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Here are more clusters of commonly confused words
8, 7, 6, 5, 4
By – J.D. Meyer
Primary Subject – Language Arts
Grade Level – 4th grade – College
- Once again, I’m writing about homonyms – those commonly confused words that sound alike but have different meanings and spellings. I am answering my own call from the lesson on
- to develop more clusters of such words. Actually most of this material was written over ten years ago and unearthed from storage. Instead of looking at common grammatical features, I am analyzing phonics. Like in the previous lesson, I give consideration for students whose first language is Spanish in the teaching methods.
- These example sentences have plays on words, particularly a lot of rhyming. I bet this technique will help in spelling the commonly confused words.
- This Hershey kiss is made of dark chocolate.
“This” and “kiss” rhyme — short “-i” and “-s.”
- These keys seem to hide from me.
Both “these” and “keys” have a long “-e” and “-z” sound, together with being plural. “This” and “these” seem to be particularly confusing for Limited English Proficiency (LEP) Spanish-speaking students at least when saying those two words. The long “-e” sound in English is the long “-i” sound in Spanish.
- Lose the gloomy news.
The “-s” in “lose” and “news” sounds like a “-z.” The “oo” in “gloomy” sounds like the “-o” in “lose;” furthermore, this sound is identical to the Spanish “-u.” Meanwhile, “news” has an English long “-u” sound. “Lose” is an unusually spelled word because long “oo” sounds almost always have spellings with two “o’s.” In fact, one could say, “Lose lost an ‘-o’.”
- My moose is loose.
“Moose” and “loose” are rhyming words with a long “-oo” sound and an “-s” sound. “Lose” and “loose” seem to present confusion for Spanish-speaking, Limited English Proficiency (LEP) students both in pronunciation and spelling. There’s an “-s” sound but not a “-z” sound in Spanish despite the presence of both letters in both languages.
- Whether or not you whistle makes no difference to me.
“Whether” and ‘whistle” start with a “-wh.”
- They dread rainy weather.
“Dread” and “weather” are words spelled with “-ea” that have a short “-e” sound.
- Last night’s argument is in the past.
“Last” and “past” rhyme with short “-a” and “-s” sounds.
- The class passed the test.
“Pass” can mean to get a satisfactory grade or to move past someone or something. “Class” and “passed” have short “-a” and “-s” sounds.
- We passed by a bass boat.
“Passed” and “bass” (as in the fish not guitar) have a short “-a” sound and an “-s” sound together with a double “-s” spelling.
- He got fashion advice from watching Miami Vice.
“Advice,” a noun and “vice” have the same spelling and sound pattern, despite dramatic differences in meaning.
- They advise the wise.
Both “advise” and “wise” have a long “i” sound, an “-s” sound, and a “-z” sound.
- _____ (This/These) sermons are based on the book, Worship that Works , written by a husband-wife team of ministers from Ohio.
- _____ (This/These) big yellow cat is the most improved cat in the house.
- I enjoy _____ (whether/weather) that is clear, dry, and stays between 40 and 90 degrees.
- Darren Lewis ran ______ (passed/past) many would-be tacklers on his way to becoming the leading rusher in Texas A&M; history.
- They ________ (advice/advise) us to take our choice of electives seriously.
- Don’t____ (lose/loose) your notes for the upcoming guest lecture.
- Al Green sang that he’d stay with his lady “_____ (whether/weather) times are good or bad, or happy or sad.”
- My friend’s son _____ (passed/past) the THEA.
- Learn from your mistakes in the _______ (passed/past) .
- That career counselor gave me good ______ (advice/advise) : study prep books for the TAAS.
- Those jeans are too ______ (lose/loose) for wearing at school; get a belt!
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