Designed to meet these objectives:
Language
• Students will recognize & understand homophones.
• Students will develop vocabulary.
These 12 easy-to-use puzzle match-ups help students
build vocabulary skills—hands on! Each fun puzzle
features two colorful illustrations on top and two
corresponding homophones on the bottom. Students
match up the correct homophones with the simple
illustrations—boosting their vocabulary along
the way! Your homophone puzzles are even selfcorrecting—so they’re perfect as an independent
activity or for centers, partners and small groups!
©2010 Lakeshore
(800) 428-4414
www.lakeshorelearning.com
FF475
Ages 6+
Made in China
Getting Started
Before inviting students to work on a puzzle
independently or at a center, review the concept
of homophones. Then, model for students how to
complete a puzzle. Show students that each puzzle
has two illustrations on the top piece and two
homophones represented by the picture underneath.
Explain that students complete the puzzle by finding
both word pieces that describe the two pictures. To
begin, separate the picture pieces from the word
pieces. Lay out all the pictures first. Then, match the
word pieces to the picture pieces.
Using the Puzzles
• S et up the puzzles at a center. Have a pair of
students visit the center and “race” to finish
six puzzles. See who can complete six homophone
puzzles first.
• After students solve the puzzles, have them
choose three puzzles and write a sentence for each
homophone that gives clues to the word’s meaning.
• Use the word puzzles to play another game:
“Memory Match-Up.” Mix up the word pieces
and lay them facedown in rows. Have students
play with a partner to see who can find the most
homophone matches.
2
•A
fter students complete the puzzles, have them
write all the words from the left side of the puzzles
down the left side of a piece of paper. Then, have
them write the words from the right side of the
puzzles down the right side of their page in a
different order. Ask students to trade papers and
draw lines from the left column to the right to
match up the homophones.
Meeting Individual Needs
ELL Show students the completed puzzles in
advance. Point to the illustrations, and then read each
homophone, having students repeat after you. If
possible, display real examples of homophones. You
might put out a penny for “cent” and a perfume bottle
for “scent.”
Reteach/Extra Support
After completing the
puzzles, have students copy each pair of homophones
onto index cards. (They would put “whole” on one
side and “hole” on the other.) Encourage students to
practice their flash cards with a partner.
Challenge Ask students to think of more
homophones and make their own puzzles. Or,
challenge students to create a word search on graph
paper using 12 homophones from the puzzles.
3
Getting Started
Before inviting students to work on a puzzle
independently or at a center, review the concept
of homophones. Then, model for students how to
complete a puzzle. Show students that each puzzle
has two illustrations on the top piece and two
homophones represented by the picture underneath.
Explain that students complete the puzzle by finding
both word pieces that describe the two pictures. To
begin, separate the picture pieces from the word
pieces. Lay out all the pictures first. Then, match the
word pieces to the picture pieces.
Using the Puzzles
• S et up the puzzles at a center. Have a pair of
students visit the center and “race” to finish
six puzzles. See who can complete six homophone
puzzles first.
• After students solve the puzzles, have them
choose three puzzles and write a sentence for each
homophone that gives clues to the word’s meaning.
• Use the word puzzles to play another game:
“Memory Match-Up.” Mix up the word pieces
and lay them facedown in rows. Have students
play with a partner to see who can find the most
homophone matches.
2
•A
fter students complete the puzzles, have them
write all the words from the left side of the puzzles
down the left side of a piece of paper. Then, have
them write the words from the right side of the
puzzles down the right side of their page in a
different order. Ask students to trade papers and
draw lines from the left column to the right to
match up the homophones.
Meeting Individual Needs
ELL Show students the completed puzzles in
advance. Point to the illustrations, and then read each
homophone, having students repeat after you. If
possible, display real examples of homophones. You
might put out a penny for “cent” and a perfume bottle
for “scent.”
Reteach/Extra Support
After completing the
puzzles, have students copy each pair of homophones
onto index cards. (They would put “whole” on one
side and “hole” on the other.) Encourage students to
practice their flash cards with a partner.
Challenge Ask students to think of more
homophones and make their own puzzles. Or,
challenge students to create a word search on graph
paper using 12 homophones from the puzzles.
3