Homonyms 2

  • Grade: Grade 3
    Activity type: Interactive Activity

Homonyms 2

Course
English
Grade
Grade 3
Section
Extending Vocabulary
Outcome
Homonyms 2
Activity Type
Interactive Activity
Activity ID
25897

Testimonials

What a brilliant site you have!!! I love it, especially as it saves me hours and hours of hard work. Others who haven't found your site yet don't know what they are missing!

Patricia Celikbilek, Teacher
Read More

It is quite frankly the best money I have ever spent on my child. I really cannot thank you enough for providing this, it really is brilliant.

Vanessa Wills, Parent
Read More

You have the most amazing program. Everybody loves it and the student's results have been in the high 90%'s, it's definitely due to your program.

Chris Rayment, School Principal
Read More
aasl award

Awarded June 2012
“Best Educational Website
for Teaching and Learning”

United States – Common Core State Standards

  • 2 – Grade 2
    • RF.2 – Reading: Foundational Skills

      • Literacy

        • RF.2.3 – Know and apply grade-level phonics and word analysis skills in decoding words.

          • RF.2.3.a – Distinguish long and short vowels when reading regularly spelled one-syllable words.

          • RF.2.3.b – Know spelling-sound correspondences for additional common vowel teams.

          • RF.2.3.c – Decode regularly spelled two-syllable words with long vowels.

          • RF.2.3.d – Decode words with common prefixes and suffixes.

          • RF.2.3.e – Identify words with inconsistent but common spelling-sound correspondences.

          • RF.2.3.f – Recognize and read grade-appropriate irregularly spelled words.

    • L.2 – Language

      • Literacy

        • L.2.2 – Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

          • L.2.2.a – Capitalize holidays, product names, and geographic names.

  • 4 – Grade 4
    • L.4 – Language

      • Literacy

        • L.4.1 – Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

          • L.4.1.g – Correctly use frequently confused words (e.g., to, too, two; there, their).*

Australia – Australian Curriculum

  • Year 3
    • Language

      • Expressing and developing ideas

        • ACELA1484 – Learn extended and technical vocabulary and ways of expressing opinion including modal verbs and adverbs

    • Literacy

      • Creating texts

        • ACELY1683 – Reread and edit texts for meaning, appropriate structure, grammatical choices and punctuation

  • Year 4
    • Language

      • Expressing and developing ideas

        • ACELA1780 – Recognise homophones and know how to use context to identify correct spelling

New Zealand – National Standards

  • Y3 – Year 3
    • Y3.R – Reading

      • They draw on knowledge and skills that include:

        • Y3.R.1 – Automatically reading all high-frequency words

        • Y3.R.2 – Articulating and using a variety of decoding strategies appropriately when they encounter unfamiliar words (e.g., by recognising syllables within words or by applying their knowledge of regular and irregular spelling patterns)

        • Y3.R.5 – Applying their knowledge of word families, collocations, and sentence or phrase structures to find the meanings of unknown words

  • Y4 – Year 4
    • Y4.R – Reading

      • They draw on knowledge and skills that include:

        • Y4.R.1 – Automatically reading all high-frequency words

        • Y4.R.2 – Automatically selecting an appropriate decoding strategy when they encounter unknown words

        • Y4.R.5 – Recognising the features and purposes of some common text types and using this knowledge to navigate and understand texts

        • Y4.R.6 – Using visual language features to support their understanding of the ideas and information in the text.

United Kingdom – National Curriculum

This activity is not included in United Kingdom – National Curriculum.

You can go to an overview of all the curricula here.