Grade 04 ELA - EC: E04.B-V.4.1.2

Continuum of Activities

The list below represents a continuum of activities: resources categorized by Standard/Eligible Content that teachers may use to move students toward proficiency. Using LEA curriculum and available materials and resources, teachers can customize the activity statements/questions for classroom use.

This continuum of activities offers:

Instructional activities designed to be integrated into planned lessons
Questions/activities that grow in complexity
Opportunities for differentiation for each student’s level of performance

Grade Levels

4th Grade

Course, Subject

English Language Arts

Related Academic Standards / Eligible Content

E04.B-V.4.1.2 E04.B-V.4.1.2

Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. a. Explain the meaning of similes and metaphors in context. b. Recognize and explain the meaning of common idioms, adages, and proverbs. c. Demonstrate understanding of words by relating them to their antonyms and synonyms.

Activities

List and illustrate pairs of synonyms and antonyms.
Sort a given set of similes and metaphors with the correct heading.

Classify a given set of examples of figurative language found within an informational reading passage with the proper headings.
Define common idioms given, as if to an alien from another planet.

Incorporate similes and metaphors into informational writing samples, making sure of proper context.
Construct a list of idioms, adages and proverbs gathered from a given informational reading. Define or explain each instance of figurative language.

Answer Key/Rubric

Student creates a list of synonyms and antonyms. Student will illustrate these pairs to ensure understanding.
Student will be given a set of similes and metaphors. Student will sort these similes and metaphors into the proper headings.
Student is given an informational reading passage. Student must correctly identify and categorize these phrases. For example, the student would put the phrase, “as dark as night” under the simile heading.
Student is given a list of idioms. Student needs to define each idiom. For example, “She spilled the beans” – students could define with “She talked too much and told the secret” – or some variation of that. Students can illustrate the literal and the figurative meanings.
Student will write a brief informational paragraph using at least 1 metaphor and 1 simile. Student’s writing will need to include 3 instances of figurative language, 2 metaphors and one simile or 2 similes and one metaphor.
Student will read an informational reading passage and identify instances of figurative language. Student will create a list of the figurative language included in the passage and identify what type of figurative language it is. For example, student would list “bite your tongue” and identify that as an idiom. The student will also provide a definition or explanation for each piece of figurative language identified.