2
WordStudy Build
Vocabulary
Homophones
Lesson Objectives
Day 1
Students will:
• Understand what homophones are
• Read and write homophone word pairs
• Brainstorm homophone word pairs
• Use homophone word pairs in oral and written sentences
Day 2
Noun Noun
Homophones
Homophones
Verb
Verb
allowed
flower
3
Homophones
Homophones
are wordsare
that
words
sound
that
thesound
same,the same,
but are spelled
but aredifferently
spelled differently
and haveand
different
have different
meanings.meanings.
Adjective
Adjective
Grandpa Grandpa
doesn’t like
doesn’t
us tolike
meddle
us towith
meddle with
his medals.
his medals.
Adverb Adverb
They’re happy
They’re
that
happy
therethat
is more
there chocolate
is more chocolate
to eat in to
their
eatbags.
in their bags.
Students will:
The children
The were
children
bored
were
painting
bored the
painting
boardthe board
in art class.
in art class.
• Identify homophone pairs, define them, and sort them
according to the part of speech
Materials:
• Anchor Poster
• BLM 2: Category Cards
• BLM 4: Word Cards
• BLM 6: Take-Home Activity
• Teacher Word Cards—same as BLM 3
Day 3
Anchor Chart (BLM
Anchor
1) Chart (BLM 1)
Category Cards Category
(BLM 2) Cards (BLM 2)
Word Study & VocabularyWord
2: Unit
Study
31:&Homophones
Vocabulary 2: Unit 31: Homophones
©2010 Benchmark Education
©2010Company,
Benchmark
LLCEducation Company, LLC
Anchor Chart (BLM 1)
allowed
flower
3
3
Students will:
board
3
3
cellar
Materials:
• BLM 2: Category Cards
• BLM 5: Word Cards
• BLM 7: Classroom Activity
• BLM 8: Take-Home Activity
weather
3
flour
whether
3
Word Cards (BLM 3)
4
Word Cards (BLM 4)
Word Study & Vocabulary 2: Unit 31: Homophones
©2010 Benchmark Education Company, LLC
©2010 Benchmark Education Company, LLC
Word Cards (BLM 4)
Word Bank Word Bank
naval
very
prophet lessen
very
pedal
lessen course
pedal
weather
course
weather
serial
serial
choose
profit
ceiling dessert
profit
berry
choose seller
berry very
seller lessen
very
1.
higher
6. cellar
1. __________________
higher
__________________
6. __________________
cellar
__________________
2. __________________
lesson
__________________
6. whether 6. __________________
whether
__________________
2.
chews
7. vary
2. __________________
chews
__________________
7. __________________
vary
__________________
3.
coarse
3. __________________
coarse
__________________
7. vary
3.
desert
8. navel
3. __________________
desert
__________________
8. __________________
navel
__________________
4.
profit
4. __________________
profit
__________________
4.
9. prophet 9. __________________
prophet
__________________
sealing 4. __________________
sealing
__________________
Directions: UseDirections:
the homophone
Use the
for homophone
each of the for
following
each ofwords
the following
in a sentence.
words Write
in a sentence.
your
Write your
sentence on thesentence
line.
on the line.
5.
bury
8.
marry
8._____________________________________________________________
marry
_____________________________________________________________
Parent Directions:
Parent
Have
Directions:
your child Have
use the
yourhomophone
child use the
for homophone
each of the for
following
each ofwords
the following
in a
words in a
sentence and then
sentence
write the
and sentence
then writeonthe
thesentence
line.
on the line.
9.
they’re
9._____________________________________________________________
they’re
_____________________________________________________________
7. __________________
vary
__________________
1.
deciding to marry in unusual ways. Instead of a formal ceremony and an
2.
elaborate reception, many couples choose not to have a formal ceremony, but
to take a more casual approach to tying the knot. Here are just a few popular
3.
trends:
for good weather and throw a wedding at home or in a public park. These
New Words
couples may not hire caterers or musicians, but instead ask family and friends
1.
to help out. They may also do everything themselves, from buying the flour to
baking the wedding cake to creating handmade decorations and party favors.
