Words Are CATegorical: Antonyms, Synonyms, Homonyms and

16 Pages·2014·0.93 MB·English

Words Are CATegorical®: Antonyms, Synonyms, Homonyms and Homophones Banner Set
Congratulations on your purchase of this Really Good the corresponding antonym stand up and call out his or her
Stuff®Words Are CATegorical®:Antonyms, Synonyms, word. For younger students, have them orally use the word
Homonyms and Homophones Banner Set—a humorous in a sentence. Challenge older students to use the pair of
look at language through the eyes of author Brian Cleary antonyms in a sentence. Continue the activity until all of
and illustrator Brian Gable. the students’ words have been called.
This Really Good Stuff®product includes: Antonym Bingo
•Words Are CATegorical®Banner Set,featuring three Copy and distribute the Bingo Card Reproducible. Have
mini posters students write their name at the top and cut apart the
•This Really Good Stuff®Activity Guide markers at the bottom. Choose 24 words and write them
on the board, using words from the Banner(see the Word
Assembling and Displaying the Words Are CATegorical®:
List Reproducible) and from your classroom lessons. While
Antonym, Synonyms, Homonyms and Homophones
students randomly write the words in the boxes on their
Banner Set
reproducible, label small pieces of paper with the letters
Before displaying the Words Are CATegorical®Banner,
from the word BINGO and antonyms for the words and
make copies of this Really Good Stuff®Activity Guide,
place them in a bag. Draw and call out a word, then have
cut apartthe reproducibles,and file the pages for future
students place a marker on a squareonthe reproducible
use. Or, download another copy of it from our Web site at:
containing the antonym to the word. Students make a
www.reallygoodstuff.com. This unique Banner Set allows you
Bingo by covering a row diagonally, horizontally, or vertically
to review antonyms and synonyms, as well as homonyms
with their markers. The first student to call out Antonym
and homophones in two ways: Either display the Banner
wins the game if all of his or her answers are correct.
intact for a Words Are CATegorical®display or break apart
the mini posters into individual presentations for each
After students have played several games, laminate copies
category of words.
of the Bingo Card Reproducible,cut off the markers, and
place them in a zippered plastic bag. Add a list of antonyms
Introducing the Antonym Poster
and dry erase markers and place at a literacy center for
Point out the Antonym Mini Poster,and if necessary,
students to play Antonym Bingo during free time.
remind students that an antonym is a word that means
the opposite of another word. Have students take turns
Introducing the Synonyms Poster
reading some of the words in the background on the Mini
Point out the SynonymsMini Poster,and if necessary,
Poster and identifying them as Antonyms. Write some
remind students that a synonym is a wordthat has
of the words students share from the Mini Poster on a
the same or nearly the same meaning as another word.
whiteboard or chart paper and then urge students to
Havestudents take turns reading some of the words in
think of other words to add to the list.
the background on the Mini Poster and identifying them
as synonyms.Write some of the words students share
Activities for Antonyms
Illustrating Antonyms from the Mini Posteron a whiteboard or chart paper and
Make one copy of the Illustrating Antonyms Reproducible then urge students to think of others to add to the list.
and label it with eight antonyms on your students’ level.
Make and distribute copies and have students write the Activities for Synonyms
antonym for each word and draw small pictures to illustrate Synonym Match Game
the words.Challenge older students to use the words in Write grade-level-appropriate synonyms and a corresponding
sentences on the back of the paper.Display the papers synonym for each on index cards. Give one card to each
around the Antonym Mini Poster. student and include yourself if there are an odd number of
students. Students quietly walk around the room and look for
Stand up for Antonyms the student with the synonym to their word. Ask each pair of
Prepare a list of antonyms appropriate for your students’ students to share their set of synonyms with the class and
level. Label index cards with the corresponding antonym and use the synonyms in sentences. Have older students be
give one card to each student. Read each individual word prepared to list additional synonyms as they share. Display
from the list aloud to the class and have the student with the synonym pairs around the SynonymsMini Poster.
