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English lesson plan · 5th grade (Year 6 in England) · 30 minutes

Year 5/6 homophones (aloud/allowed, stationary/stationery)

Spelling

CCSS L.5.2.ECCSS L.4.1.GEngland: Y5/6 Spelling (homophones and near-homophones)England: KS2 SATs GPS

Objective and success criteria

Students will: Year 5/6 homophones (aloud/allowed, stationary/stationery).

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

Leads to: the next skill in this area.

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 (Confusing words: its/it's, your/you're, then/than, whose/who's; Homophones and near-homophones). Students answer on mini whiteboards.
  • Show answers together and note who needs support in the main task.
  1. Choose the correct word. The dog wagged ___ tail. (its / it's) → itsPrompt: Try expanding the word: it's = it is, you're = you are, who's = who is. Does that fit?
  2. Choose the correct homophone. I ___ the answer! (know / no) → knowPrompt: Both words sound the same. Think about what each one means.
  3. Which sentence is correct? (Its time for the cat to have it's dinner. / Its time for the cat to have its dinner. / It's time for the cat to have it's dinner. / It's time for the cat to have its dinner.) → It's time for the cat to have its dinner.Prompt: Check each tricky word one at a time.

Hook · 3 min

  • Show a word spelled two ways and ask which looks right, then why.
  • Share the objective: Year 5/6 homophones (aloud/allowed, stationary/stationery). 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. I ___ the answer and got it right!
  • Step 1: Use the meaning of the sentence to choose the right spelling. Memory tips: stationEry has E for envelopes; deSSert has two s's because you want seconds; advice is a noun, advise is a verb.
  • Step 2: Put it back into the sentence and read it aloud: "I guessed the answer and got it right!"
  • Step 3: So the answer is: guessed
  • Answer: guessed
  • 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. The car was ___ at the red light. (stationery / stationary) → stationaryPrompt: These words sound the same (or nearly) but have different meanings.
  2. Read the question. Which word means "careful, watching out for danger"? (weary / wary) → waryPrompt: Think of a sentence for each word.

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. I ___ the answer and got it right! (guessed / guest) → guessedPrompt: These words sound the same (or nearly) but have different meanings.
  2. Read the question. Which word means "allowed to happen"? (aloud / allowed) → allowedPrompt: Think of a sentence for each word.

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: Confusing words: its/it's, your/you're, then/than, whose/who's.
  • 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

  • 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-5.

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

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Year 5/6 homophones (aloud/allowed, stationary/stationery)

Name

Date

Score/ 6

  1. Question 1

    Read the question. Which word means "not moving"?

    • A. stationary
    • B. stationery

  2. Question 2

    Choose the correct word. I ___ you to wear a coat today.

    • A. advise
    • B. advice

  3. Question 3

    Choose the correct word. Magpies are said to ___ shiny things.

    • A. steal
    • B. steel

  4. Question 4

    Read the question. Which word means "a small island"?

    • A. aisle
    • B. isle

  5. Question 5

    Choose the correct word. A ___ of cows blocked the lane.

    • A. heard
    • B. herd

  6. Question 6

    Choose the correct word. The Sahara is a huge ___.

    • A. dessert
    • B. desert

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Answer key: Year 5/6 homophones (aloud/allowed, stationary/stationery)

  1. 1. A. stationary

  2. 2. A. advise

  3. 3. A. steal

  4. 4. B. isle

  5. 5. B. herd

  6. 6. B. desert