You do: independent practice · 7 min

  • 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.

Exit ticket · 3 min

  • Two questions on their own. Sort answers into got it / nearly / not yet to plan the next lesson.
  1. Choose the correct word. Come and sit over ___. (heer / here / hear) → herePrompt: These words sound the same but have different meanings.
  2. Choose the correct word. I think ___ late for the bus. (there / their / they're) → they'rePrompt: These words sound the same but have different meanings.

Watch out for

  • Spelling every word exactly as it sounds.
  • Learning a list for a test but not using the words in writing.

Support and stretch

Support

  • Review first: Tricky words (common exception words).
  • Use concrete materials: word cards.
  • Give the first step of each question, or a partly worked example to finish.
  • Pair with a confident partner for the guided practice.

Stretch

  • Move on to: Homophones and near-homophones; Confusing words: its/it's, your/you're, then/than, whose/who's.
  • Explain a common mistake in writing and how to fix it.
  • Write a word problem that uses today's skill, then solve a partner's.

Homework and more practice

Free online practice with hints and printable worksheets for this skill: eurekami.com/english/grade-2.

Free lesson plan from eurekami.com/lesson-plan-builder

eurekami

Homophones: there/their/they're, to/too/two

Name

Date

Score/ 6

  1. Question 1

    Choose the correct word. I have ___ sisters and one brother.

    • A. to
    • B. two
    • C. too

  2. Question 2

    Choose the correct word. ___ going to the beach today.

    • A. Their
    • B. There
    • C. They're

  3. Question 3

    Choose the correct word. The wind ___ my hat away.

    • A. bloo
    • B. blew
    • C. blue

  4. Question 4

    Choose the correct word. I ate ___ apple and a pear.

    • A. one
    • B. wun
    • C. won

  5. Question 5

    Choose the correct word. Can you ___ the music?

    • A. here
    • B. heer
    • C. hear

  6. Question 6

    Choose the correct word. Come and sit over ___.

    • A. heer
    • B. here
    • C. hear

Free from eurekami.com

for the adult only

Answer key: Homophones: there/their/they're, to/too/two

  1. 1. B. two

  2. 2. C. They're

  3. 3. B. blew

  4. 4. A. one

  5. 5. C. hear

  6. 6. B. here