RIC-20237 Primary Grammar and Word Study Year 3 – Figures of Speech

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Primary grammar and word study (Book D)
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Primary grammar and
word study – Book D
Foreword
Primary grammar and word study is a series of seven books designed
to introduce students to parts of speech, ways to understand and choose
words, punctuation and figures of speech.
Titles in this series:
• Primary grammar and word study Book A (Ages 5– 6)
• Primary grammar and word study Book B (Ages 6–7)
• Primary grammar and word study Book C (Ages 7–8)
• Primary grammar and word study Book D (Ages 8–9)
• Primary grammar and word study Book E (Ages 9 –10)
• Primary grammar and word study Book F (Ages 10–11)
• Primary grammar and word study Book G (Ages 11–12)
Teaches notes ................................................iv – v
English curriculum links ....................................... v
Literacy character explanation ...................... vi – vii
Checklists.................................................... viii – xi
Parts of speech .............................................. 2–33
Nouns .............................................................. 2–5
Verbs .............................................................. 6–11
Adjectives..................................................... 12–17
Adverbs ........................................................ 18–21
Pronouns ...................................................... 22–25
Conjunctions ................................................ 26–27
Determiners ................................................. 28–31
Prepositions ................................................. 32–33
Understanding and choosing words ........... 34–57
Words that are similar ...............................34–41
Homographs ............................................ 34–35
Homophones ............................................ 36–37
Word groups ............................................ 38–41
Words that change .....................................42–49
Plurals ...................................................... 42–45
Prefixes .................................................... 46–47
Suffixes .................................................... 48–49
Contents
Words and their meanings ........................50–57
Synonyms ................................................ 50–51
Antonyms ................................................. 52–53
Confused words .........................................54–57
Punctuation .................................................. 58–71
Full stops, question marks and
exclamation marks ....................................... 58–59
Capital letters ............................................... 60–61
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Commas ....................................................... 62–65
Apostrophes ................................................. 66–69
Quotation marks ........................................... 70–71
Figures of speech ......................................... 72–83
Alliteration .................................................... 72–73
Anagrams and palindromes .......................... 74–75
Similes ......................................................... 76–77
Metaphors .................................................... 78–79
Onomatopoeia .............................................. 80–81
Personification .............................................. 82–83
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Figures of speech checklist
Name of student
Alliteration
Anagrams/
Palindromes
Metaphors Similes Onomatopoeia Personification
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Figures of speech
Alliteration
Focus
Alliteration
Definition
• Alliteration is the repetition of a sound at the
beginning of words.
Example:
Seven silly sailors stole smelly salmon from the
submarine.
Explanation
• Alliteration occurs when the same sound or sound
group is repeated at the commencement of two or
more stressed syllables of a word group (usually the
first sound in a word).
• Alliteration is often used in nursery rhymes and
poetry.
Example:
‘Baa, baa black sheep …’
• Alliteration can make rhymes, poems or songs
easier to remember.
• Alliteration is a useful writing tool to create special
effects.
Worksheet information
• A syllable poem has the following format:
– It describes a keyword.
– It has five lines.
– Each line has an extra syllable: i.e. line one has
one syllable; line two has two syllables; line three
has three syllables; line four has four syllables;
line five has five syllables.
• A cinquain has the following format:
– It is a five-line poem that describes something.
– Line one has one word or two syllables to
describe the topic; line two has two words or four
syllables to describe the title; line three has three
words or six syllables to describe what the topic
does; line four has four words or eight syllables
to describe the feeling or mood; and line five has
one word or two syllables with a similar meaning
to the topic.
• Read and discuss the explanation of alliteration.
Give some examples and ask the students to supply
some examples.
• After the students have read the instructions for
Question 1, explain each type of poem using the
information above, then allow them to read each
poem. Check the format of each with the students
and ask them to highlight the alliterative words.
• Students can complete Questions 2 to 4
independently. The tongue twisters in Question 4
may be nonsense or humorous ones.