All activity guides can be found online:
©2009 Really Good Stuff® 1-800-366-1920 www.reallygoodstuff.com Made in USA #157758
Helping Teachers Make A Difference®
Words Are CATegorical®: Antonyms, Synonyms, Homonyms and Homophones Banner Set
Synonym Bingo Activities for Homonyms and Homophones
Copy and distribute the Bingo Card Reproducible.Have Homophone and Homonym Rhymes
students write their name at the top and cut apart the Share these simple rhymes with students to help them
markers. Choose 24 words and write them on the board learn the difference between homonyms and homophones:
using words from the Banner(see the Word List
Reproducible)and from your classroom lessons. While Homophones are words that are pronounced the same,
students randomly write the words in the boxes on their But their spelling and meaning are a different game.
reproducible, label small pieces of paper with the letters Cindy ate a pearthat was juicy and sweet.
from the word BINGO and synonyms for the words and Mike’s new pairof pants look clean and neat.
place them in a bag. Draw and call out a word, then have
students place a marker on a square on the reproducible
Homonyms are spelled and pronounced in the same way,
containing the synonym to the word. Students make a
But their meanings are different, like night and day.
Bingo by covering a row diagonally, horizontally, or vertically
Close the trunkof Mother’s shiny blue car.
with their markers. The first student to call out Synonym
The trunkof that tree is not very far.
wins the game if all of his or her answers are correct.
Hooray for Homophones and Homonyms
After students haveplayed several games, laminate copies
Divide the class into partners and give each pair of
of theBingo CardReproducibles,cut off the markers,and
students two homophones and two homonyms from the
place them in a zippered plastic bag. Add a list of synonyms
Word List Reproduciblealong with a piece of paper. Ask
and dry erase markers and place at a literacy center for
students to create two rhyming sentences to complete the
students to play Synonym Bingo at the center during
last two sentences in the homophone and homonym poems
free time.
above. Encourage students to have fun with sentences that
are silly or serious. To get students started, provide some
Synonym Thumbs Up/Thumbs Down
examples, such as Ican clearly seewith my two eyes. The
Gather the synonym index cards from the above synonym
beautiful seawas a lovely surprise.Or,The kitchen cupboard
match activity and play a game of thumbs up or thumbs
was very bare.The baby bearhad hardly a care.Ask each
down: Place the cards in two piles, arranging them so
pair to share their poems.
that when you pick the two top cards and show them
to students, some words will be synonyms and some
Fill in the Homonym
will not. Ask students to get out a pencil and a piece of
Copy and distribute the Homonym Practice Reproducible.
scratch paper to play the game.Hold up the top two cards
Have students work individually or in pairs to fill in the
and ask students to giveyou the thumbs up sign if they
appropriate homonyms. Write the following word bank on the
aresynonyms and the thumbs down side if they are not.
board for younger students.
After students haveresponded with a sign, tell them the
correct answer and have students give themselves a tally
jam
mark if they were correct. At the end of the game, have
students count the tally marks and declare the winners! bank
bat
Introducing the Homonyms and Homophones Poster fair
Point out the Homonyms and Homophones Mini Poster, drive
and if necessary, remind students that homonyms are two roll
or more words that are pronounced the same and spelled
the same but have different meanings, and homophones are Homophone Squares
two or more words that are pronounced the same but have Divide the class into groups of two or three students.
different spellings and different meanings. Have students Copy the Homophone Squares Reproduciblefor each
take turns reading some of the words in the background on group and label it with four homonyms from the Word List
the Mini Posterand identifying them as homonyms or Reproducible.Distribute a reproducible to each group and
homophones. Write some of the words students share from have them discuss different meanings for each homophone
the Mini Posteron a whiteboard or chart paper and then and then compose and write sentences for each meaning.
urge students to think of others to add to the list.
