English lesson plan · 5th grade (Year 6 in England) · 45 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 · 5 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.
- 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?
- Choose the correct homophone. The bus ___ is two dollars. (fair / fare) → farePrompt: Both words sound the same. Think about what each one means.
- Which sentence is correct? (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. / 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.
Hook · 5 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 · 10 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 · 10 min
- Do these together. Students try each step on whiteboards before you reveal it.
- Use the hints as prompts rather than giving the answer.
- Choose the correct word. I ate a bowl of ___ for breakfast. (cereal / serial) → cerealPrompt: These words sound the same (or nearly) but have different meanings.
- Read the question. Which word means "a sweet course at the end of a meal"? (dessert / desert) → dessertPrompt: Think of a sentence for each word.
You do: independent practice · 10 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 8 questions are on the student sheet below, with answers in the key.
Exit ticket · 5 min
- Two questions on their own. Sort answers into got it / nearly / not yet to plan the next lesson.
- Choose the correct word. Many bridges are made of ___. (steel / steal) → steelPrompt: These words sound the same (or nearly) but have different meanings.
- Read the question. Which word means "allowed to happen"? (allowed / aloud) → 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