12.
_____________________________________________________________
berry
_____________________________________________________________
13.
_____________________________________________________________
course
_____________________________________________________________
14. beat
14.
_____________________________________________________________
beat
_____________________________________________________________
©2010 Benchmark Education
©2010Company,
Benchmark
LLCEducation Company, LLC
Classroom Activity (BLM 7)
Date ____________________________________
Name ___________________________________
Date ____________________________________
A wedding is meant to be a merry occasion, but sometimes planning
12. metal
12.
_____________________________________________________________
metal
_____________________________________________________________
13. there
13.
_____________________________________________________________
there
_____________________________________________________________
15.
_____________________________________________________________
beet
_____________________________________________________________
Word Study & VocabularyWord
2: Unit
Study
31:&Homophones
Vocabulary 2: Unit 31: Homophones
1.
baking the wedding cake to creating handmade decorations and party favors.
2.
A few thrifty couples even grow their own flowers for the ceremony.
©2010 Benchmark Education
©2010Company,
Benchmark
LLCEducation Company, LLC
Second Try
(if needed)
Correct Spelling
1.
1.
2.
2.
2.
3.
3.
3.
4.
4.
4.
5.
5.
5.
6.
6.
6.
7.
7.
7.
8.
8.
8.
9.
9.
9.
©2010 Benchmark Education Company, LLC
Reading Passage (BLM 9)
Word Study & Vocabulary 2: Unit 31: Homophones
Additional Materials:
• Word Study Notebooks
• Pocket Chart
• Dictionaries (Days 2, 3)
Date ____________________________________
1.
Spelling Dictation (BLM 10)
Word Study & Vocabulary 2: Unit 31: Homophones
Take-Home Activity (BLM 8)
First Try
New Words
couples may not hire caterers or musicians, but instead ask family and friends
to help out. They may also do everything themselves, from buying the flour to
stressful for everyone involved.
Reading Passage (BLM 9)
Spelling Peer Check
The Do-It-Yourself Wedding. Some money-conscious couples hope
for good weather and throw a wedding at home or in a public park. These
Whatever wedding a couple plans, there are many things to consider.
Planning a more casual wedding can make the process more fun and less
15. beet
Directions: Work with a partner. Follow the directions from your teacher to use this BLM to write
your spelling words.
3.
trends:
theme wedding. Whatever the theme, such weddings can be very enjoyable
14. mourning14.
_____________________________________________________________
mourning _____________________________________________________________
2.
elaborate reception, many couples choose not to have a formal ceremony, but
to take a more casual approach to tying the knot. Here are just a few popular
Sentence
The Theme Wedding. Themes for weddings vary from holidays to
sports. Anything the bride and groom enjoy together can be the basis of a
for both the couple and their guests.
1.
deciding to marry in unusual ways. Instead of a formal ceremony and an
splendid. Morning weddings are popular, since the sunrise is a symbol of a
couple’s new beginning together.
Name ___________________________________
Review Words
“The Big Day” can be stressful. That’s why more and more couples are
married onboard a cruise ship or on a tropical beach, the setting is sure to be
11.
_____________________________________________________________
lesson
_____________________________________________________________
Spelling Dictation
Planning a Wedding
3.
The Destination Wedding. Despite the higher cost, many couples
opt for something more exciting: a destination wedding. Whether they get
Take-Home Activity
Take-Home
(BLM 8)Activity (BLM 8)
Word Study & VocabularyWord
2: Unit
Study
31:&Homophones
Vocabulary 2: Unit 31: Homophones
2.
A few thrifty couples even grow their own flowers for the ceremony.
31
13. course
Classroom Activity
Classroom
(BLM 7)Activity (BLM 7)
Name ___________________________________
11. lesson
10.__________________
lesson
__________________
10.
