Homophones
Distinguish and correctly spell common homophones and near-homophones encountered at Y3-4 level (e.g., accept/except, affect/effect, brake/break, grate/great), including using the /eɪ/ sound spelt ei, eigh, or ey
Teaching approaches
Gakuva’s recommended starting approach is selected. You can still compare every option.
1 approach
When your child writes, do they use the right spelling for words that sound the same but mean different things — like "brake" (on a bike) and "break" (snap something)?
Distinguish and correctly spell common homophones and near-homophones encountered at Y3-4 level (e.g., accept/except, affect/effect, brake/break, grate/great), including using the /eɪ/ sound spelt ei, eigh, or ey
Learning resources
Reviewed external links that reinforce this concept. They do not replace Gakuva’s teaching approach.
No reviewed resources for this concept yet.
The teaching approach above still stands. Curated practice links — and later lock-ranked options — will appear here as the shelf fills.
Explore the learning path
3 before · 1 after
Before
This concept
Next
Check understanding
- Spell pairs of homophones correctly in context (e.g., 'there/their/they're', 'brake/break', 'grate/great')
- Choose the correct homophone to complete a sentence (e.g., 'The dog wagged its/it's tail')
- Spell words with the /eɪ/ sound as ei, eigh, or ey (e.g., vein, eight, they, neighbour)
“When your child writes, do they use the right spelling for words that sound the same but mean different things — like "brake" (on a bike) and "break" (snap something)?”
Curriculum record
- Type
- Procedural
- Subject
- English
- Domain
- Spelling & Word Study
- Age range
- Ages 7–9
Standards