• In Question 5, students illustrate one of the tongue
twisters written in Question 4.
Ideas for further practice
• Find alliterative words in the chorus or verse of
popular songs or in shared poetry.
• As a class, share the tongue twisters completed in
Question 4 and display the ones most enjoyed.
• As a homework activity, investigate television, radio
or written advertising which utilise alliteration to
ensure that slogans are remembered.
Answers
Teacher check
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Alliteration
Alliteration occurs when the same sound is repeated at the
beginning of words.
1. Read the syllable poem and the cinquain.
(a) Fish (b) Leaves
Fresh fish
Lacy, loose
Flaky fish
Fried, flattened fish
Fragrant, floured fish
Lifting, leaping, lying
Like light laughter left in the air
Foliage
2. Write your four favourite alliterative words from each poem.
(a)
(b)
3. Read the tongue twister below.
Clarence Cornwheel carried caramel cupcakes carefully to the car.
4. Write your own tongue twisters using alliteration for the letters given.
(a) n:
(b) p:
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(c) h:
(d) i:
(e) f:
5. Illustrate your favourite tongue twister on the back of the worksheet.
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Primary grammar and word study

Figures of speech
Anagrams and palindromes
Focus
Anagrams and palindromes
Definitions
• An anagram is a word made by rearranging the
letters of another word.
Example:
horse – shore
• A palindrome is a word that reads the same
forwards and backwards.
Example:
noon
Explanation
• Investigating figures of speech such as anagrams
and palindromes develops and enriches students
vocabulary and fosters an interest in language.
Working with anagrams, in particular, will help
students’ spelling as they are required to rearrange
letters to create new words.
Worksheet information
• To assist students in understanding how to create
anagrams, write a word such as ‘loaf’ or ‘tied’ on
the board. Using scrap paper, students rearrange the
letters in various combinations to write a new word
or words. (‘Loaf’ makes ‘foal’ and ‘tied’ makes ‘tide’,
‘diet’ or ‘edit’.)
• When students attempt to answer Questions 1 and
2, they can write different combinations on scrap
paper if necessary. Context clues in the text will also
assist.
• The clues, the number of letter spaces for each
word in the crosspatch and their knowledge of
how a palindrome is formed will assist students in
identifying the palindromes in Question 3. Definitions
for each word could be discussed.
Ideas for further practice
• Distribute sets of cards that have two written clues
for words that are anagrams. Students can work in
pairs to identify the anagrams. Dictionaries can be
used. Students could write sentences that show the
meaning of each word.
• Students sort through their current spelling list to
find anagrams of words.
• In pairs, half the students in the class create their
own three-letter palindromes using the consonant/
vowel/consonant method; e.g. dad, ded, did,
dod, dud. Only ‘dad’, ‘did’ and ‘dud’ are proper
palindromes. Dictionaries could be used. They then
make up clues to give to another pair of students
who didn’t complete the task but can use the clues
to discover simple palindromes. (Students may
discover other palindromes in the process; e.g.
deed, noon, level, sees, kayak, rotor, civic, peep, toot,
Hannah.)
Answers
1. Yesterday, I read some interesting facts about
garden snails. Each snail carries its home on its
back. The largest type of garden snail is about
the length of a ruler. Snails can be a pest when
they eat a favourite garden plant. Snails have
been known to eat the pages of books! A snail’s
teeth are on its tongue. They can not hear. At
top speed, a garden snail can move about seven
centimetres a minute. The thick slime a snail’s
body produces means it can crawl over sharp
edges and not get hurt. A garden snail can live for
up to 15 years.
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2. tame, team, mate
3.
1.
4. radar
r a c e c a r
5.
2.
m a d a m
d e e d
g a g
r e d d e r
4.
3.
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Anagrams and palindromes
An anagram is a word made by rearranging the letters of another
word; for example: thin – hint.
