A Handle on Homophones - Section 4
A HANDLE ON HOMOPHONES has been written to improve pupils' knowledge, comprehension and spelling of a wide range of common homophones (for example, their, they're, there and to, two, too) in the English language.
A HANDLE ON HOMOPHONES is a resource to facilitate teachers in teaching homophones to pupils. It aims to enable pupils to differentiate between a specified number of homophones used daily in the home, at school and outside the home, school, etc. through the fun medium of poetry. Through reading, listening to and writing rhymes and verses containing homophones, pupils' recognition, identification and learning of homophones is made easier. This resource is aimed at middle and upper primary pupils of age range 8-12 years and its variety of practical lessons makes it suitable for mainstream, special needs and EAL (English as an Additional Language) pupils.
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A HANDLE ON HOMOPHONES - Section 4 includes:
- Five relevant homophone poems containing elements of rhythm and rhyme
- High-interest, practical and enjoyable lessons
- Clear definitions of each homophone and examples
- Teachers notes and answers to questions
A HANDLE ON HOMOPHONES provides the opportunity for pupils to not only enhance their knowledge, comprehension and spelling of homophones but also to engage with and write in a wide variety of poetry on a regular basis and to explore new interests and perspectives through reading poetry.
Information for teachers 2-3
Peace, Piece 4-11
Rode, Road 12-18
Seem, Seam 19-25
Stares, Stairs 26-33
Steal, Steel 34-41
Information for teachers
Definition of a homophone: A homophone is one of a group of words pronounced in the same way but differing in meaning or spelling or both, for example, bear and bare.
The activity pages in this resource are clearly set out with exercises 1 (oral activity) and 6 (Writing and Reading activity) having the same format and both included for each poem. Exercises 2 – 5 contain a mixture of oral, writing and both reading and writing activities.
A) Oral activities
- Pupils listen to each poem being read aloud by their teacher
- Pupils practise reading each poem aloud
- Pupils observe tone of voice, gestures and facial expressions by their teacher and each other
- Pupils compare and contrast each other's tone of voice, gestures and facial expressions as they read each poem aloud
- Pupils describe their reaction to each poem
- Pupils respond to questions by their teacher on the poem
B) Writing activities
- Pupils write their own sentences including each homophone
- Pupils unscramble sentences containing homophones
- Pupils find homophones in a wordsearch
C) Reading and Writing activities
- Pupils match sentences containing homophones
- Pupils fill in the blanks using the correct homophones
- Pupils complete true or false statements/sentences containing homophones
- Pupils find the mistakes in sentences or in a short passage containing homophones
D) Writing and Reading activities
- Pupils write their own poem using either one of the homophones mentioned in each poem or all of the homophones mentioned
- Pupils read and recite their poem
- Pupils write about their favourite moment, an exciting character and what they liked about a poem they have listened to
The poems are set out in alphabetical order (as seen in the table of contents) and teachers may choose to follow the table of contents beginning with the teaching of the first set of homophones, Peace, Piece or they may begin with a set of homophones from the table of contents with which pupils are experiencing difficulty/displaying poor knowledge, comprehension etc., for example, Stares, Stairs. Teachers should begin with the oral activities (exercise 1 and occasionally 2) for each poem and then allow pupils to work through the varying reading and writing activities. The final more challenging activity to be carried out should be the writing and reading activities, exercise 6.
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