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who's |
Who's that speaking?
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whose |
Whose book is this?
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steal |
A mugger tried to steal my wallet.
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steel |
The knife is made of stainless steel.
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wary |
He was circumspect in his business decisions: wary and unwilling to take risks.
*
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weary |
They were weary from their travels.
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stationery |
I buy all the stationery for our office.
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stationary |
Our train was stationary for over an hour.
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draft |
This is the first draft of my speech.
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draught |
The open door caused a draught.
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i'll |
I'll call round and see you tomorrow.
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aisle |
The bride walked down the aisle of the church.
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affect |
The government cuts will affect everyone.
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effect |
A rhetorical device, such as a question, is used for effect rather than to get an answer.
*
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compliment |
I gave the man a compliment about his new hat.
*
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complement |
Her scarf complemented her outfit.
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dessert |
I'd like ice-cream for dessert.
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desert |
Why did the soldier desert his post?
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dissent |
The footballer was sent off for dissent.
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descent |
They began their descent at dawn.
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* This sentence was added by a Spellzone user.
Spelling Practice: Yr 5/6 Week 15 Homophones (3)Test and improve your spelling through focused repetition and drills.
How to use:
Look and read the word.
Say the word. Click the speaker icon.
Cover the word.
Write the word.
Check your spelling.
Spelling Games: Yr 5/6 Week 15 Homophones (3)Make learning enjoyable with engaging spelling games.
Autumn Anagram
A spelling game for Autumn!
Egg Hunt
Crack the eggs!
Word Search, small
The classic English word game.
Spooky spelling
A spelling game for Halloween!
Against the Clock
Spelling 'against the clock'.
Mayan Temple
Try the temple spelling puzzle.
Monkey Business
It's bananas!
Take a Spelling Test: Yr 5/6 Week 15 Homophones (3)See how well you know these words with a spelling test.
Printable Activities: Yr 5/6 Week 15 Homophones (3)Use printable worksheets to reinforce spelling skills.
Handwriting Practice: Yr 5/6 Week 15 Homophones (3)Write these words to reinforce learning and improve recall.
"Spellzone fits in beautifully with our Scope and Sequence of Phonological Awareness and Spelling. It also aligns perfectly with the four areas of spelling knowledge and uses the Brain, Ears, Eyes approach to learning spelling."
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