1. The story below does not make sense. Rearrange the letters in the
words in bold print to make an anagram. Write the new word neatly
above it. Now you can read the story properly!
Yesterday, I dear some interesting facts about garden snails. Each
nails carries sit home no sit back. The largest type of garden nails is about the
length of a ruler. Snails can be a step when they tea a favourite garden
plant. Snails have been known to tea the gapes of books! A snail’s teeth
are no sit tongue. They can ton hare. At pot deeps, a garden nails
can move about seven centimetres a minute. The thick miles a snail’s body
produces means it can crawl over harps edges and ton get hurt. A
garden nails can evil for up to 15 years.
2. Can you make three anagrams by rearranging the letters in ‘meat’?
meat
A palindrome is a word that reads the same forwards and
backwards; for example: eye – eye.
3. The answers to the clues for the crosspatch are palindromes.
Solve the crosspatch and find another palindrome in the squares in bold.
1. A car made for racing.
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2. Add ‘ma’ in front of ‘dam’.
1.
3. Use these letters to make a
palindrome – e, d, e, d.
2.
3.
4. Rhymes with ‘bag’.
4.
5. ‘This apple is red, but that
5.
apple is even .’
4. The palindrome made of the letters going down is .
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Figures of speech
Similes
Focus
Similes
Definition
• A simile compares one thing with another. Similes
are usually introduced by the words ‘as’ or ‘like’.
Example:
He was as cunning as a fox.
She slept like a log.
Explanation
• Similes are figures of speech. They are examples of
figurative language, as opposed to literal language.
In figurative language, words are used to create
mental images and impressions by comparing ideas.
These comparisons help the reader to more clearly
imagine the person, place or thing being described.
• Writers use similes to emphasise a certain
characteristic. They make writing more interesting,
entertaining and colourful, as they often find a link
between two unlike subjects.
Example:
‘The children ran around the playground like a
pack of wild animals’.
Worksheet information
• Read the explanation of a simile with the class and
discuss the examples. Ask the students if they can
think of any other similes.
• Read the text with the class. Discuss which words
introduce similes—‘as’ and ‘like’. In Question 1,
students underline the six similes in the text.
• Explain to the class that similes compare two things.
Students determine which two things are being
compared in each phrase from the text in Question
2.
• Students decide which adjectives best match the
similes in Question 3.
• In Question 4, students write a suitable noun to
complete the similes. Explain to the class that many
similes are clichés (phrases which are overused,
trite or stereotypical). Writing is far more interesting
when it is original. For example, instead of ‘as brave
as a lion’ write ‘as brave as a bungee jumper’.
• Students complete the similes in Question 5 and
write their own similes in Question 6. Ask for
volunteers to share their writing with the class.
Ideas for further practice
• Students choose similes and draw them as
humorous cartoons with captions. Collate the
cartoons to make a simile book for the reading
corner.
• Look through novels to locate ten similes. Give each
one a star rating out of five.
• Students write prose containing similes about a type
of person they admire, such as a teacher, an athlete,
a scientist, a zoo keeper etc.
Answers
1. The ballet dancer moves across the stage like a
cloud in a breeze. In her white tutu, she dances as
gracefully as a swan. Her eyes glow like sparkling
stars reflected in a still lake. She spins on the
floor like a leaf caught in a whirlpool. As light as a
feather, she soars through the air like a bird taking
flight.
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2. (a) the dancer’s eyes; stars
(b) the way she dances; swan
3. (a) sweet
(b) slow
(c) cold
(d) soft
4.–6. Answers will vary
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Similes
A simile compares one thing with another and
usually uses the words as or like. Example: ‘as busy
as a bee’ or ‘She slept like a log’.
1. Read the text and underline the six similes.
The ballet dancer moves across the stage like a cloud in a breeze.
In her white tutu, she dances as gracefully as a swan. Her eyes
glow like sparkling stars reflected in a still lake. She spins on the
floor like a leaf caught in a whirlpool. As light as a feather, she soars
through the air like a bird taking flight.
