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English lesson plan · 3rd grade (Year 4 in England) · 30 minutes

Homophones and near-homophones

Spelling

CCSS L.3.2.FCCSS L.4.1.GEngland: Y3/4 Spelling (homophones)England: KS2 SATs GPS

Objective and success criteria

Students will: Homophones and near-homophones.

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

Leads to: Tricky word pairs (affect/effect, advice/advise…); Year 5/6 homophones (aloud/allowed, stationary/stationery)

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 (Homophones: there/their/they're, to/too/two). Students answer on mini whiteboards.
  • Show answers together and note who needs support in the main task.
  1. Choose the correct word. Please ___ quiet in the library. (bea / bee / be) → bePrompt: These words sound the same but have different meanings.
  2. Choose the correct word. I have ___ sisters and one brother. (too / two / to) → twoPrompt: These words sound the same but have different meanings.
  3. Choose the correct word. I would like ___ play outside. (to / too / two) → toPrompt: These words sound the same but have different meanings.

Hook · 3 min

  • Show a word spelled two ways and ask which looks right, then why.
  • Share the objective: Homophones and near-homophones. 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 homophone. Please ___ the cheese for the pizza.
  • Step 1: Homophones sound alike, so the meaning of the sentence tells you which spelling to use.
  • Step 2: Put it back into the sentence and read it aloud: "Please grate the cheese for the pizza."
  • Step 3: So the answer is: grate
  • Answer: grate
  • 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 homophone. I ___ the ball over the fence. (threw / through) → threwPrompt: Both words sound the same. Think about what each one means.
  2. Choose the correct homophone. Press the ___ to stop the bike. (break / brake) → brakePrompt: Both words sound the same. Think about what each one means.

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 homophone. The ___ on the parcel was too tight to untie. (not / knot) → knotPrompt: Both words sound the same. Think about what each one means.
  2. Choose the correct homophone. We will ___ at the park at noon. (meet / meat) → meetPrompt: Both words sound the same. Think about what each one means.

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: Homophones: there/their/they're, to/too/two.
  • 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: Tricky word pairs (affect/effect, advice/advise…); Year 5/6 homophones (aloud/allowed, stationary/stationery).
  • 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-3.

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

eurekami

Homophones and near-homophones

Name

Date

Score/ 6

  1. Question 1

    Choose the correct homophone. Be careful not to ___ the vase.

    • A. brake
    • B. break

  2. Question 2

    Choose the correct homophone. ___ bag is this?

    • A. Whose
    • B. Who's

  3. Question 3

    Choose the correct homophone. After the war there was ___ in the land.

    • A. peace
    • B. piece

  4. Question 4

    Choose the correct homophone. I ___ the answer!

    • A. no
    • B. know

  5. Question 5

    Choose the correct homophone. Mix the ___ with eggs and milk.

    • A. flower
    • B. flour

  6. Question 6

    Choose the correct homophone. That was a ___ idea!

    • A. great
    • B. grate

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Answer key: Homophones and near-homophones

  1. 1. B. break

  2. 2. A. Whose

  3. 3. A. peace

  4. 4. B. know

  5. 5. B. flour

  6. 6. A. great