RIC-20239 Primary Grammar and Word Study Year 4 – Understanding and choosing words

Understanding and
choosing words
Homophones
Focus
Homophones
Definition
• Homophones are words that sound the same but
are spelt differently and have different meanings.
Example:
check – to restrain, hold in restraint or control; to
investigate or verify as to correctness;
cheque – a written banking order, usually on a
standard printed form directing a bank to pay a
specified sum of money
Explanation
• The word ‘homophone’ means ‘same sound’.
Homonyms (‘same name’) include both
homophones and homographs (‘same writing’).
• Identifying different homophones and recognising
how to spell them helps students to communicate
more clearly in written form. Investigating
homophones also helps to develop and enrich
students’ vocabulary. They learn to understand the
meaning of words and the way they work in print.
• Correct spelling is essential when using
homophones. There are no spelling ‘rules’ to help
students remember the spelling of groups of
homophones.
Worksheet information
• Ask the students to read the first sentence and the
definition. Discuss the homophones in Question
1 and work together to complete the question if
necessary.
• Discuss any unfamiliar vocabulary in the text such
as ‘thyme’ and either read it through with the
students, or allow them to read it independently.
Once the text has been read, the students should
have enough information to select the correct
homophones.
• Oral stories may be constructed first with the
students adding ideas before they complete their
written story.
Ideas for further practice
• Rewrite the complete story with the correct
homophones and then use cartoon-style art to
illustrate the situation.
• Read and write jokes which use a ‘play on words’
such as homophones or homographs.
• Hold a competition to see which student can use the
most homophones in a short text.
Answers
1. (a) piece (b) you’re/yaw/yore (c) won (d) steel
(e) toe (f) bury
2. The principal was getting very tired of smelling
the same scent each time he went up the stairs.
He decided that the person who wore it to school
each day would have to know how badly it
affected him and would have to stop wearing
it. His poor nose was finding it hard to bear. He
sneezed and blew his nose until it was red every
time he passed through a cloud of it.
‘Who’s there?’ he bellowed as a pair of feet
approached around the corner. ‘Come out whoever
it is! I won’t bite!
‘Good morning Principal Parsons!’ said
Superintendent Rowe. ‘I’ll be finished with my
inspection today and I can say that I am very
pleased with the way things are managed here.’
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‘Atchoo!’ replied Principal Parsons.
3. Teacher check
Primary grammar and word study 36
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