Skip to content
Log In
Sign Up
Knowledge Base
Learning Modules
Additional Practices
Materials Directory
Literacy Listens Podcast
About
About
FAQs
Support
Knowledge Base
Learning Modules
Additional Practices
Materials Directory
Literacy Listens Podcast
About
About
FAQs
Support
Home
•
Resource Directory
•
Homophone Puzzle
Activity
Homophone Puzzle
Cost
Free
Skills
Vocabulary
Grades
4-5
Standards
L.1
,
L.2
,
L.3
,
L.4
,
L.5
,
L.6
,
Language
,
NC ELA Anchor Standards
,
Reading for Information
,
Reading for Literature
,
RI.1
,
RI.10
,
RI.2
,
RI.4
,
RI.5
,
RI.7
,
RL.10
,
RL.4
,
RL.5
,
SL.1
,
SL.2
,
SL.3
,
SL.4
,
SL.5
,
SL.6
,
Speaking and Listening
What is it?
In this activity students will determine the homophone vocabulary word after reading the definition.
View the Resource
Est. Delivery Time
30 min
Training
No
Modifications
A
,
A & B
,
B
Instructional Setting(s)
Individual
,
Small Group
Ease of Use
Easy
Tier
Tier 1
Return to the Resource Directory
Something not working?
Click here to report a broken resource.
Similar Listening Comprehension Resources
Activity
Learn to listen, listen to learn
Comprehension Monitoring
Grammar + Syntax
Inference
Perspective Taking
Vocabulary
Learn to listen, listen to learn
The Learn to Listen, Listen to Learn strategy provides students with the opportunity to engage in rich discussion about a topic.
Grade Level(s)
6-8
,
9-12
Cost
Free
Activity
Meaning Map
Grammar + Syntax
Vocabulary
Meaning Map
This activity engages students in describing target words and providing examples of the words.
Grade Level(s)
2-3
Cost
Free
Activity
Clap and Stomp Together
Grammar + Syntax
Vocabulary
Clap and Stomp Together
This activity includes directions and materials for a game that engages students in sentence production and word isolation.
Grade Level(s)
PK
Cost
Free
No resources found
Back to the Resource Directory
Report a broken resource link
Name
Email Address
Broken Resource
Submit
This resource requires the following modifications to explicitly target listening comprehension:
shift the burden of decoding/encoding onto the educator (i.e., the educator should read/write instead of the student(s)).
shift the avenue of critical thinking from writing to discussion (i.e., instead of students writing they should discuss).