Year 3 Spelling Words Australia: Homonyms

By Year 3, Australian spelling curricula expect students to have a good understanding of homonyms. This is because not only are homonyms incredibly common in the English language, but they are one of the leading causes of spelling and pronunciation errors among school-aged students.

So, what is a homonym, and how can your child avoid homonym-related spelling pitfalls?

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What Is A Homonym?

A homonym is a word that shares its spelling and/or pronunciation with another word, but has a different meaning. There two types of homonyms:

1. Homophones: a homophone is a word that shares its pronunciation with another word, but has a different meaning. A common example of this can be found in the words “there”, “their”, and “they’re”.

2. Homographs: A homograph is a word that shares its spelling with another word, but has a different meaning. A common example of this can be found in the words “tear” (to rip something apart) and “tear” (droplets of water discharged from the eye).

A homonym can be both a homophone and a homograph at the same time. For example, the word “bark” can refer to the rough outer layer of a tree, or the sound a dog makes. In this case, though the two words have different meanings, they are both spelled and pronounced the same way. Of course, this can lead to a great deal of confusion, particularly for Year 3 spelling students.

Common Homonym Pitfalls

The confusion surrounding homonyms is perennial. This is perhaps best encapsulated by the age-old adage “which witch is which?”. Even highly educated adults will find themselves typing “your” instead of “you’re”, or becoming highly concerned when their child announces they held a “bat” at school. In fact, it might only be several minutes into their call with the school principal before they realise the “bat” in question was a cricket bat (not the kind that flies, bites, and transmits diseases).

Of course, younger children are even more susceptible to these mistakes. For example, it would be an understandable misinterpretation for a kindergarten student to assume a “cricket bat” is some giant, horrifying insect cross between a cricket and a bat (which thankfully, as far as we know, does not exist). So, when it comes to the topic of “Year 3 Spelling Words Australia”, what kinds of homonym pitfalls are common, and how can we equip students with the vocabulary to avoid them?

1. Homophones

When it comes to homophones, the most common mistakes relate to comprehension, writing and misspelling. Since all homophones SOUND identical to their twins, it is impossible to differentiate between them when they are being spoken. For instance, while the word “flour” and “flower” have different meanings, they are pronounced the same way. This means it is largely impossible to make a mistake when saying these words out loud, because no matter which of the two homophones you say, it will be impossible for a listener to hear the difference.

However, when it comes to reading and writing homophones, mistakes crop up everywhere. A student might write “Next, add 300g of flower” when composing a recipe. While a seasoned homophone expert will catch this mistake quickly, another Year 3 spelling student might think to add a bucket of rose petals to their next cake. Accordingly, it is very important when it comes to homophones that students practice spelling and differentiating between their multiple meanings, particularly in writing.

2. Homographs

Conversely, when it comes to homographs, the most common mistakes relate to comprehension, speaking, and mispronunciation. Since all homographs are SPELLED the same, it is impossible to differentiate between them when they are written down. For instance, the word “tear” (a droplet of water discharged from the eye) and “tear” (to rip something apart) have different meanings and pronunciations, but they are spelled the same way. This means it is unlikely a student will make a spelling error when attempting to write down either one of these homographs.

However, when it comes to reading and speaking homographs, there is plenty of room for error. If a Year 3 spelling student were to read aloud the sentence “A tear rolled down his cheek”, they might find themselves incorrectly pronouncing the homograph as “T – AIR” instead of “T – EAR”. Not only could this be a potentially embarrassing spelling mistake to make in front of a class, but it also drastically changes the meaning of the sentence. Unless the character in question is made of paper, it is perhaps unlikely that their face would be ripping!

So, how can you equip your child to better distinguish between common homonyms in their speaking, reading, and writing?

Well, the answer is actually quite simple: practice!

Practice, Practice, Practice!

When it comes to homonyms, the best way a student can prepare is through regular practice. To begin, wide reading is essential, and should be the first port of call for anyone hoping to improve their child’s literacy. If that’s you, consider visiting Matrix’s list of the Top 10 Books for Year 3 Students. These books, hand-selected by our team of literary experts for their educational value, is sure to give your child’s spelling competencies a boost!

Otherwise, if you’re looking for a resource that targets common homonym pitfalls specifically, download our free word list below: “Year 3 Spelling Words Australia: The Top 80 “Must Know” Homonyms”. Each week, consider adding one or two homonyms to your child’s word list! Just make sure to test them on each homonym’s multiple meanings, spellings, and/or pronunciations.