_____________________________________________________________
pedal
_____________________________________________________________
15. symbol 15.
_____________________________________________________________
symbol
_____________________________________________________________
Students will:
10. lesson
5. __________________
bury
__________________
Date ____________________________________
Spelling Dictation
Review Words
Unit
5. __________________
cereal
__________________
lesson
Name ___________________________________
“The Big Day” can be stressful. That’s why more and more couples are
lessen
peddle 1. __________________
peddle
__________________
5. cereal
Date ____________________________________
Planning a Wedding
A wedding is meant to be a merry occasion, but sometimes planning
dessert
2.
12. berry
check to make sure underlines
are marked to overprint
(Window: Attributes)
hire
naval ceiling
hire
1.
11. allowed 11.
_____________________________________________________________
allowed _____________________________________________________________
Materials:
• Quick-Check Assessment
Name ___________________________________
Write Words
Write Words
and Sentences
and Sentences
Parent Directions:
Parent
Have
Directions:
your child Have
read your
each child
wordread
and each
choose
word
theand
matching
choosehomophone
the matching
from
homophone from
the word bank. the
Thenword
havebank.
your Then
child have
write your
the word
child in
write
thethe
space
word
provided.
in the space provided.
©2010 Benchmark Education
©2010Company,
Benchmark
LLCEducation Company, LLC
Take-Home Activity (BLM 6)
Name ___________________________________
Name ___________________________________
Date ____________________________________
Date ____________________________________
Word Bank Word Bank
10. pedal
• Spell homophone word pairs
Take-Home Activity
Take-Home
(BLM 6)Activity (BLM 6)
Word Study & VocabularyWord
2: Unit
Study
31:&Homophones
Vocabulary 2: Unit 31: Homophones
The Do-It-Yourself Wedding. Some money-conscious couples hope
Materials:
• BLM 9: Reading Passage
• BLM 10: Spelling Dictation
• BLM 11: Spelling Peer Check
Day 5
5
©2010 Benchmark Education
©2010Company,
Benchmark
LLCEducation Company, LLC
Directions: Read
Directions:
each wordRead
and each
choose
word
theand
matching
choosehomophone
the matching
from
homophone
the word bank.
from the
Writeword
it inbank. Write it in
the space provided.
the space provided.
prophet
• Identify homophone pairs
• Create lists of matching homophone word pairs
• Write and spell homophone word pairs
5
Word Cards (BLM 5)
Name ___________________________________
Name ___________________________________
Date ____________________________________
Date ____________________________________
Students will:
5
symbol
symbol
5
Word Study & VocabularyWord
2: Unit
Study
31:&Homophones
Vocabulary 2: Unit 31: Homophones
Write Words
Write Words
and Sentences
and Sentences
Day 4
5
5
Word Cards (BLM
Word
5) Cards (BLM 5)
Word Study & Vocabulary 2: Unit 31: Homophones
very
whether
Word 2
prophet
prophet
5
5
manner
chews
very
vary
whether
Word 2
5
5
manner
manner
they’re
4
sealing
manner
naval
chews
ceiling
vary
profiprofi
t
t
5
5
navel
sealing
weather
naval
choose
ceiling
Word 1
5
5
lesson
lesson
4
merry
3
5
lessen
lessen
there
4
manor
navel
weather
choose
Word 1
5
peddle
peddle
5
5
Word Match
Word Match
Word BankWord Bank
manor
pedal
pedal
5
5
4
meddle
3
5
serial
4
5
©2010 Benchmark Education Company, LLC
Parent Directions:
Parent
Have
Directions:
your child Have
read your
each child
wordread
in the
each
word
word
bank,
in the
match
word
thebank,
homophone
match the homophone
pairs, and then pairs,
write each
and then
pair in
write
theeach
chart.pair in the chart.
