1. Suggested Grade: 3 rd

2. 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

3. State Standards 3 rd Grade Word Recognition R.WS.03.01 automatically 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. R.WS.03.06 acquire and apply strategies to identify unknown words or word parts; self-monitor and construct meaning by predicting and self- correcting, applying knowledge of language, sound/symbol/structural relationships, and context.

4. State Standards (cont.) Vocabulary Writing R.WS.03.08 in context, 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. W.SP.03.01 in the context of 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).

5. 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.

6. Examples: bored/board peek/peak seize/sees here/hear knot/not know/no where/wear allowed/aloud sea/see hear/here red/read past/passed paste/paced manner/manor they’re/their/there

7. 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.

8. 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!