©2009 Really Good Stuff® 1-800-366-1920 www.reallygoodstuff.com Made in USA #157758
Helping Teachers Make A Difference®
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©2009 Really Good Stuff® 1-800-366-1920 www.reallygoodstuff.com Made in USA #157758
Helping Teachers Make A Difference®
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©2009 Really Good Stuff® 1-800-366-1920 www.reallygoodstuff.com Made in USA #157758
Helping Teachers Make A Difference®
Words Are CATegorical® Conjunctions, Interjections, Contractions Poster Set
This Really Good Stuff® product includes: the definition of conjunctions, and remind students to
• Words are CATegorical® Conjunctions, refer to the Conjunctions Poster and word list for help
Interjections, Contractions Poster Set, when speaking, reading, or writing. Repeat this same
featuring three mini posters process when you introduce the Interjections Poster and
• This Really Good Stuff® Activity Guide the Contractions Poster.
Congratulations on your purchase of this Really Conjunctions Activities
Good Stuff® Words Are CATegorical® Conjunctions, Grilled Cheese Conjunctions
Interjections, and Contractions Poster Set—a colorful, Trace slices of bread on a stack of Manila paper. Cut
interactive poster set that will help your students out enough “slices” so that each of your students has
identify and correctly use conjunctions, interjections, two. Using orange construction paper, cut out pieces of
and contractions. “cheese” and distribute one to every student. Model for
the class how to write one part of a sentence on a slice
Meeting Common Core State Standards of bread and the rest on the second slice. For example,
This Really Good Stuff® Words Are CATegorical® you might write “I want ice cream” on the first slice and
Conjunctions, Interjections, and Contractions Poster “my mom won’t let me eat it” on the second. Explain to
Set is aligned with the following Common Core State students that they are going to make a conjunction
Standards for English Language Arts: grilled cheese sandwich. Hold up your slices of bread
and read each sentence. Ask them if they can figure
Conventions of Standard English out what conjunction should go on the “cheese” to make
L.1.1g Use frequently occurring conjunctions (e.g., and, but, or,
your sentence make sense. Write that conjunction on
so, because).
the cheese and staple the sandwich to make the grilled
L.2.2c Use an apostrophe to form contractions and frequently
occurring possessives. cheese conjunction “stick” together. Let students create
L.5.1a Explain the function of conjunctions, prepositions, their own grilled cheese conjunctions and share them
and interjections in general and their function in
with their classmates.
particular sentences.
Assembling and Displaying the Words Are Telephone Conjunction
CATegorical® Conjunctions, Interjections, and Gather an even-numbered small group of students
Contractions Poster Set together. Refer back to the Conjunctions Poster and
Before displaying the Words Are CATegorical® review the word list. Explain that they are going to use
Conjunctions, Interjections, and Contractions conjunctions to play Telephone. Choose a partner and
Poster Set, make copies of this Really Good Stuff® model how to play Telephone by leaning over and saying
Activity Guide and file the pages for future use. Or, a short sentence into your partner’s ear. Your partner
download another copy of it from our website at repeats your sentence and comes up with a conjunction
www.reallygoodstuff.com. Hang the Poster Set where to link a new sentence to what you just said. If your
students will be able to see it easily. This unique Poster partner is able to use a conjunction to connect the two
Set allows you to review conjunctions, interjections, sentences, they earn a point and get to say a short
and contractions in two ways: Either cut apart the sentence in your ear. Group students into partners to
three Mini Posters or take a piece of butcher play Telephone Conjunction.
paper/chart paper and cover up the other two Posters
so you can introduce one Poster at a time. Introducing the Interjections Poster
Point out the Interjections Poster and, if necessary,
Introducing the Conjunctions Poster remind students that interjections are words or phrases
Point out the Conjunctions Poster and, if necessary, that are spoken to show emotion.
remind students that conjunctions are words that join
sentences, phrases, and other words together. Ask your Interjections Activities
students to brainstorm a list of conjunctions. Create Neon Interjection
a word list by writing the words they brainstorm onto a Write five to six sentences that contain interjections
piece of chart paper, and hang it near the Poster. Review on chart paper. Grab a set of neon highlighter tape and
All activity guides can be found online.