5
navel
navel
5
cymbal
cymbal
4
medal
3
5
course
course
4
sealing
4
very
3
5
preys
4
marry
5
4
Word Study & Vocabulary 2: Unit 31: Homophones
Name ___________________________________
Name ___________________________________
Date ____________________________________
Date ____________________________________
5
naval
naval
coarse
coarse
4
choose
3
vary
5
©2010 Benchmark Education Company, LLC
Word Cards (BLM 3)
manor
manor
5
5
praise
4
seller
3
5
4
chews
3
• Identify homophone pairs, define them, and bored
sort them
according to the part of speech
bury
• Write sentences using homophones correctly
beetbeet
4
hire
3
beatbeat
4
cereal
3
berry
morning
4
higher
they’re
4
Word Cards (BLM 4)
Word Study & Vocabulary 2: Unit 31: Homophones
Category Cards (BLM 2)
mourning
ceiling
3
aloud
©2010 Benchmark Education
©2010Company,
Benchmark
LLCEducation Company, LLC
4
merry
3
Word Cards (BLM 3)
Word Study & VocabularyWord
2: Unit
Study
31:&Homophones
Vocabulary 2: Unit 31: Homophones
there
4
whether
3
4
meddle
3
flour
serial
4
weather
3
4
medal
3
cellar
sealing
4
very
3
4
marry
3
bury
Conjunction
Conjunction
preys
4
vary
3
4
choose
3
bored
praise
4
seller
3
4
chews
3
board
mourning
4
hire
3
4
cereal
3
berry
morning
4
higher
3
The person
Theinperson
higher in
management
higher management
wants
wants
to hire more
to hire
workers.
more workers.
ceiling
3
aloud
3.
The Destination Wedding. Despite the higher cost, many couples
opt for something more exciting: a destination wedding. Whether they get
married onboard a cruise ship or on a tropical beach, the setting is sure to be
splendid. Morning weddings are popular, since the sunrise is a symbol of a
Sentence
couple’s new beginning together.
The Theme Wedding. Themes for weddings vary from holidays to
sports. Anything the bride and groom enjoy together can be the basis of a
theme wedding. Whatever the theme, such weddings can be very enjoyable
for both the couple and their guests.
Whatever wedding a couple plans, there are many things to consider.
Planning a more casual wedding can make the process more fun and less
stressful for everyone involved.
Reading Passage (BLM 9)
Spelling Dictation (BLM 10)
Word Study & Vocabulary 2: Unit 31: Homophones
©2010 Benchmark Education Company, LLC
Spelling Peer Check (BLM 11)
Word Study & Vocabulary 2: Unit 31: Homophones
©2010 Benchmark Education Company, LLC
Word Study & Vocabulary 2: Unit 31: Homophones
Spelling Dictation (BLM 10)
®
Kit 2_U31_TG.indd 1
B
e
n
c
h
m
a
r
k
E
d
u
c
a
t
i
o
n
©2010 Benchmark Education Company, LLC
Spelling Peer Check (BLM 11)
C
o
m
p
a
n
y
6/12/10 8:02:50 PM
©2010 Benchmark Education Company, LLC
Day One
Supporting ELs
Point out to Spanish-speaking English
Learners that many Spanish words are
similar to words in English, for example:
la flor/flower. Write the words on the
chalkboard. Have students explain the
meaning of the Spanish word using simple
words, drawings, or pantomime. Use
simple words, gestures, or pictures to
explain the meaning of the English word.
Blending Practice
If some students have difficulty reading the
words, help them read the words syllable
by syllable. For example, point to the word
allowed on the chalkboard. Show how
you divide the word into two syllables
between the two ls. Explain that you
now have two syllables. The first syllable
is closed with a schwa sound, and the
second syllable is closed with an ow vowel
digraph. Read each syllable and then blend
the syllables together: al/lowed: allowed.
Note for students that the homophone
aloud sounds the same as allowed.
Continue to support students who need
help with blending throughout the week,
using the example words used
in the lesson.
