ALEX Lesson Plan

     

Hear! Here! Homophones

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  This lesson provided by:  
Author:Carol Blair
System: Opp City
School: Opp Elementary School
  General Lesson Information  
Lesson Plan ID: 33148

Title:

Hear! Here! Homophones

Overview/Annotation:

Students will be shown an online slideshow to teach homophones. Students will practice correctly identifying and using homophones to enrich their vocabulary. Students will participate in learning activities that promote a better understanding of the correct spellings and meanings of homophones.

This is a College- and Career-Ready Standards showcase lesson plan.

 Associated Standards and Objectives 
Content Standard(s):
English Language Arts
ELA2015 (2015)
Grade: 3
20 ) Know and apply grade-level phonics and word analysis skills in decoding words. [RF.3.3]

a. Identify and know the meaning of the most common prefixes and derivational suffixes. [RF.3.3a]

b. Decode words with common Latin suffixes. [RF.3.3b]

c. Decode multisyllable words. [RF.3.3c]

d. Read grade-appropriate irregularly spelled words. [RF.3.3d]

Insight Unpacked Content
Column Definitions

Strand: Reading: Foundational Skills
CCR Anchor:
Phonics and Word Recognition
Evidence of Student Attainment:
Students read a third grade text applying phonics and word analysis skills to decode and comprehend words by:
  • identifying and understanding the meaning of the most common prefixes and derivational suffixes
  • decoding common Latin suffixes
  • decoding multisyllable words
  • reading third grade-appropriate irregularly spelled words
Teacher Vocabulary:
  • grade-level phonics and word analysis skills
  • decoding words
  • most common prefixes and derivational suffixes
  • common Latin suffixes
  • grade-appropriate irregularly spelled words
Knowledge:
Students know:
  • common prefixes and suffixes
  • meaning of common prefixes and suffixes
  • many English words originated from other languages
  • many English word roots originated from Latin
  • techniques for decoding multisyllable words
  • vocabulary: prefix, suffix, Latin, root word
Skills:
Students are able to:
  • read words with common prefixes and suffixes
  • read words with common Latin suffixes
  • read multisyllable words
  • read third grade-appropriate irregularly spelled words
Understanding:
Students understand there are systematic relationships between letters and sounds and written words are composed of letter patterns that represent the sound of spoken words.
ACT Aspire Documents:
Curriculum Guide:
Objectives:
ELA 3.20.1: Distinguish long and short vowels when reading regularly spelled one- syllable words.
ELA 3.20.2: Know spelling-sound correspondences for additional common vowel teams.
ELA 3.20.3: Decode regularly spelled two-syllable words with long vowels.
ELA 3.20.4: Decode words with common prefixes and suffixes.
ELA 3.20.5: Identify words with inconsistent but common spelling-sound correspondences.
ELA 3.20.6: Recognize and read irregularly spelled words.
ELA 3.20.7: Orally produce single-syllable words by blending sounds (phonemes), including consonant blends.
ELA 3.20.8: Segment spoken single-syllable words into their complete sequence of individual sounds (phonemes).
ELA 3.20.9: Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words.
English Language Arts
ELA2015 (2015)
Grade: 3
21 ) Read with sufficient accuracy and fluency to support comprehension. [RF.3.4]

a. Read on-level text with purpose and understanding. [RF.3.4a]

b. Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings. [RF.3.4b]

c. Use context to confirm or self-correct word recognition and understanding, rereading as necessary. [RF.3.4c]

Insight Unpacked Content
Column Definitions

Strand: Reading: Foundational Skills
CCR Anchor:
Fluency
Evidence of Student Attainment:
Students orally read third grade-level texts (prose and poetry):
  • with purpose and understanding
  • orally with accuracy, appropriate rate, and expression
  • using context to confirm or self-correct word recognition, rereading as necessary
Teacher Vocabulary:
  • fluency
  • grade-level prose and poetry
  • appropriate rate
Knowledge:
Students know:
  • the meaning of punctuation marks
  • techniques to break text up into meaningful groups of words (phrasing)
  • recovery strategies if they make a reading mistake (self-correct)
  • techniques to make appropriate changes in voice, pitch, and expression while reading orally
  • rereading is a strategy that aids in word recognition and comprehension
  • using context is a strategy that aids in word recognition and comprehension
Skills:
Students are able to:
  • read with purpose and understanding
  • read orally with accuracy
  • read orally at an appropriate rate
  • ready orally with expression
  • use context to aid in word recognition
  • break text up into meaningful groups of words (phrases)
  • recover if they make a mistake (self-correct)
  • make appropriate changes in voice, pitch, and expression while reading orally
Understanding:
Students understand that fluent readers learn to recognize words quickly and accurately as a way of obtaining meaning from what is read.
ACT Aspire Documents:
Curriculum Guide:
Objectives:
ELA 3.21.1: Read 50-90 words of connected text per minute orally with accuracy.
ELA 3.21.2: Read 30-50 words of connected text per minute orally with accuracy.
ELA 3.21.3: Retell text read to confirm comprehension.
ELA 3.21.4: Recognize first and/or second grade sight words independently.
ELA 3.21.5: Recognize first and/or second grade sight words with scaffolding.
ELA 3.21.6: Recognize pre-primer/primer sight words independently.
ELA 3.21.7: Recognize pre-primer/primer sight words with scaffolding.
ELA 3.21.8: Decode regularly spelled multi-syllabic words with short and long vowels.
ELA 3.21.9: Decode regularly spelled multi-syllabic words with short and long vowels with prompting.
ELA 3.21.10: Describe rhythm, beat, and expression for reading aloud.