Helping Teachers Make A Difference® © 2013 Really Good Stuff® 1-800-366-1920 www.reallygoodstuff.com Made in USA #161527
Words Are CATegorical® Conjunctions, Interjections, Contractions Poster Set
a set of sentence strips. Gather your students together place each matching contraction word set into a balloon.
and review the Interjection Poster. Explain that they Blow up the balloon and write the contraction that the
are going to find interjections in a sentence and two words form on the balloon. For example, isn’t would
highlight them in neon. Take out the highlighter tape and be written on the balloon that has the cards is and not
ask a student to come up and read the first sentence. inside. Place the balloons together in the center of
Ask him/her to find the word that is an interjection and the room and gather your students around them.
highlight it in neon by covering it with highlighter tape. Explain that contractions are made by letters popping
Repeat the same process until each interjection has been out and apostrophes popping in and, that to help them
highlighted. Take out a sentence strip and tell students remember, they will get a contraction balloon to pop.
that they are going to write their own interjection Let each student pick a balloon and try to guess what
sentence. Pass out the sentence strips. When they have words must be inside. If they get the answer right, they
finished their sentence, have them use the highlighter get to pop their balloon.
tape to highlight the interjection word. Hang the
interjection strips around the room, or punch holes in Contraction Addition
the top and attach them to a metal ring for students Take out several index cards and write one word that
to use when writing. makes up a contraction on one card and the other word
on a different card. For example, you would write can
Picture Perfect Interjections on one index card and not on the other card. On a large
Take pictures of students making different facial piece of chart paper write ______ + ________ = on
expressions to express a particular interjection. For each line. Gather your students together and review
example, if the interjection was wow, the student might the Contractions Poster and word list. Explain that
look wide-eyed and have his/her mouth open. After the they are going to play Contraction Addition. Take out a
pictures are printed, write the name of the interjection set of cards. Place the first card in the first blank and
the picture depicts on the back. Create a recording sheet the second card in the blank after the plus sign. Ask
with enough blanks for the number of interjection pictures them if they can tell you what contraction you’ve made.
you choose to use. Gather your students together and For example, can + not = can’t. Continue to take out a
review the Interjections Poster and word list. Tell them set of cards and let students take turns writing the
that you took pictures of different students acting contraction the words make. Pair your students and ask
out interjections. Place them in partner groups and give them to create a set of words that forms a contraction.
them their recording sheet. Hold up the first picture and Gather the partner groups back together to share their
let the partners write down the interjection they think words and see if their classmates can figure out what
it is. After all the pictures are viewed and they have contraction they made.
finished filling in their recording sheet, have them check
their answers as you hold up each picture and flip it to Contraction Doctor
the back to reveal the answer. The group with the most Write words that make up contractions on index
correct answers wins. cards. For example, write can not or is not on an index
card. Take out your index word cards, a box of plastic
Introducing the Contractions Poster bandages, and a set of black markers. Gather a small
Point out the Contractions Poster and, if necessary, group of students together and explain that they get
remind students that contractions are two words that to be contraction doctors. Take out one index card and
are combined into one, using an apostrophe. a bandage. Ask them what letters go away when the
words turn into a contraction. Place the bandage over
Contractions Activities the letters that go away. For example, for the word
Popping Contractions cannot you would put the bandage over the second n and
You will need a permanent marker, enough balloons for the o. Then, take a marker and write an apostrophe on
each student to have one balloon, and several sheets the bandage to create the contraction word. Give each
of paper. Fold each sheet of paper and cut it into eight child a bandage, marker, and a word card and let them
pieces. Write one word that makes up a contraction on perform “surgery” on a word to create their contraction.
one piece of paper and the other word on a different This activity can then be placed into a literacy station to
piece. Stack the two pieces of paper, roll them up, and further develop their understanding of contractions.
Helping Teachers Make A Difference® © 2013 Really Good Stuff® 1-800-366-1920 www.reallygoodstuff.com Made in USA #161527
Words Are CATegorical® Plurals, Comparatives, Compounds Poster Set
This Really Good Stuff® product includes: For example, LEA would be visible in the word leaf. Now, write the
• Words are CATegorical® Plurals, Comparatives, rest of the word in its irregular plural form (VES) on the top fold
Compounds Poster Set, featuring three mini posters to create the word leaves. Gather the students together where
• This Really Good Stuff® Activity Guide they can easily view the Irregular Plurals Poster and word list.
