Honing in on Homophones
See / Sea
Teacher: Write the word “homophones” on the board.
Say: “The word “homo” means “same,” and the word “phones” means “sounds.” Therefore, the word “homophones” means words that sound the same but are spelled differently.”
Say: Please write the word “homophones on your think-pads.
Student Response: Students write ‘Homophones” onto their think-pads
Say: Let’s play “Question and Answer” for the word Homophones.
(Question and Answer is a game that is played to gain repetition for memory sake. The teacher tells the question AND the answer. Then the teacher asks a student the question and the student repeats the answer IN THE EXACT WORDS. Then that student asks another student the question and the second student must answer in the exact words. In this way the question and the answer are passed around. If there is only one student with one teacher, then they take turns answering until the student can answer without hesitation.)
Say: The question is: What are Homophones?
The answer is: Homophones are words that sound the same, but have different meanings. (Now you ask a student the question and they tell you the answer. See DVD for example to watch.)
Teacher: After playing continue
Say: Write what a homophone is on your think-pad.
Student Response: They write.
Say: Check with your neighbor to make sure they have written it correctly. If you made a mistake, please fix it.
Student Response: They check with their neighbor. (one student, check with teacher)
Say: Can you tell me what homophones are?
Student Response: All respond or call on one: Homophones.
Say: Here is an example of a pair of homophones: sea and see. (Write these two words on the board.) Do they sound the same?
Student Response: Yes
Say: Are they spelled the same?
Student Response: No
Teacher: Tell the students to write these two words on their think-pads.
Say: How are these two words spelled differently? (choose a student, or have them tell a partner.)
Say: Look at how they both begin with an s. Underline the S in both words. Student Response: Students underline the s in see and the s in sea on their papers.
Say: What is the next letter in each word?
Student Response: e
Say: Underline the e that comes right after the s in each word.
Student Response: Underline e following first s
Say: What letter comes next?
Student Response: One has an e and one has an a.
Say: Yes. Circle the e that comes last and circle the a that comes last.
Student Response: Students circle the e and a.
Say: Do these words mean the same thing?
Student Response: No
Say: Here is a sentence using the word see: (Write it on the board)
I see a watermelon.
Say: Write this sentence on your think-pads. Color code it and place a vertical line between the subject and the predicate.
Student Response: I / see a watermelon.
Teacher: Ask students to come to the board to show how they coded their sentence. Tell students if it is correct. Allow students to correct theirs if it is wrong.
Say: What kind of word is the word “s-e-e?” Write your answer on your think- pads
Student Response: Students write “verb” on their think-pads.
Say: Please repeat after me: “Se-e is a verb; it is something you can do.”
Student Response: “S-e-e is a verb; it is something you can do.”
Say: Here is a sentence for s-e-a: (Write the following sentence on the board.)
The sailor sailed across the Baltic Sea.
Say: Write this sentence on your think-pads.
Student Response: They write the sentence.
Say: Let’s color-code this sentence. (Together, by calling on students color code the sentence like shown.)
The sailor/ sailed across the Baltic Sea.
Say: Color code your sentence like this one and draw a purple cloud around across the Baltic Sea because that is a prepositional phrase.
Student Response: Color code their sentence and draw a purple cloud around the prepositional phrase.
Say: What color is the word, “sea?”
Student Response: Pink
Say: Yes, and what kind of word is it?
Student Response: Noun
Say: Correct. (give each student two index cards) Write s-e-e on one card and s-e-a on the other card.
Student Response: Write the words on the index cards.
Say: I will read some sentences; you will hold up the correct word that should be used in the sentence.
Teacher: Read each sentence and wait for the students’ response. Then give the correct answer and tell why before moving on to the next sentence.
1. The boys and girls will stand in line to see Santa.
2. We see some pretty stones over there.
3. The waves in the sea were rough that day.
4. The birds see a bug and swoop to catch it.
5. The man used binoculars to look out across the sea.
6. The man used binoculars to see if the ships were coming in.