👩‍🏫 Teacher’s Guide

Objective
Students will apply homophones - pair and pear using the examples and practice below.

Vocabulary
pair, pear

Teaching Notes

• Read together first, then let students answer independently. Ask students to point to the word or sentence that supports an answer.
• Teach the rule, discuss the worked example, and cover answers during practice.
• Use incorrect responses to identify which part of the rule needs another example.
• Allow approximately 25–35 minutes, including discussion and independent practice.

🧒 Student Worksheet

Concept and Helping Material

Big Idea
Homophones sound alike but have different meanings and usually different spellings. Use the sentence meaning to choose.

I need a pair of gloves.

She ate a ripe pear.

Vocabulary and Definition

• — the word used in the first model sentence
• — the different word used in the second model sentence

Words to Learn

pair, pear

Sentences to Fill In

1. The term for the word used in the first model sentence is ____.
2. The term for the different word used in the second model sentence is ____.

Think & Respond Q&A

1. Choose pair or pear: I need a ____ of gloves.
2. Choose pair or pear: She ate a ripe ____.
3. Do these two words sound alike?
4. Do they have the same spelling and meaning?
5. Write a new sentence using pair.
6. Write a new sentence using pear.

Hands-On Experiment or Activities

Write two new examples and read them to a partner.

Reflection

• Explain one thing you learned.
• Write two new examples and read them to a partner.