Homophones and Tricky Words Book 1
SKU:
978-1-913884-38-3
€19.95
€19.95
per item
Each book provides a wide range of activities for teaching the spelling of 58 homophones and easily confused words. The breadth of activities ensures that this resource can be used effectively at primary and secondary school with pupils having a range of Learning Difficulties. Provides strategies for remembering spellings, activities to practise and consolidate using cloze activities, word searches, Look, Say, Cover, Write, Check methods, and proof reading. Includes dictation sentences for identifying difficulties, pupil response sheets, and checklists. 80 pages each book.
TEACHING NOTES
The need for accurate spelling can be a source of difficulty for many pupils who exhibit few learning difficulties in other areas of the curriculum. When reading, context, clues, syntax clues, and picture clues can often be used to make an educated guess using minimal phonic clues. When spelling a word, it is either spelt correctly or incorrectly and the only strategies available are visual recall, auditory recall or a combination of both. It is for this reason that a pupil’s level in reading is usually in advance of the level of spelling, and it explains why we can all read words which we would find difficult to spell.
Difficulties with spelling are compounded because with English spelling conventions:
There are several letter combinations which make the same sound e.g. bite, night height
Homophones sound the same but the spelling varies with the context e.g. to, too, two
A letter pattern can make several sounds e.g. bough, through, tough, dough
Words with the same spelling are pronounced differently according to context e.g. bow
The last two points are primarily concerned with reading but can add to the general confusion experienced by pupils experiencing difficulty with this area of the curriculum.
TEACHING NOTES
The need for accurate spelling can be a source of difficulty for many pupils who exhibit few learning difficulties in other areas of the curriculum. When reading, context, clues, syntax clues, and picture clues can often be used to make an educated guess using minimal phonic clues. When spelling a word, it is either spelt correctly or incorrectly and the only strategies available are visual recall, auditory recall or a combination of both. It is for this reason that a pupil’s level in reading is usually in advance of the level of spelling, and it explains why we can all read words which we would find difficult to spell.
Difficulties with spelling are compounded because with English spelling conventions:
There are several letter combinations which make the same sound e.g. bite, night height
Homophones sound the same but the spelling varies with the context e.g. to, too, two
A letter pattern can make several sounds e.g. bough, through, tough, dough
Words with the same spelling are pronounced differently according to context e.g. bow
The last two points are primarily concerned with reading but can add to the general confusion experienced by pupils experiencing difficulty with this area of the curriculum.
