• 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. Is this ___ coat? (you're / your) → yourPrompt: Try expanding the word: it's = it is, you're = you are, who's = who is. Does that fit?
2. Choose the correct homophone. Be careful not to ___ the vase. (brake / break) → breakPrompt: Both words sound the same. Think about what each one means.
3. Which sentence is correct? (Who's the person whose dog is barking? / Who's the person who's dog is barking? / Whose the person who's dog is barking? / Whose the person whose dog is barking?) → Who's the person whose dog is barking?Prompt: Check each tricky word one at a time.

• 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.

• 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.

• 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. Magpies are said to ___ shiny things. (steel / steal) → stealPrompt: These words sound the same (or nearly) but have different meanings.
2. Read the question. Which word means "a story told in parts"? (serial / cereal) → serialPrompt: Think of a sentence for each word.

• 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.

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

1. Choose the correct word. Are we ___ to use calculators? (aloud / allowed) → allowedPrompt: These words sound the same (or nearly) but have different meanings.
2. 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.

Free online practice with hints and printable worksheets for this skill: eurekami.com/english/grade-5.