Go Fish! Homophones
Students will be able to identify homophones correctly within sentences in a paragraph.
Introduction (10 minutes)
- Tell students that today we are learning about homophones, or words that sound the same but mean different things.
- Have a list of the many common homophones that you have previously generated as a class, or that you have written on chart paper or listed on the board.
Explicit Instruction/Teacher Modeling (15 minutes)
- Have the following on the board:
Mary _______ her bed before the ________ arrived. She could _________ her sister call, "She's _______!" "Oh ____! I didn't ______ she was coming today." Later their brother, Everett, went down the _______ and started to _____ his heavy _______ bag so he could play basketball with his friend, ______.
- Using the words in this order to fill in the cloze passage: made, maid, hear, here, no, know, hall, haul, gym, Jim. While determining the word, show the students how to figure out what word could belong.
Guided Practice/Interactive Modeling (20 minutes)
- Divide students into groups of 4 or 5.
- Give each group a set of cards and remind them how to play Go Fish if they are unsure of the rules
- Remind students that players play matching homophones into the center pile. If a player has no matches, they "go fish" and pick another card."
Independent Working Time (15 minutes)
- Pass out Monster Grammar Part 1 and have students complete it individually.
- Enrichment: Have advanced students complete additional parts of Monster Grammar.
- Support: Give struggling students a list of homophones complete with definitions to use while completing the independent assignment. Alternatively, students can complete the Homophones: Ee and Ea worksheet.
Assessment (10 minutes)
- Circulate while groups are playing "Go Fish" and observe students to check for comprehension.
- Check Monster Grammar for correctness.
Review and Closing (10 minutes)
- Have students work in groups of three to create a list of as many homophones as they can think of in 5 minutes, and write them down.
- Have the groups share the homophones they thought of and add to their list if they hear new ones.