Review Homographs
Focus Words: present, present, desert, desert, record, record
Write the following sentence on the chalkboard and read it aloud: My mother wanted
to present me with a present. Ask students what they remember about words such as
present and present. (They are homographs, words that are spelled the same, but
have different pronunciations and meanings.)
Write the remaining review words on the chalkboard. Ask students to work with a
partner to use each word in an oral sentence.
Introduce Homophones
Model
Write the words bury and berry on the chalkboard and say them aloud. Say: These
words sound alike but are spelled differently. They are called homophones, which
are words that sound alike, but have different spellings and meanings.
Point to the word berry on the chalkboard. Say: I put one last berry in my cereal.
Point to the word bury. Say: I like to bury my feet in the sand.
Guide
Have students match homophone pairs. Write chews, choose, blue, blew, our and
hour out of order on the chalkboard. Have students read each word one at a time
and find its homophone pair. Then ask volunteers to create oral sentences with each
homophone pair—for example, The wind blew the clouds across the blue sky.
Apply
Have students write the homophones berry/bury, chews/choose, blue/blew, and
our/hour in their word study notebooks. Have small groups of students brainstorm
more homophones to add to their lists. Create a list on the chalkboard of the words
that students find.
©2010 Benchmark Education Company, LLC. All rights reserved.
Teachers may photocopy the reproducible pages for classroom use.
No other part of the guide may be reproduced or transmitted in whole or
in part in any form or by any means, electronic or mechanical, including
photocopy, recording, or any information storage or retrieval system,
without permission in writing from the publisher.
Printed in Guangzhou, China.
XXXX-XXXX-XXXX
ISBN: 978-1-4509-0210-6
2 Word Study & Vocabulary 2: Unit 31: Homophones
Kit 2_U31_TG.indd 2
©2010 Benchmark Education Company, LLC
6/12/10 8:02:51 PM
Spelling Words with Homophones
Unit Spelling Words: cellar, seller, allowed, aloud, flour, flower, bored, board
Write the homophones cellar and seller on the chalkboard and read them aloud.
Say: These words are pronounced the same, but they are spelled differently. The
word cellar refers to a room underground in a house. A synonym for cellar is
basement. The word seller means “someone who sells something.”
Write the remaining spelling words on the chalkboard. Ask volunteers to define
the words. Ask students to copy the words into their word study notebooks. Have
partners check each other’s spellings.
Assessment Tip
Note which students have difficulty
identifying the homophone pairs. You
may want to work with these students,
saying the word pairs aloud and pointing
to them at the same time so that students
can hear how they are pronounced in the
same way, but have different spellings and
meanings. You can also have students keep
the anchor chart on BLM 1 next to them so
that they can see sentences that use both
words in each pair in sentences.
Home/School Connection
Students can take home the list of spelling
words and practice reading, writing, and
spelling the words with a family member.
©2010 Benchmark Education Company, LLC Kit 2_U31_TG.indd 3
Word Study & Vocabulary 2: Unit 31: Homophones 3
6/12/10 8:02:51 PM
Day Two
Review Homophones
Teacher-Directed Sort
Noun
Verb
Adjective
berry
cellar
flour
flower
seller
weather
(board)
allowed
bury
hire
vary
(board)
bored
higher
Teacher-Directed Sort
Adverb
Conjunction
aloud
very
whether
Buddy Pattern Sort
Noun
Verb
Adjective
ceiling
cereal
medal
morning
(serial)
(mourning)
(praise)
chews
choose
marry
sealing
preys
meddle
(mourning)
(praise)
merry
(serial)
Adverb
Display the anchor poster and review the definition of a homophone. Ask volunteers
to give examples of homophone pairs.
Conjunction
there
Left Over: they’re
Teacher Word Cards: same as BLM 3
Teacher Category Cards
Place the category cards next to each other in a pocket chart. Place the word cards in
a group to the side of the category cards. Hold up the word card weather and read
it aloud.