Model how to select a word and then create the irregular plural
Congratulations on your purchase of this Really Good Stuff®
word flip using a sentence strip. Ask them to pick a word off of
Words Are CATegorical® Plurals, Comparatives, Compounds
the list and give each student a sentence strip to create their
Poster Set—an intriguing, colorful poster set to help your
own irregular plural flip strip.
students grasp the meaning and usage of irregular plurals,
comparatives, superlatives, and compound words.
I Have, Who Has?
Write the singular form of several words on an index card, and
Meeting Common Core State Standards
the irregular plural form for the same words on separate index
This Really Good Stuff® Words Are CATegorical® Plurals,
cards. Make sure to create enough cards for each student to
Comparatives, Compounds Poster Set is aligned with the
have one, and so there is a singular and plural match for each
following Common Core State Standards for English
word. If you have an odd number of students, you will need to play.
Language Arts:
Place the cards in a bag or basket. Gather the students
together and review the Irregular Plurals Poster and word list.
Conventions of Standard English
Explain that they are going to play a game called I Have, Who
L.3.1b Form and use regular and irregular plural nouns.
L.3.1g Form and use comparative and superlative adjectives and adverbs, Has? using different words that have irregular plurals. Ask each
and choose between them depending on what is to be modified. student to draw out a different index card. Ask one student to
hold up their card and say, “I have _____, who has _____?”
Vocabulary Acquisition and Use For example, if your student has the word hoof, he/she would say,
L.2.4d Use knowledge of the meaning of individual words to predict the
“I have hoof, who has hooves?” Then, the child who has hooves
meaning of compound words (e.g., birdhouse, lighthouse, housefly;
would say, “I have hooves,” and pick another student to create a
bookshelf, notebook, bookmark).
new set. Continue play until each index card has been matched.
Assembling and Displaying the Words Are CATegorical® Plurals,
Puzzle Plates
Comparatives, Compounds Poster Set
Take out at least 10 small paper plates. Cut each plate into
Before displaying the Words Are CATegorical® Plurals,
jagged halves to create two puzzle pieces. Write the singular form
Comparatives, Compounds Poster Set, make copies of this
of a noun on one side, and the irregular plural form on the other.
Really Good Stuff® Activity Guide and file the pages for future
You can draw pictures or use clip art to add pictures to each
use. Or, download another copy of it from our website at
word. Mix up puzzle pieces and gather a small group of students
www.reallygoodstuff.com. Hang the Poster Set where students
together. Explain that your plates broke and are now all mixed up.
will be able to see it easily. This unique Poster Set allows you
Tell them that they need to help put the plates back together
to review irregular plurals, comparatives and superlatives, and
by matching up the singular and the irregular plural puzzle
compound words in two ways: Either cut apart the three Mini
pieces. After all the pieces are matched go over each plate with
Posters or take a piece of butcher paper/chart paper and
your small group to reinforce their learning of irregular plurals.
cover up the other two Posters so you can introduce one
This activity can then be placed in a literacy station to further
Poster at a time.
integrate their irregular plurals understanding.
Introducing the Irregular Plurals Poster
Introducing the Comparatives and Superlatives Poster
Point out the Irregular Plurals Poster and, if necessary, remind
Point out the Comparatives and Superlatives Poster and,
students that irregular plurals are plural words not formed by
if necessary, remind students that they are both forms of
the usual pattern of adding an s or es. Ask your students to
describing words. A comparative is used to describe two things,
brainstorm a list of irregular plurals. Create a word list by writing
while a superlative describes three or more things.