Local/National Standards:

 

Primary Learning Objective(s):

Students will identify and spell words that sound alike, but have different spellings and meanings - homophones.

Students will enrich their vocabulary through correct association of homophones in sentence usage.

 

Additional Learning Objective(s):

Students will use context clues to determine the correct usage of a homophone.

 Preparation Information 

Total Duration:

31 to 60 Minutes

Materials and Resources:

Student dry erase boards (one for each student)

Dry erase markers (one for each student)

Paper and Pencil if dry erase boards are not available

plastic eggs filled with slips of paper that have pairs of homophones written on them

construction paper slips and markers

homophone race handout

Book- Deer, Dear A book of Homophones by Gene Barretta

Technology Resources Needed:

Background/Preparation:

Check websites to ensure availability of slideshows and games

Write homophones on slips for plastic eggs, place slips inside eggs

Copy homophone race handout

 

  Procedures/Activities: 

1. Teacher will show a slideshow on homophones  (click attached link titled homophone slideshow) to review and model this skill. During the presentation the teacher will emphasize using context clues in the sentences to determine the correct usage of homophones.

2. Teacher will use a quick online homophone game  (click attached link homophone slideshow game) to allow students to apply their knowledge of correct usage of each homophone according to the context of a sentence. During the game the students will use the small dry erase boards and dry erase markers to independently write the correct homophone choice. After the students have written their answer the teacher will show the correct answer and discuss why that was the correct choice.

3.  Teacher will give each student a plastic Easter egg that  has a slip of paper inside it with  homophones written on it. Students will work with a partner. They will take turns opening their eggs. One student will read the homophones on the slips, then use each homophone in a sentence correctly. The other student partner will provide the correct spelling for the homophone according to how it was used in the sentence. The student partners will switch jobs and one student will read homophones and the other will tell the correct spelling.

4. The students will then fold a piece of construction paper in half. The students will use the pair of homophones from their eggs. They will write one homophone on each side of the fold.  Underneath the word they will write the sentence they shared with their partner earlier in the activity. Students will share their sentences with the entire class.  The  students will give a thumbs-up signal or a thumbs-down signal according to the accuracy of the sentence shared.

5. Teacher will read the book Deer Dear, A Book of Homophones by Gene Barretta to further enrich vocabulary skills and homophones.  The teacher will emphasize to look and listen for homophones and their correct usage as the book is being read orally. The teacher will inform the students that after reading the book they will be asked to list as many homophones as they can in a homophone race.

6. The teacher will pass out the handout entitled "Homophone Race." The students will work with their partner in a homophone race in which they will write as many homophone pairs as they can in a 3-minute time span.  After 3 minutes, the teacher will take up the race sheets and check them for accuracy of homophone pairs.

7. Teacher will share with the class the results of the homophone race activity and provide corrective feedback when necessary.

 



Attachments:
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  Assessment  

Assessment Strategies

Teacher will listen to responses and discussions.

Teacher will observe students as they use dry-erase boards to apply skill during the PowerPoint game.

Teacher will walk around the room and check their written responses to the egg activity.

Teacher will check written response to the homophone race game.

Teacher will check to see if the students can explain the meanings of each homophone, instead of simply writing it down.

Acceleration:

The egg activity can be used again by mixing up the eggs and giving students different ones.  This activity could also be put in a learning center for more practice.

The homophone race game could also be repeated another day to review skill.

Teacher could keep a list of homophones on the board as students find them in other text.

Intervention:

Students could be paired together with different ability levels so the stronger reader can guide the weaker reader.

Teacher could use egg activity in small group with the students who need more practice.

Each area below is a direct link to general teaching strategies/classroom accommodations for students with identified learning and/or behavior problems such as: reading or math performance below grade level; test or classroom assignments/quizzes at a failing level; failure to complete assignments independently; difficulty with short-term memory, abstract concepts, staying on task, or following directions; poor peer interaction or temper tantrums, and other learning or behavior problems.

Presentation of Material Environment
Time Demands Materials
Attention Using Groups and Peers
Assisting the Reluctant Starter Dealing with Inappropriate Behavior
Be sure to check the student's IEP for specific accommodations.