Think aloud: Homophones sound alike but they have different meanings and are
often different parts of speech. Weather is “the state of the atmosphere—windy,
rainy, etc.” This word is the name of something, so it is a noun. Place the word
weather in the Noun category. I will look to see if I can find a homophone that has
the same pronunciation as weather, but a different spelling.
Hold up the word whether. Say: The word whether sounds the same, but this word
is a conjunction that is used to introduce alternatives. For example, we say, We
don’t know whether this word is a noun or a verb.
Repeat with the remaining word cards from BLM 3. Hold up a word card, read it
aloud, and ask students to look at the remaining word cards to find its homophone.
Discuss the meaning of each word with students and ask them to tell you in which
category to place the homophones. Point out that board can be used as both a noun
and a verb.
Home/School Connection
Have students take home BLM 6 to
complete with a family member. Students
can also take home the word cards and
share their matches with a family member.
Group Sort
Give small groups of students the category cards from BLM 2 and the word cards
from BLM 4. Also provide each group with a dictionary and choose a student to be
in charge of checking the part of speech of the words. Have students spread out the
Supporting ELs
words faceup on a desk or on the floor. The members of the group will take turns
Because some ELs may not have someone choosing a word, reading the word aloud, and then searching through the word
at home who speaks English well enough
cards to find its homophone. As a group, the students should discuss the meaning
to work with them on BLM 6, make sure
of each word and then decide in which category to place the cards. Tell students
that they understand the directions. Also
that some words have more than one part of speech so they should make sure the
pronounce and define each word for them. dictionary expert checks the words that the group is unsure of. Tell students that one
word will not fit the categories. (they’re)
Spelling. Have students write a sentence in their word study notebooks for each unit
spelling word. After they have written their sentences, ask them to identify the part of
speech of each spelling word.
4 Word Study & Vocabulary 2: Unit 31: Homophones
Kit 2_U31_TG.indd 4
©2010 Benchmark Education Company, LLC
6/12/10 8:02:51 PM
Day Three
Pattern Sort
Give students the category cards from BLM 2, the word cards from BLM 5, and a
dictionary. Tell them they are going to sort the homophone pairs according to their
part of speech.
Have students read each word, pronounce it, use it in a mental sentence, and
determine the appropriate category. Tell them that some words can be sorted into
more than one part of speech, and they should use the dictionary if necessary
to help them sort the words. (Note: students will not find any adverbs or
conjunctions.)
After students have finished sorting, have them compare their word sorts.
Applying Meaning. Give students BLM 7 and have them write the matching
homophone and write sentences with homophone pairs.
Pattern Sort
Noun
lesson
manner
manor
navel
cymbal
beet
prophet
symbol
(beat)
(pedal)
(course)
(profit)
Verb
Adjective
lessen
peddle
(beat)
(pedal)
(course)
(profit)
coarse
naval
(beat)
Assessment Tip
Use students’ completed BLM 7 to assess
their understanding of homophones.
Note whether they need more practice in
applying the different pronunciations and
spellings.
Providing Support
ELs and struggling readers may have
difficulty completing BLM 7 on their own.
Have them work with a partner and a
dictionary to read and complete it.
Home/School Connection
Give students BLM 8 to complete with a
family member. Explain that they are to do
the same thing they did on BLM 7 in class.
Supporting ELs
Make sure that ELs understand what to do
on BLM 8 and the meanings of the words
since there may not be anyone at home
who speaks English well enough to help
them complete it.
©2010 Benchmark Education Company, LLC Kit 2_U31_TG.indd 5
Word Study & Vocabulary 2: Unit 31: Homophones 5
6/12/10 8:02:52 PM
Day Four
Providing Support
Some ELs and struggling readers may have
difficulty reading the passage. Have these
students read with an on-level reader.
Alternatively, you could read the passage
to them while they follow along or echoread with you. Ask students to look and
listen for examples of homophone pairs.
