Free. Exclusive. Just for you.
Four unique services that make learning easier, faster, and smarter - only on our website.

This homographs worksheet helps students master words with identical spellings but different meanings and pronunciations through engaging exercises.

Educational worksheet page about homographs with exercises and examples for language arts learning

Educational worksheet page about homographs with exercises and examples for language arts learning

JPG 281×365 41.5 KB Free · Personal Use
Quality Assured by Worksheets Library Team
Reviewed for educational accuracy and age-appropriateness
ID: #473653
Show Answer Key & Explanations Step-by-step solution for: Homographs: Grade 6 Vocabulary | Printable Skills Sheets
You're looking at Page 24 from a language arts or spelling workbook, titled “Homographs” — words that are spelled the same but have different meanings and sometimes different pronunciations.

---

## 📘 PART A: Read each sentence. Then circle the correct pronunciation of the word.

This section tests your understanding of how homographs are pronounced differently depending on their meaning in context.

Let’s go through each one:

---

1. Anita often heard bass on the porch.


- Context: “heard bass” → likely referring to a low-pitched musical sound (like a bass guitar or singer).
- Pronunciation: /beɪs/ → b) beis
Answer: b) beis

> *Note: “Bass” as in fish is pronounced /bæs/, but here it’s about sound.*

---

2. The restaurant had a huge buffet on Saturday nights.


- Context: “huge buffet” → refers to a meal service with many dishes.
- Pronunciation: /ˈbʊfeɪ/ → c) bu’ fei
Answer: c) bu’ fei

> *“Buffet” as in a blow/wind gust is /ˈbʊfeɪ/ too — same pronunciation. But here it’s clearly the food kind.*

---

3. It is careful not to damage the boat.


- Wait — this sentence doesn’t contain an underlined word? Let’s check the original image again.

Actually, looking closely — the sentence should probably be:
> “It is careful not to damage the boat.” — but no homograph is underlined here.

Wait — maybe it’s a typo? Or perhaps the intended word was “bow”? But it’s not underlined.

Looking at the pattern, Sentence 3 likely meant to say:
> “The rowers had a hard time with the bow.” or something similar?

But in your image, Sentence 3 says: “It is careful not to damage the boat.” — and there’s no underlined word. That seems like an error.

However, if we look at the answer choices for #3:
> a) bo / b) bou / c) bu

These match pronunciations for “bow” (as in bow and arrow = /boʊ/; or bow of a boat = /boʊ/; or bow as in bend = /baʊ/).

So likely, the intended sentence was:
> “The crew carefully steered the bow of the boat.”

In that case, “bow” (front of the boat) is pronounced /boʊ/ → a) bo

Assuming typo, Answer: a) bo

---

4. The friends had known each other for years and were so intimate.


- Underlined word: intimate — which can mean:
- *Adjective*: close, personal → /ˈɪntɪmət/
- *Verb*: to hint or suggest → /ˈɪntɪmeɪt/

Here, it’s used as an adjective: “were so intimate” → close relationship.
Pronunciation: /ˈɪntɪmət/ → a) in’ ti mit

Answer: a) in’ ti mit

---

5. The doctor needed to the patient’s injury.


- Again, incomplete sentence. Likely meant:
> “The doctor needed to examine the patient’s injury.”

But the underlined word is probably “wound” — which appears in the next sentence.

Wait — Sentence 6 says:
> “The doctors again around the morgue.” — also incomplete.

This suggests a formatting or scanning error in the image.

Looking at the answer choices for #5:
> a) woond / b) wund / c) wun

These match pronunciations for “wound”:
- As noun (injury): /wuːnd/ → a) woond
- As verb (past tense of wind): /wʊnd/ → b) wund

Sentence 5 says: “The doctor needed to ___ the patient’s injury.”

If the blank is “wound”, that doesn’t make sense grammatically.

More likely, the sentence is:
> “The doctor needed to treat the patient’s wound.”

Then, “wound” = injury → /wuːnd/ → a) woond

Answer: a) woond

---

6. Ned decided to go to the woods for a hunt.


- Underlined word: “woods” — but that’s not a homograph. It’s plural of “wood”.

Wait — the sentence says: “Ned decided to go to the woods for a hunt.”

But the answer choices are:
> a) wudz / b) wud / c) wu’dz

These match “would” — which is a homograph? No — “would” isn’t typically considered a homograph with “wood”.

Actually, looking back — maybe the underlined word is “wound” again? Or perhaps “wind”?

Wait — the sentence might be:
> “Ned decided to wind his watch before the hunt.”

Then “wind” = to turn a mechanism → /wɪnd/ → b) wund

But the sentence says “go to the woods”.

Alternatively, maybe it’s:
> “Ned decided to wound his prey during the hunt.”

Then “wound” = to injure → /wuːnd/ → a) woond

But that doesn’t fit “go to the woods”.

This is very confusing — likely another typo.

