Transcript UNDERSTANDING HOMOPHONES

Suggested Grade: 3rd
OBJECTIVES
 Students will…
 Be able to define
homophones
 Be able to give examples
of different words that
are considered
homophones
 Be able to determine if a
word is a homophone
 Be able to demonstrate
correct usage and
spelling of different
homophones
State Standards
3rd Grade
Word Recognition
 R.WS.03.01 automatically
 R.WS.03.06 acquire and
recognize frequently
encountered words in
print whether encountered
in connected text or in
isolation with the number of
words that can be read
fluently increasing steadily
across the school year.
apply strategies to identify
unknown words or word
 parts; self-monitor and
construct meaning by
predicting and selfcorrecting, applying
 knowledge of language,
sound/symbol/structural
relationships, and context.
State Standards (cont.)
Vocabulary
Writing
 R.WS.03.08 in context,
 W.SP.03.01 in the context of
determine the meaning of
words and phrases
including synonyms,
homonyms, multiple
meaning words, content
vocabulary, and literary terms
using strategies and resources
including context clues,
concept mapping, and the
dictionary.
writing, correctly spell
frequently encountered words
 (e.g., multi-syllabic, r-controlled,
most consonant blends,
contractions, compounds,
common homophones); for less
frequently encountered words, use
structural cues (e.g., letter/sound,
rimes, morphemic) and
environmental sources (e.g., word
walls, word lists, dictionaries,
spell checkers).
PROCEDURE
 Teacher: tell the students
 Correct spelling in
writing is very
important—if your
writings have
misspelled words or
wrong word usage, your
reader may not
understand what you
are trying to say.
 Homophones are words
that are very often
misused and misspelled
 Homophones are words
that have the same
sound but different
spelling and meaning.
Examples:
 bored/board
 sea/see
 peek/peak
 hear/here
 seize/sees
 red/read
 here/hear
 past/passed
 knot/not
 paste/paced
 know/no
 manner/manor
 where/wear
 they’re/their/there
 allowed/aloud
Brainstorm:
 Teachers: let the students
brainstorm as many
homophones as they can,
out loud or together, in a
small group.
 Then have each group
share with the class the
meanings of each
homophone, letting them
use the dictionary, if
needed.
 Have them write each
homophone in a
sentenced, for practice.
Correct Usage of Homophones
 Correct usage is vital when using
homophones.
 This is an example of what happens
when homophones are not used
correctly.
 I love my too Ants. They came over
to our manner and brought they’re
dog. I got too baby-sit the dog
scents they were flying on a plain to
a mountain peek for a ski trip. I got
along well with there dog while it
stayed with me, and he had a good
time, even though he was scratching
and trying two flea from his flees.
My mom was angry, though, when
he snuck into the desert leaving his
knows and pause all read. I let him
sleep on a caught at night, and he
wagged his tale every mourning
when he woke up. He stayed a hole
weak, and he didn’t even brake a
thing!