Name ___________________________________
Date ____________________________________
Planning a Wedding
A wedding is meant to be a merry occasion, but sometimes planning
“The Big Day” can be stressful. That’s why more and more couples are
deciding to marry in unusual ways. Instead of a formal ceremony and an
elaborate reception, many couples choose not to have a formal ceremony, but
make sure underlines
ked to overprint
w: Attributes)
to take a more casual approach to tying the knot. Here are just a few popular
trends:
Word Hunt
Give each student a copy of the passage on BLM 9. Tell them that they will go on a
word hunt, looking for examples of words that are homophones.
Ask students to first read the passage silently. Then ask them to read the passage and
underline the homophones they find. Tell them there are seven pairs of homophones
in the passage.
Ask them to write the words they find in their word study notebooks.
Name ___________________________________
Date ____________________________________
Spelling Dictation
Ask Review
students
Words to go through what they have read recently, either in class or for
1.
pleasure,
to find words that are homophones. Have students add the new words in
their2. word study notebooks.
3.
The Do-It-Yourself Wedding. Some money-conscious couples hope
for good weather and throw a wedding at home or in a public park. These
couples may not hire caterers or musicians, but instead ask family and friends
to help out. They may also do everything themselves, from buying the flour to
baking the wedding cake to creating handmade decorations and party favors.
A few thrifty couples even grow their own flowers for the ceremony.
The Destination Wedding. Despite the higher cost, many couples
opt for something more exciting: a destination wedding. Whether they get
married onboard a cruise ship or on a tropical beach, the setting is sure to be
splendid. Morning weddings are popular, since the sunrise is a symbol of a
couple’s new beginning together.
The Theme Wedding. Themes for weddings vary from holidays to
sports. Anything the bride and groom enjoy together can be the basis of a
theme wedding. Whatever the theme, such weddings can be very enjoyable
for both the couple and their guests.
Whatever wedding a couple plans, there are many things to consider.
New Words
Spelling Dictation
1.
2.
Give3.students Spelling Dictation (BLM 10). Dictate the following words from last
week’s spelling words to students, one at a time, and have students write them on
Sentence
their BLMs: permit, object, reject.
Dictate the following words from this week’s unit, one at a time, having students
write them on the BLMs: cellar, flower, allowed.
Planning a more casual wedding can make the process more fun and less
stressful for everyone involved.
Answer Key Reading Passage (BLM 9)
Dictate the following sentence and have students write it on their papers:
A cold, creamy dessert would taste good in a hot, dry desert.
Home/School Connection
Write the words and sentence on the chalkboard and have students self-correct their
papers.
Have students take the reading passage
on BLM 9 home to read to a family
member and point out the words that are
homophones.
Spelling Practice
Reading Passage (BLM 9)
Word Study & Vocabulary 2: Unit 31: Homophones
©2010 Benchmark Education Company, LLC
Supporting ELs
Make sure ELs know the meanings of the
spelling words. Before student pairs use
BLM 11, have the partners tell each other
oral sentences using the spelling words.
Spelling Dictation (BLM 10)
Word Study & Vocabulary 2: Unit 31: Homophones
©2010 Benchmark Education Company, LLC
Give pairs of students Spelling Peer Check (BLM 11). While one student reads the
spelling words from his or her word study notebook, the other student writes the
words in the First Try column. After the second student has spelled the words, the
first student places a check mark next to words spelled correctly.
For the second try, the first student may prompt the second student by sounding out
the words that were spelled incorrectly the first time. If the second spelling attempt is
correct, the first student places a check mark in the Second Try column.
Then students switch roles.
6 Word Study & Vocabulary 2: Unit 31: Homophones
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Day Five
Spelling Assessment
Name ___________________________________
Use the following procedure to assess students’ spelling of the unit spelling words:
Directions: Read each word. Write its homophone in the space provided.
•Say a spelling word and use it in a sentence.
