Where, Wear or We’? - Handy Homophones
This handy worksheet supports students when learning to use the homophones, we’re, where and wear, correctly. It provides a brief explanation, examples for each, followed by questions for students to apply their knowledge. This worksheet is a part of our ‘Handy Homophones’ unit plan.
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Learning goals
- We are learning to recognise and know how to write most high frequency words including some single-syllable homophones, e.g. eight, ate.
- We are learning to read and write a large core of high frequency words and use context to make correct spelling choices, e.g. homophones – know, no.
Curriculum alignment
AC9E3LY12
9
Recognise and know how to write most high-frequency words including some homophones
AC9E4LY11
9
Read and write high-frequency words including homophones and know how to use context to identify correct spelling
ACELA1486
8.4
Recognise and know how to write most high frequency words including some homophones
ACELA1780
8.4
Read and write a large core of high frequency words including homophones and know how to use context to identify correct spelling
EN2-4A
old
Uses an increasing range of skills, strategies and knowledge to fluently read, view and comprehend a range of texts on increasingly challenging topics in different media and technologies
EN2-5A
old
Uses a range of strategies, including knowledge of letter– sound correspondences and common letter patterns, to spell familiar and some unfamiliar words
EN2-VOCAB-01
new
Builds knowledge and use of Tier 1, Tier 2 and Tier 3 vocabulary through interacting, wide reading and writing, and by defining and analysing words
EN2-SPELL-01
new
Selects, applies and describes appropriate phonological, orthographic and morphological generalisations and strategies when spelling in a range of contexts
Australian Curriculum covers QLD / SA / WA / NT / TAS / ACT.
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