Looking at the answer choices again:
For #6: a) wudz / b) wud / c) wu’dz

These are for “wood” (noun) vs. “would” (modal verb).

But “wood” is /wʊd/ → b) wud

And “would” is /wʊd/ → same pronunciation!

Actually, “wood” and “would” are homophones, not homographs — they’re spelled differently.

So this may be an error.

But since the sentence says “go to the woods”, and “woods” is plural of “wood”, pronunciation is /wʊdz/ → a) wudz

Answer: a) wudz

---

## ✍️ PART B: Write a vocabulary word for each underlined word or words.

This part asks you to write the correct homograph based on context.

---

1. Bruce moved a glam glum and then waited.


- “Glam glum” doesn’t make sense. Probably meant:
> “Bruce moved a glove and then waited.”

No — wait, maybe it’s:
> “Bruce moved a gram and then waited.”

Still odd.

Looking at the structure — likely it’s:
> “Bruce moved a globe and then waited.”

Not matching.

Wait — perhaps it’s:
> “Bruce moved a glimmer...”

No.

Actually, looking at common homographs — maybe it’s:
> “Bruce moved a pound and then waited.”

Still not clear.

Alternatively — perhaps the underlined phrase is “glam glum” as a misprint for “gram” or “gum”?

This is very unclear.

But let’s think — maybe it’s:
> “Bruce moved a gram (unit of weight) and then waited.”

Or perhaps:
> “Bruce moved a glove...”

I think there’s a scanning error.

Let me try to reconstruct based on typical exercises:

Possibility:
> “Bruce moved a globe and then waited.” → no homograph.

Another idea — maybe it’s:
> “Bruce moved a pound (of butter) and then waited.”

Still not great.

Wait — perhaps it’s:
> “Bruce moved a glimmer...”

No.

Given the difficulty, I’ll assume it’s a typo and skip for now.

---

2. The doctor needed to the patient’s injury.


- Again, incomplete. Likely:
> “The doctor needed to treat the patient’s wound.”

Answer: wound

---

3. The doctors again around the morgue.


- Probably:
> “The doctors went around the morgue.”

But “went” isn’t a homograph.

Maybe:
> “The doctors wound around the morgue.” → meaning they circled it.

“Wound” as past tense of “wind” → /wʊnd/

Answer: wound

---

4. Ned decided to go to the woods for a hunt.


- Already discussed — probably no homograph needed here, or maybe “wood” vs. “would”.

But since it says “woods”, and no underline, maybe skip.

---

## Final Answers (Based on Best Interpretation):

---

Part A: Circle the correct pronunciation



1. b) beis
2. c) bu’ fei
3. a) bo *(assuming “bow” of the boat)*
4. a) in’ ti mit
5. a) woond *(assuming “wound” as injury)*
6. a) wudz *(“woods” = /wʊdz/)*

---

Part B: Write the correct homograph



1. ❓ Unclear — possibly “gram” or “glove” — but likely “wound” if context fits.
→ Given ambiguity, maybe “wound” if it’s about injury.

2. wound
3. wound *(as in “wound around”)*
4. ❓ Possibly “wood” or “would” — but sentence doesn’t require a homograph change.

---

## 🧠 Explanation Summary:

- Homographs are words spelled the same but with different meanings and sometimes different pronunciations.
- In Part A, you must choose the pronunciation that matches the *context* of the sentence.
- In Part B, you must fill in the correct homograph based on meaning — even if the sentence is poorly scanned or has typos.

---

## 💡 Tip for Students:

Always read the entire sentence to understand the *meaning* of the underlined word. Then ask yourself:
- What does this word mean here?
- How is it usually pronounced in this context?

Example:
- “I will wind the clock.” → /wɪnd/
- “The wind blew hard.” → /wɪnd/ (same spelling, different meaning — homograph)

---

If you can provide a clearer image or retype the sentences exactly as written, I can give 100% accurate answers! But based on standard curriculum and context clues, the above solutions are the most logical.

Let me know if you want printable answer keys or flashcards for these homographs!
Parent Tip: Review the logic above to help your child master the concept of homographs worksheet.
Print Download

How to use

Click Print to open a print-ready version directly in your browser, or use Download to save the file to your device. The ⭐ Answer button generates an AI answer key instantly - useful for teachers who need a quick reference. Need a different version? Our AI Worksheet Generator lets you create a custom worksheet on any topic in seconds.

(view all homographs worksheet)

Grade 3 Grammar Topic 25: Homographs Worksheets - Lets Share ...
Homographs Worksheets - 15 Worksheets.com
Homograph Worksheet - Identify the Homographs
Homonyms and Homographs Worksheet 1 | Grammar Activity
Homophones and homographs | 4th grade, 5th grade Writing Worksheet ...
Homographs Worksheets - 15 Worksheets.com
Homograph Worksheets
Homographs Worksheets
Homographs worksheets for grade 5 | K5 Learning
Choosing Homographs Worksheet | PDF