Name: Homophones Worksheets: One Won
SKU: 66930abb9345f90019711dd4
Price: 39.99 USD
Availability: InStock

About this resource

What's inside this resource

A reference page contrasts 'one' as an adjective ('I have one crayon') with 'won' as a verb ('We won the game'), giving students a model to check against before practice begins. A ten-sentence worksheet has students choose the correct spelling in stand-alone sentences such as 'The red car ___ the big race,' while a second worksheet asks for the same choice across seven blanks inside a connected short story about a family member's race. A third worksheet pairs five fill-in sentences with a color-by-code picture, so a correct word choice also produces a correctly colored image. Answer keys for all three worksheets are included, with the correct word underlined in each sentence.

Product description

From the author

Students can practice using the correct spelling of homophone words with this worksheet packet. This packet focuses on the homophones: one and won.

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.

In the classroom

Teaching tips & learning objectives

Learning objectives

Distinguish 'one' (an adjective/number word) from 'won' (the past tense of win) by meaning
Choose the correctly spelled homophone to complete a sentence in isolation
Choose the correctly spelled homophone to complete sentences within a connected short story
Apply the correct homophone choice within a color-by-code picture activity

Teaching tips

Post or review the reference page before assigning any of the three practice worksheets, since each fill-in exercise assumes students already know which word is the adjective and which is the verb
Assign the sentence-level worksheet before the cloze story, since the story requires tracking one/won across seven blanks in a connected narrative rather than ten stand-alone sentences
Use the color-by-code worksheet as a lower-pressure check, since a wrong word choice shows up visually in the finished picture rather than only on paper

Skills covered

Homophone discrimination — students choose between 'one' and 'won' based on sentence meaning, since the words sound identical but serve different grammatical roles.
Sentence-level context reading — students use surrounding words in isolated sentences to determine the correct homophone.
Connected-text application — students track the correct homophone across a seven-blank cloze story rather than isolated sentences.

Good to know

Questions teachers ask about this resource

Does the packet include more than one kind of practice page?

Yes — a sentence-level fill-in worksheet, a cloze story fill-in worksheet, and a fill-in-plus-color-by-code picture worksheet, each using a different format to practice the same homophone set.

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Curriculum

Standards, concepts & topics

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).*
CCSS.L.3.4 — Determine or clarify the meaning of unknown and multiple-meaning word and phrases based on grade 3 reading and content, choosing flexibly from a range of strategies. a. Use sentence-level context as a clue to the meaning of a word or phrase. b. Determine the meaning of the new word formed when a known affix is added to a known word (e.g., agreeable/disagreeable, comfortable/uncomfortable, care/careless, heat/preheat). c. Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., company, companion). d. Use glossaries or beginning dictionaries, both print and digital, to determine or clarify the precise meaning of key words and phrases.
CCSS.L.4.4 — Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 4 reading and content, choosing flexibly from a range of strategies. a. Use context (e.g., definitions, examples, or restatements in text) as a clue to the meaning of a word or phrase. b. Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., telegraph, photograph, autograph). c. Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation and determine or clarify the precise meaning of key words and phrases.