A Handle on Homophones - Section 1

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.

A HANDLE ON HOMOPHONES - Section 1 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.

CONTENTS

Information for teachers 2-3

Allowed, Aloud 4-10

Bear, Bare 11-17

Blue, Blew 18-23

Breath, Breadth 24-30

By, Bye, Buy 31-37

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, Allowed, Aloud 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, Breath, Breadth. 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.