Homophones in Context

Overview

In this 30-minute lesson, students build on prior spelling learning by distinguishing the meanings and spellings of their, there, and they’re. They use gestures, sorting, oral rehearsal and a classroom sentence hunt before applying their learning independently.

Learning intentions

• WALT distinguish between their, there, and they’re.
• WALT explain what each homophone means.
• WALT spell and use each homophone correctly in context.

Success criteria

• I can explain the meaning of their, there, and they’re.
• I can use a gesture or clue to help me choose the correct word.
• I can choose the correct homophone in eight sentences.
• I can check that my spelling makes the sentence clear.

Curriculum links

• English — Writing: Transcription Skills – Spelling: using common homophones correctly.
• English — Writing: Transcription Skills – Spelling: understanding that accurate homophone spelling is important for clarity.
• English — Writing Processes – Planning: making notes and reducing information into key words and phrases.
• Supports the competencies of managing self, thinking, and using language, symbols and texts.

Lesson structure (30 minutes)

1. 0–4 min · Hook and WALT. Display the question, “Where did the dog leave their bone?” and read it aloud using the opening question slide. Students discuss why choosing the correct spelling matters, then chorally read the WALT and success criteria.

2. 4–9 min · Gesture-coded teaching. Use the three homophone teaching slides to introduce the meanings:

• their = belonging to them; hands held towards an imaginary group
• there = a place; point across the room
• they’re = short for they are; make two quick pointing gestures and a linking gesture Teacher models: “Their bags are over there because they’re ready.” Students repeat each sentence, perform the matching gesture and explain the clue in a partner rehearsal.

3. 9–15 min · Sort and justify. In mixed-ability groups, distribute the homophone sorting and practice sheet. Students sort the word choices from the first six sentences into their, there or they’re, saying the completed sentence aloud before recording it. Pause after three items for a whole-class check: students show a word card, point to the matching classroom gesture, and justify their choice using “I chose ___ because…”.

4. 15–22 min · Classroom sentence hunt. Place the sentence strips from the sentence-hunt instruction slide around the room. Pairs find six short sentences, read each aloud, identify the missing homophone and record the sentence number and answer on the sentence-hunt recording section. Students may carry a matching colour card or give their answer orally to an adult or recording device. Keep movement purposeful, with a quiet working area available.

5. 22–27 min · Independent check. Students complete the eight cloze sentences on the eight-sentence independent check without group support, then use the three meaning clues and “they are” substitution to self-check. Teacher conferences with students who confuse there and their, asking them to explain the sentence before correcting the spelling.

6. 27–30 min · Plenary and exit response. Revisit the review and exit-question slides. Students respond to two prompts: “Which homophone shows belonging?” and “Complete: ___ going to put ___ coats over ___.” Collect the worksheet or record responses for the next lesson.

Resources

• the complete homophones slide deck
• the homophone sorting and practice sheet
• Three large labelled homophone cards: their, there, they’re
• Small colour-coded homophone cards for groups
• Six classroom sentence strips
• Whiteboards or exercise books
• Pencils and highlighters
• Optional audio-recording device or classroom tablet

Assessment

• Listen for accurate explanations and gesture choices during oral rehearsal and sorting.
• Check group responses and the eight-sentence independent check for meaning, spelling and sentence clarity.
• Use the final two-sentence response to identify students needing further practice with possession, place or contraction.

Differentiation

• Support students with an anchor display showing a simple image for belonging, place and “they are”; use spacious text, a dyslexia-friendly sans-serif font, enlarged print and consistent colour coding.
• Provide reduced choices, cloze sentences, oral rehearsal and the sentence frames “I chose ___ because…” and “___ means…”. Allow responses with cards, speech or voice recording.
• For ADHD and autistic students, give a clear visual timer, defined group roles, predictable movement boundaries and a quiet alternative to the sentence hunt.
• Pair students thoughtfully in mixed-ability groups. Pre-teach vocabulary such as belonging, place and contraction, and check understanding through images and examples rather than relying only on written explanations.

Extension

• Write a humorous paragraph using their, there and they’re at least twice each, then underline each homophone and annotate its meaning.
• Challenge students to exchange paragraphs with a partner and explain how one incorrect homophone could change the meaning or clarity.