Figurative Language Definition Cards Reproducible … the other forms of figurative language that you selected one at a time and display the corresponding Definition Card. Showing

Figurative Language Definition Cards Reproducible

Helping Teachers Make A Difference® © 2011 Really Good Stuff® 1-800-366-1920 www.reallygoodstuff.com Made in USA #160038B

Colorful Palette Spinner Reproducible

Helping Teachers Make A Difference® © 2011 Really Good Stuff® 1-800-366-1920 www.reallygoodstuff.com Made in USA #160038B-XXXX

This Really Good Stuff® product includes:• Paint a Picture with Your Words! Header, laminated• 7 Paint a Picture with Your Words! Figurative Language

Cards, laminated• 32 Paint a Picture with Your Words! Activity Mats• This Really Good Stuff® Activity Guide

Congratulations on your purchase of this Really GoodStuff® Show What We Know™ Bulletin Board Kit -Figurative Language—a ready-to-use interactive kitaligned with the following Common Core ReadingStandards for Literature and Common Core LanguageStandards:

Craft and StructureRL.1.4. Identify words and phrases in stories or poems that suggest

feelings or appeal to the senses.RL.2.4. Describe how words and phrases (for example, regular beats,

alliteration, rhymes, and repeated lines) supply rhythm andmeaning in a story, poem, or song.

RL.3.4. Determine the meaning of words and phrases as they are usedin a text, distinguishing literal from nonliteral language.

RL.4.4. Determine the meaning of words and phrases as they are usedin a text, including those that allude to significant charactersfound in mythology (for example, Herculean).

RL.5.4. Determine the meaning of words and phrases as they are usedin a text, including figurative language, such as metaphors andsimiles.

Vocabulary Acquisition and UseL.3.5. Demonstrate understanding of figurative language, word

relationships, and nuances in word meanings:a. Distinguish the literal and nonliteral meanings of words andphrases in context (for example, take steps).

L.4.5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings:a. Explain the meaning of simple similes and metaphors (forexample, as pretty as a picture) in context.b. Recognize and explain the meaning of common idioms,adages, and proverbs.

L.5.5. Demonstrate understanding of figurative language, wordrelationships, and nuances in word meanings:a. Interpret figurative language, including similes andmetaphors, in context.b. Recognize and explain the meaning of common idioms,adages, and proverbs.

Preparing the Show What We Know™ Bulletin Board Kit -Figurative Language Before introducing the Show What We Know™ BulletinBoard Kit - Figurative Language, make copies of thisReally Good Stuff® Activity Guide and file the pages forfuture use. Or, download another copy of it from our Website at www.reallygoodstuff.com. Separate the Paint aPicture with Your Words! Header from the FigurativeLanguage Cards, then select the Cards that are grade-

level appropriate for your class. Position the Paint aPicture with Your Words! Header and Cards wherestudents will be able to see them easily.

Here are some titles that you might want to use toreview each form of figurative language:Simile and MetaphorQuick as a Cricket by Audrey WoodOwl Moon by Jane YolenWhite Snow, Bright Snow by Alvin TresseltCrazy Like a Fox: A Simile Story by Loreen LeedyMy Dog Is as Smelly as Dirty Socks: And Other FunnyFamily Portraits by Hanoch PivenMy Best Friend Is as Sharp as a Pencil: And Other FunnyClassroom Portraits by Hanoch Piven

AlliterationAster Aardvark’s Alphabet Adventures by Steven KelloggSheep in a Shop by Nancy ShawChicken Little by Steven KelloggWatch William Walk by Ann JonasHow the Grinch Stole Christmas by Dr. Seuss

IdiomAmelia Bedelia series by Peggy ParishDog Breath by Dav PilkeyIn a Pickle and Other Funny Idioms by Marvin TerbanThere’s a Frog in My Throat: 440 Animal Sayings a LittleBird Told Me by Loreen LeedyEven More Parts by Tedd Arnold

PersonificationSylvester and the Magic Pebble by William SteigThe Little House by Virginia Lee BurtonThe Velveteen Rabbit by Margery WilliamsGilberto and the Wind by Marie Hall Ets Flossie and the Fox by Patricia McKissack The Giving Tree by Shel Silverstein

HyperbolePecos Bill by Steven KelloggCloudy with a Chance of Meatballs by Judi BarrettShrek by William Steig

OnomatopoeiaBear Snores On by Karma WilsonClick, Clack, Moo: Cows That Type by Doreen CroninThe Fantastic Mr. Wani by Kanako UsuiMr. Brown Can Moo! Can You? by Dr. SeussBarnyard Banter by Denise Fleming

Show What We Know™ Bulletin Board Kit - Figurative Language


All activity guides can be found online:

Introducing the Show What We Know™ Bulletin BoardKit - Figurative Language Copy and enlarge the Figurative Language DefinitionCards Reproducibles, color, and cut out each card ormake an overhead transparency of the reproducible.

Pointing to your bulletin board display, lead a discussionabout what it means to Paint a Picture with Your Words: 1. Review how words create images in our minds that

help us visualize a story or poem. 2. Ask students if they know what form of writing is

being used to create these images. 3. Identify the terms metaphor, simile, and alliteration to

correspond with the text on the board. As you pointout these terms, display the corresponding FigurativeLanguage Definition Card. If appropriate, remindstudents that there are several other forms offigurative language that authors use to paint pictureswith words. Introduce the other forms of figurativelanguage that you selected one at a time and displaythe corresponding Definition Card.

Showing What They KnowShow students one of the Activity Mats, and explainthat the class is “going to visit” an imaginary art studioto paint. Indicate that each student will create his or herown “masterpiece” that will be displayed under theHeader to personalize the bulletin board.

Copy and distribute the Colorful Language PaletteReproducible, along with the Activity Mats. Model how tocomplete the reproducible. Then choose one of theexamples on the reproducible to use on an Activity Mat,and write the sentence you chose in the box at the topof the Activity Mat, such as shown in the followingexample:

Illustrate the sentence on the easel below the box. Thenrecord the type of figurative language you used and signyour name. Have students complete the reproducible andtransfer their final draft to their Activity Mat. Urgestudents to share their artwork, and display them underthe correct Figurative Language Cards.

Colorful Palette Spinner ReproducibleCopy the Colorful Palette Spinner Reproducible on a pieceof cardstock. Cut out the spinner and arrow. To createthe spinner, attach the arrow to the middle of the circlewith a brad. Use this spinner for a variety of reviewactivities as you teach your students to use figurativelanguage to paint pictures with words. Here are a fewideas:• Spin to determine what form of figurative language to

use on the Activity Mats.• Spin each day to determine which form of figurative

language will be focused on that day.• Spin to choose a book from that form of figurative

language to read aloud.• Spin for a review game: Create two teams that take

turns spinning and offering a correct example of thatform of figurative language. As each team gives acorrect example, the team gets a point, and the teamwith the most points wins.





Colorful Language Palette Reproducible
































































































Documents

Figurative Language Definition Cards Reproducible … the other forms of figurative language that you selected one at a time and display the corresponding Definition Card. Showing