the words they brainstorm onto a piece of chart paper, and hang
it near the Poster. Review the definition of irregular plurals, and
Comparatives and Superlatives Activities
remind students to refer to the Irregular Plurals Poster and word
Blanked Out
list for help speaking, reading, and writing. Repeat this process
Make three columns on a large piece of chart paper. You will need
when you introduce the Comparative and Superlatives Poster and
an Adjective, Comparative, and Superlative column. Pick out
the Compound Words Poster.
different adjectives that you would like to use and fill in each row
but, leave one column blank. For example, if your adjective was big,
Activities for Irregular Plurals
you might write big in the Adjective column, leave the Comparative
Flipping for Irregular Plurals
column blank, and write biggest in the Superlative blank. Gather
Take a sentence strip and write a singular word that is irregular
your students together and explain that when you were filling
when it becomes plural. For example, you might write the word leaf.
out the chart, you forgot some of the answers. They will need
Fold the sentence strip at the last letter of the word. Cut the
to help you remember the words that should complete each row.
top fold so that only the letters that don’t change are visible.
All activity guides can be found online.
Helping Teachers Make A Difference® © 2013 Really Good Stuff® 1-800-366-1920 www.reallygoodstuff.com Made in USA #161536
Words Are CATegorical® Plurals, Comparatives, Compounds Poster Set
Pair your students up with a partner and give them a specific row Compound Words Activities
to work on. Call the students back together and ask each partner Cracked Up Compounds
group to come up and write the missing word into each blank. Take out sets of plastic Easter eggs. Using a permanent marker,
Leave the chart up so that students can use it as a reference write one word on the top and the word that completes the
when they are speaking, reading, or writing. compound word on the bottom. For example, to create rainbow,
you would write rain on the top and bow on the bottom. After
Snowball Fight writing the compound words on the eggs, take them apart, mix
Take out, at least, three sheets of copy paper per child in your the pieces up, and place them in a basket or bag. Gather your
class. Grab a marker and gather your students where they students together and tell them that you accidentally dropped
can easily view the Superlative and Comparative Poster and all of the compound eggs and now the words are all mixed up.
chart word list. Review the comparative and superlative Ask them to come up one at a time to pull out an egg piece and
definitions and the word list. Explain that students are going see if they can find its match to create the compound word.
to have a snowball fight using comparative and superlative This activity can be placed in a literacy station for further
adjectives. Model how to write one adjective on a piece of copy practice on making compound words.
paper. Roll the paper up into a ball to create the first layer of
your snowball. Ask students what the comparative form of the Compound Cubes
adjective is and write that word onto a second piece of copy Select six compound words and write each word on an index
paper. For example, if your adjective is big, you would have card. Using a permanent marker and a set of same-colored
written big on the first sheet and bigger on the second sheet. unifix cubes, write one letter of the first word on each cube.
Wad up your second sheet and wrap it over the snowball to Use a different-colored set of cubes to write the second word.
make it bigger. Now, ask for the superlative form of your adjective. For example, if the compound word is doghouse, write d, o, and g
Write that word onto the third sheet of paper and wrap it on a set of red unifix cubes and the letters h, o, u, s, and e on
around the snowball. Give each student three pieces of paper and a set of green unifix cubes. Place each set of compound word
ask them to create their snowball. After all of the comparative unifix cubes into a baggie. Put the index card for that compound
and superlative snowballs are created, gather the students word into the baggie. Gather a small group of students together
into a circle. Ask them to “gently” throw their snowballs into (no more than five students). Explain that they are going to
the center of the circle. Then, ask them to pick up a different get to use the cubes to create compound words. Take out one
snowball. Model how they should peel off the top paper with the baggie and model how to snap the cubes together to create the
superlative form and guess what the comparative form of that word. They will need to keep moving the letter cubes around until
adjective might be. Next, they would peel off the comparative they make a word that uses all of the cubes in that color. Help
paper and guess what the original adjective was, then look at the them stretch out the sounds to figure out if the word makes
first sheet to self-check their guess. After peeling and guessing sense or not. Then create the second word using the other color
the adjective, have them rewrap the snowball, throw it, and cubes and sound that word out. Show them how to snap both
repeat the activity until each child has been able to find and words together to create the compound word. Model how to use
unwrap several snowballs. the index card to check their compound word to make sure their
answer is right. Let students trade their own word baggies
SUPERlatives and try to create compound words.