•Have students write the word on their papers.
•Continue with the remaining words on the list.
•When students have finished, collect their papers and analyze their spelling of
the words.
•Use the assessment to plan small-group or individual practice.
Quick-Check Assessment
Assess students’ mastery of homophones using the Quick-Check for Unit 31.
Date _______________________________________
Unit 31 Quick-Check: Homophones
Answer Questions
1.
chews
choose
__________________
6.
flour
flower
__________________
2.
mourning
morning
__________________
7.
bury
berry
__________________
3.
lessen
lesson
__________________
8.
allowed
aloud
__________________
4.
pedal
peddle
__________________
9.
weather
whether
__________________
5.
coarse
course
__________________
10. cellar
seller
__________________
Apply
Directions: In the space below, list five homophone pairs you have learned this week.
____________
____________
____________
____________
____________
____________
____________
____________
____________
____________
Directions: Using the words from the word bank, complete the following sort. Write each word in the
appropriate sort category.
Word 1
Word 2
board
very
marry
cereal
bored
vary
merry
serial
Word Bank
board, very, cereal,
vary, bored, marry,
merry, serial
Think and Write about Homophones
Directions: In the space below, explain how understanding homophones helps you as a reader, speller,
and writer.
_____________________________________________________________________________
Word Study & Vocabulary 2: Unit 31: Homophones
©2010 Benchmark Education Company, LLC
Answer Key Unit 31 Quick-Check
Suggestions for Independent Practice
Homophone Concentration. Give students the word cards from BLMs 3–5 and
direct them to arrange the word cards facedown on a table. Have them play
“Concentration,” with the object being to find pairs of homophones.
Picture Charades. Give small groups of students a set of word cards, paper, pens
or pencils, and a stopwatch. Have students sort through the word cards and decide
if any of the words have meanings that will be too difficult to communicate in
pictures. The first person chooses a word from the remaining cards and has two
minutes to draw pictures describing the word’s meaning while the other players
try to guess the word. Play continues until everyone has had a turn to draw and all
the word cards have been attempted.
Scrambled Words. Have students scramble ten words from the word cards and
write them on a sheet of paper. Students exchange papers with another student
and try to unscramble the words. Students can time themselves with a stopwatch
and see who can unscramble the words the fastest.
Matching Definitions. Students select eight to ten word cards and write
definitions in their own words. Students may consult a dictionary as they write
their definitions. After exchanging definitions and word cards with a partner, the
student matches each word with its definition.
©2010 Benchmark Education Company, LLC Kit 2_U31_TG.indd 7
Answer Key BLM 6
Word 1
Word 2
manor
navel
weather
chews
very
ceiling
manner
naval
whether
choose
vary
sealing
Answer Key BLM 7
1. pedal
2. lessen
3. course
4. prophet
5. serial
6. weather
7. very
Answer Key BLM 8
1. hire
2. choose
3. dessert
4. ceiling
5. berry
6. seller
7. very
8. naval
9. profit
10. lessen
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Name ____________________________________
Date ________________________________________
Unit 31 Quick-Check: Homophones
Answer Questions
Directions: Read each word. Write its homophone in the space provided.
__________________
6. flour __________________
2. mourning __________________
7. bury __________________
3. lessen __________________
8. allowed __________________
4. pedal __________________
9. weather __________________
5. coarse __________________
10. cellar
__________________
1. chews Apply
Directions: In the space below, list five homophone pairs you have learned this week.
____________
____________
____________
____________
____________
____________
____________
____________
____________
____________
Directions: Using the words from the word bank, complete the following sort. Write each word in the
appropriate sort category.
Word 1
Word 2
Word Bank
board, very, cereal,
vary, bored, marry,
merry, serial
Think and Write about Homophones
Directions: In the space below, explain how understanding homophones helps you as a reader, speller,
and writer.
_____________________________________________________________________________
Word Study & Vocabulary 2: Unit 31: Homophones
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