Knew vs New Homophones – Worksheet Pack
- Grades
- Grades 3–5, Elementary
- Pages
- 9
- File type
- Answer key
- Included
- Subject
- ELA, Grammar, Reading, Language Development, Vocabulary
- Topic
- Homophone Worksheets, Homophones
- Resource types
- Worksheets & Printables, Worksheets
- Answer key
- Included
- Standards
- CCSS.L.4.1 CCSS.L.4.2
About this resource
What's inside this resource
Students can practice using the correct spelling of homophone words with this worksheet packet. This packet focuses on the homophones: knew and new.
What are homophones?
Homophones are a pair of words that sound the same but are spelled differently. Words that are homophones can often be tricky for students to spell correctly since the spelling varies depending on the meaning of the word.
What is Included:
There is a poster page (available in color and in black in white) that shows the homophone, its part of speech, a sentence showing how it is used in a sentence, and a picture that illustrates the sentence.
One worksheet where students write in the correct homophone to complete each sentence.
One worksheet where students write in the correct homophone to complete the story.
One worksheet where students choose the correct word to complete each sentence and then they color in the color by code picture according to the answers of each sentence.
Answer keys for the 3 worksheets.
When to Use:
Literacy Activity - These worksheets make great practice for students learning these homophones.
Morning Work - These worksheets make great morning work for students who arrive to class early.
Homework - These worksheets are perfect to send home for students to practice homophones with their parents.
Sub Plans - The teacher can easily leave these worksheets for subs to assign to students.
These worksheets provide ample practice for students learning these homophones. With repeated practice distinguishing between words with the same sound and different spellings, students will master which form of the word to use in each sentence and become confident in using the correct word when writing their own sentences and stories.
These homophone worksheets are a no prep option for teachers to give to students. Teachers simply just need to print out the desired worksheet and give it to students to complete.
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In the classroom
Teaching tips & learning objectives
Learning objectives
Distinguish the homophones new (adjective) and knew (verb) by meaning and part of speech
Select the correct spelling of new or knew to complete a sentence based on context
Apply correct homophone choice within both standalone sentences and connected narrative text
Teaching tips
Introduce the definitions poster first, since it establishes new as an adjective and knew as a verb before either worksheet asks students to choose between them
Assign Worksheet 1 (standalone sentences) before Worksheet 2 (connected story), since the story requires holding the same distinction across multiple related sentences
Use Worksheet 3's color-by-code format as a self-checking activity, since an incorrect homophone choice produces a visibly wrong coloring pattern
The included answer key makes this suitable for a literacy center, morning work, or homework without requiring teacher grading time
Skills covered
Homophone discrimination — students distinguish new (adjective) from knew (verb) using meaning and part of speech.
Context-based word choice — students select the correct homophone to complete standalone sentences and a connected story (Worksheets 1-2).
Self-checking application — students apply their homophone choices to a color-by-code picture, where accuracy is visible in the finished coloring (Worksheet 3).
Good to know
Questions teachers ask about this resource
What different exercise types does this pack use to practice new versus knew?
A definitions poster, ten standalone fill-in-the-blank sentences, a connected fill-in-the-blank story, and a color-by-code picture activity, plus matching solutions pages for all three worksheets.
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Curriculum
Standards, concepts & topics
Standards
Standards
- CCSS.L.4.1 — Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. a. Use relative pronouns (who, whose, whom, which, that) and relative adverbs (where, when, why). b. Form and use the progressive (e.g., I was walking; I am walking; I will be walking) verb tenses. c. Use modal auxiliaries (e.g., can, may, must) to convey various conditions. d. Order adjectives within sentences according to conventional patterns (e.g., a small red bag rather than a red small bag). e. Form and use prepositional phrases. f. Produce complete sentences, recognizing and correcting inappropriate fragments and run-ons.* g. Correctly use frequently confused words (e.g., to, too, two; there, their).*
- CCSS.L.4.2 — Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. a. Use relative pronouns (who, whose, whom, which, that) and relative adverbs (where, when, why). b. Form and use the progressive (e.g., I was walking; I am walking; I will be walking) verb tenses. c. Use modal auxiliaries (e.g., can, may, must) to convey various conditions. d. Order adjectives within sentences according to conventional patterns (e.g., a small red bag rather than a red small bag). e. Form and use prepositional phrases. f. Produce complete sentences, recognizing and correcting inappropriate fragments and run-ons.* g. Correctly use frequently confused words (e.g., to, too, two; there, their).*
Core concepts
Core concepts
Homophones
Frequently confused words
Context-based spelling choice
Topics
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