Day 1: Accept / Except; Affect / Effect

WALT: identify meanings and use context clues to choose the correct spelling.

Success criteria: I can explain each word, identify its word class and use a clue from the sentence.

Dyslexia-friendly option: Read the sentences aloud, use text-to-speech or dictate answers to a scribe.

a) The experiment may ________ the growth of the plants.

b) The graph shows the ________ of changing the temperature.

c) Everyone ________ Hana joined the study group.

d) We ________ your explanation because it is supported by evidence.

The clue I used was…

I chose this anchor because…

Extension: Write one formal sentence using either affect or effect.

Day 2: Principle / Principal; Complement / Compliment

WALT: connect meaning, word class and context when selecting a homophone.

Success criteria: I can match each word to its meaning and explain why its spelling fits.

Support: Say the meaning aloud before choosing the spelling. Use “principal is your pal” if helpful.

Answers: A–____   B–____   C–____   D–____

a) The school principal welcomed visitors. __________

b) Fairness is an important principle. __________

c) The colours complement each other. __________

d) She gave me a sincere compliment. __________

I chose this spelling because…

Extension: Write a second sentence using complement or compliment.

Day 3: Stationery / Stationary; Advice / Advise

WALT: use context and grammar to distinguish words that sound alike.

Success criteria: I can identify the meaning and word class of each word and explain my choice.

Support: Remember: stationery is used for writing; stationary means still. Advice is a noun; advise is a verb.

a) Please bring your writing ________ to class.

b) The cyclist remained ________ while the race was paused.

c) My teacher gave me useful ________ about organising my notes.

d) I would ________ you to check the instructions carefully.

Word bank: stationery, stationary, advice, advise

The clue I used was…

a) __________   b) __________   c) __________   d) __________

Write two connected sentences about school using one word from each pair.

Extension: Add a third sentence using a different homophone pair from Days 1–2.

Day 4: Practise / Practice; Their / There / They’re

WALT: proofread homophones by checking meaning, grammar and context.

Success criteria: I can use the substitution tests: they are, belonging or place.

Oral option: Explain each answer to a partner or scribe. You may record your response instead of writing it.

a) We ________ spelling strategies every week.

b) More ________ will improve your accuracy.

c) The students placed ________ books on the table.

d) Please put the dictionaries over ________.

e) ________ preparing a presentation about renewable energy.

I chose this spelling because…

Extension: Write a sentence containing both their and they’re.

Day 5: Apply and Reflect

WALT: proofread and explain homophone choices in academic writing.

Success criteria: I can correct errors, identify contextual clues and explain my choices.

Support: Read the paragraph aloud, underline the clue, test the meaning and then check the spelling.

The students were asked to except the library rules, except one about food. Their preparing for a science presentation, so they will practise there speaking parts. The principal gave them useful advise, and the new stationery will compliment the project.

Corrected paragraph:

Choice 1: I chose __________ because ________________________________________________.

Choice 2: I chose __________ because ________________________________________________.

Choice 3: I chose __________ because ________________________________________________.

Reflection: The strategy I will use in future writing is __________________________ because __________________________.

Extension: Write a formal paragraph using four different homophone pairs. Annotate each choice with its contextual clue and word class.