Use either butcher paper or fabric to create a superhero cape. If
you choose fabric you will need safety pins. If you choose butcher Compound Word Vocabulary Map
paper you will need tape. Write several adjectives on index cards Create a large chart with the columns Compound Word, Definition,
and place them in a bag. Grab a stack of blank index cards, and Picture. Take out two different-colored sticky notes and
gather your students together, and explain that today they are write one word on one color and a word that makes it a compound
going to be SUPERlative heroes and their mission is to fill up their word on the other sticky note. For example, the pink sticky note
SUPERlative hero cape with the SUPERlative form of the words in might have cup and the yellow might have cake, making the word
your bag. Let them come up one at a time to draw an adjective. cupcake. Place the sticky note compound word in the Compound
Ask them to write the SUPERlative form of that word on an index Word column. Grab 12 sticky notes of one color, 12 sticky notes in
card and either pin or tape their word onto the SUPERlative hero another color, and 24 index cards. Gather your students where
cape. Let each student have a chance to pull out a word and add they can easily view the chart. Show them your compound word
its superlative to the SUPERlative hero cape. If you used fabric, and ask them to help you with the definition and a picture for
you can choose different students to wear the SUPERlative cape the Picture column. Pair your students into partners and explain
during the day. You could even wear it too! that, working together, they are going to use the sticky notes
to create a compound word, write its definition on an index card,
Introducing the Compound Words Poster and draw a picture to convey its meaning on another index card.
Point out the Compound Words Poster and, if necessary, remind Gather your students back together. Ask each partner group to
students that a compound word is a word made up of two or come up and share their compound word, its definition, and the
more shorter words. Have students take turns reading some of corresponding picture. Tape their compound word, definition, and
the words at the bottom of the Mini Poster. picture into the correct column on the chart.
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Words Are CATegorical® Similes and Metaphors Banner
This Really Good Stuff® product includes: their answers on the chart paper and hang it by
• Words are CATegorical Similes and the Banner. Encourage students to refer to them
Metaphors Banner both for help with speaking, reading, and writing
• This Really Good Stuff® Activity Guide using similes. Repeat this process when you
introduce metaphors.
Congratulations on your purchase of this Really
Good Stuff® Words Are CATegorical® Similes and Simile Metaphor Sort
Metaphors Banner—an engaging and attractive Take out a stack of sentence strips. Write a simile
visual aid to help students grasp the meaning and sentence on six of the strips and a metaphor
correct usage of similes and metaphors. sentence on the other six. Write Simile on one index
card and Metaphor on another. Take out two hula
Meeting Common Core State Standards hoops or tape a T-chart to the floor using colored
This Really Good Stuff® Words Are CATegorical® masking tape. Place the sentence strips in a stack.
Similes and Metaphors Banner is aligned with the Place the simile index card and metaphor card at
following Common Core State Standards for English the top of each column in the T-chart or inside
Language Arts: the top of each hula-hoop. Gather your students
together where they can easily view the Simile
Vocabulary Acquisition and Use and Metaphor Banners and the sort. Review the
L.5.5a Interpret figurative language, including similes and metaphors,
definitions for a simile and a metaphor. Ask them
in context.
what is the same or different about a simile and
Displaying the Words Are CATegorical® Similes and a metaphor. Explain that they are going to sort
Metaphors Banner sentences into either the Simile or Metaphor column
Before displaying the Words Are CATegorical® on the T-chart (or into the correct hula-hoop).