2. Which two things are being compared?
(a) ‘Her eyes glow like sparkling stars …’
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and
(b) ‘ … she dances as delicately as a swan.’
and
3. Choose the best adjective to complete each simile.
cold soft slow sweet
(a) as as honey (b) as as a tortoise
(c) as as ice (d) as as butter
4. Choose a suitable noun to complete each simile. (Try to be original.)
(a) as hot as (b) as old as
(c) as thin as (d) as bright as
5. Write your own similes to complete these sentences.
(a) In summer, the sun is as fierce as .
(b) The puppy’s teeth were sharp like .
(c) The noise in the class was like .
6. Write a simile, using the words as or like, about:
(a) a bushfire
(b) a polar bear
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Figures of speech
Metaphors
Focus
Metaphors
Definition
• A metaphor is a comparison between two things
without the use of as or like. Metaphors say
something is something else.
Example:
The sunset was a rainbow of colours.
A blanket of snow covered the street.
Explanation
• Metaphors are figures of speech. They are an
example of figurative language, as opposed to
literal language. In figurative language, words are
used to create mental images and impressions by
comparing ideas. These comparisons help the reader
to more clearly imagine the person, place or thing
being described.
• Metaphors make writing more interesting,
entertaining and colourful. Writers use metaphors
to emphasise a certain characteristic of something.
A metaphor states that two subjects are the same,
which gives one subject the attributes of the other.
Example:
In the playground, the children were a pack of
wild animals.
The children have been given the attributes of a
‘pack of wild animals’ being loud and untamed.
Worksheet information
• Read the explanation of a metaphor at the top of the
page and give examples. Ask students if they can
think of any other examples of metaphors.
• Read the text ‘My dad’ with the class. Students work
in pairs or small groups to identify the metaphors in
the text.
• Work through Question 2 with the class. Explain that
a metaphor is a comparison between two subjects
which are not normally linked.
• In Question 3, students draw lines to match the
metaphors with their literal meanings.
• Students choose a metaphor to describe people with
particular attributes in Question 4.
Ideas for further practice
• Students write a prose similar to ‘My dad’ about
another member of their family. They should include
as many metaphors as they can.
• In small groups, think of more ‘colour’ metaphors;
for example: yellow – cowardly.
• List words to do with the Arctic/Antarctica. Transform
them into metaphors to create a poem with an
Arctic/Antarctic theme.
Answers
1. My dad is a giant. His hands are planks of wood
and his feet are boats. At times, he is an erupting
volcano with a voice of thunder, but whenever I am
sad, my dad is a teddy bear. His arms are a warm
blanket and his chest a pillow.
2. (a) Dad’s voice, thunder
(b) Dad has a very loud voice.
3. (a) a rake – thin
(b) a lion in battle – brave
(c) a bolt of lightning – very fast
(d) a pig sty – messy
(e) an angel – kind
4. Teacher check
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Metaphors
A metaphor says one thing is something else;
for example: ‘The kitten’s teeth are needles’.
1. Read the text and underline the eight metaphors.
My dad
My dad is a giant. His hands are planks of wood
and his feet are boats. At times, he is an erupting
volcano with a voice of thunder, but whenever I
am sad, my dad is a teddy bear. His arms are a
warm blanket and his chest a pillow.
2. Read this metaphor: … ‘with a voice of thunder’.
(a) Which two things are being described?
(b) What does the metaphor really mean?
and
3. Match the metaphors in bold to their meaning.
(a) Sally is a rake. • • very fast
(b) The king was a lion in battle. • • messy
(c) Toby was a bolt of lightning. • • brave
(d) Your bedroom is a pig sty. • • kind
(e) My gran is an angel. • • thin
4. Write an interesting metaphor to describe:
(a) yourself
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(b) a family member
(c) a friend
(d) someone you would like to know
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Figures of speech
Onomatopoeia
Focus
Onomatopoeia
Definition
• Onomatopoeia is a word which imitates the sound
of what it describes.