Similes and Metaphors Banner, make copies of this Ask students to come up one at-a time to read a
Really Good Stuff® Activity Guide and file the pages sentence strip and sort it into the Simile or the
for future use. Or, download another copy of it from Metaphor column/circle. After all the strips have
our website at www.reallygoodstuff.com. Hang the been sorted, divide the students into groups. Give
Banner where students will be able to see it easily. each group a sentence strip and ask them to create
one metaphor and one simile sentence. Gather the
Introducing the Words Are CATegorical® Similes students back together. Let each group read their
and Metaphors Banner sentence strip and see if their classmates can sort
Take out two pieces of chart paper. On one piece, it into the correct column/hoop.
write Similes at the top and below it write the
sentence _______ is as _________ as __________. All About Me
and ________ like ________. On the other piece of Draw a big picture of yourself onto chart paper.
chart paper, write Metaphors at the top and below Write I’m as ______ as ______. at the top of the
it write________is a ______ because _________. picture. Be sure to include specific details in your
Gather students around the Banner. Point to the picture, such as specific clothing you like to wear.
left-hand side and ask your students if they know Grab a stack of copy paper, a set of markers, a
what a simile is. Read the definition on the Banner pack of sticky notes, and gather your students
aloud, along with the examples. Ask your students together where they can easily view the drawing.
to help you brainstorm a Class Simile List. Record Explain that they are going to use similes to
All activity guides can be found online.
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Words Are CATegorical® Similes and Metaphors Banner
describe you. Point to the sentence stem at the top marker and writing Your name is a _______
of your drawing and explain that they are going to because . . . on the outside of your cup. For
use this simile sentence to help them describe you. example, you might write Ms./Mr. Smith is a walking
Take out one sticky note and model how to create encyclopedia because. . . Draw and cut out
a smile sentence. For example, I am as smart as a raindrops from the blue paper. Write different
tack. Pair the students with a partner. Give each phrases to complete the sentence on your cup. For
partner group one sticky note and let them use the example, he/she can find any answer would finish
sentence stem to write their own simile sentence. the sentence on the cup. Read the book “How Full Is
Gather the students back together and let each Your Bucket”. Explain that each student will get to
group share their simile sentence and stick it onto create his or her own bucket using metaphors. Show
the drawing. Explain that they are now going to get students your bucket and read the sentence on the
to create simile sentences about themselves. They outside of your cup. Take out each raindrop to read
will draw a picture of themself on the front of their how you finished your sentence and created your
paper and write several simile sentences about metaphor. Give each student a cup and a permanent
themselves on the back. Give each student a piece marker. Have them work with a partner to create
of copy paper on which to create their drawing and a metaphor sentence. Then, have them work
sentences. Gather the students back together and independently to draw, write, and cut out raindrops
let them take turns sharing their work. to go in their bucket. Let them share their metaphor
buckets with their classmates and hang them up
Simile Paint Chips by stapling the back of the plastic cup to your wall.
Ask your local hardware store or any store that Leave blue paper, a marker, and scissors below the
sells paint for a variety of color paint chips. Make buckets so that classmates can add raindrops to
sure you have enough chips for each student in each other’s metaphor buckets.
your class, plus a few extras. Gather your students
together and review the simile side of the Banner. Partial Metaphors
Hold up your paint chip and explain that they are For this activity, write 10 or more partial metaphors
going to create their own simile paint chip. Model on individual index cards. For example, you might
how to write the color at the top of the paint chip. write pain-neck and You are being a ____________
Then, write different simile sentences about your on one card, or John-clown and John is ________. on
color. For example, if your paint chip is yellow you another. Gather a small group of students together
might write Yellow is as bright as sunshine on (no more than four) and review the right-hand side
the first paint chip. Keep using the Yellow is as of the Banner and Class Metaphor List. Pull out
______ as ______. form as you model how to fill one card and work on solving the partial metaphor
in different words to describe yellow using similes. together. Assign each child a partial metaphor and
Give each student a color paint chip. Encourage see if he/she can solve it. After your students have
them to take turns sharing their completed solved one partial metaphor, give them a new card
simile paint chips. or let them trade with a classmate. After they
have all had enough time to complete a few partial
How Full Is Your Bucket? metaphors, review them as a group. You might want
Take out one plastic cup and sheet of blue to place this activity in a literacy station to extend
construction paper for each child in your class. their understanding of metaphors.
Create your own bucket by using a permanent
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