Example:
plop, zoom
Explanation
• Figures of speech are used to make language more
interesting, memorable or surprising. There are
three distinct groups: phonological figures of speech
(based on sound effects); lexical figures of speech
(depending for their effect on the use of words);
and syntactic figures of speech (depending for their
effect on sentence structure).
• Phonological figures of speech include: alliteration
(the use of the same sound at the beginning
of words; for example: The slimy snake silently
slithered); assonance (the use of internal rhyme by
using the same vowel or consonant sounds within
words which follow each other or are close together;
for example: double trouble); and onomatopoeia (the
use of a word to resemble a sound.
Example:
The babbling of a brook.
Worksheet information
• Read comics or any other texts which use
onomatopoeia. Identify and discuss the use of words
such as ‘POW’ and ‘Kaboom!’. Ask the students why
they think the author has used these types of words
in the story.
• Introduce the students to the term ‘onomatopoeia’
and explain that it is a word that sounds like what it
is describing. Use the texts read to provide students
with examples of these types of words.
• Ask students to brainstorm to list any words they
think belong in this group of words.
• The worksheet uses the comic format to
demonstrate the use of onomatopoeia.
Ideas for further practice
• Students can use the word lists developed during
the brainstorm to write a simple poem which uses
onomatopoeia. Present with appropriate artwork and
display.
• Students can write and illustrate their own comic
strips.
Answers
Words read left to right and top to bottom:
Purr; SPLASH!; Mumble; Ha, ha!; POW!, THWACK!;
Screech!
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Onomatopoeia
Onomatopoeia is when a word sounds like what it is describing.
1. Look at this comic strip.
Use the words below to complete the word bubbles.
Ha, ha! Purr SPLASH! POW! Screech! Mumble THWACK!
2. Draw and write your own ending.
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Figures of speech
Personification
Focus
Personification
Definition
• Personification is a way of describing non-human
things (such as animals and inanimate objects)
using human traits and abilities, such as speaking.
Example:
The branches danced as the wind pounced upon
the helpless trees.
Explanation
• Personifying an object, event or animal can
help readers understand, empathise, connect
or react emotionally to non-human characters.
Personification can inspire imagery and emotion,
and provide a different perspective.
• Personification is often used in poetry, fables and
fairytales.
Worksheet information
• Teachers might wish to introduce this worksheet
by reading some poetry with personification to
the students and talking about the human traits or
emotions given to inanimate objects or animals.
• Alternatively, show students an everyday object
and ask them to describe it. Then ask them to
think about how they could describe it in a more
creative and interesting way. If they do not suggest
personifying the item, suggest it for them. For
example, if it is a door, what might it be like for it to
be opened and shut all the time? How would it feel
when someone slams it shut?
• Read the poem about night at the top of the
worksheet. Discuss how night, an everyday event,
is given human actions and characteristics. Read
the description and discuss with the students how
giving something qualities like a person is called
personification. Write the word on the board and ask
a student to underline or circle the familiar word
(person). Discuss how personification is a technique
used by writers to make writing more interesting
and creative. Authors can use human emotions or
actions to describe an object.
• If possible, read another poem that illustrates
the use of personification. Emily Dickinson is an
example of a poet who wrote many poems using
personification.
• Give each student a copy of the worksheet, read the
text with them, then allow them to complete it.
Ideas for further practice
• Students could look through poetry books to find
examples of personification. These could be quoted,
illustrated and compiled as a class book.
Answers
1. Teacher check
2. (a) The flowers danced in the gentle breeze.
(b) The hungry flames feasted/chomped on the
dry wood.
(c) The angry waves hammered the pebbles on
the shore.
(d) The lawnmower chomped/feasted on the soft,
green grass.
3. Teacher check
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Personification
Night, in his thick black coat,
Creeps stealthily across the land.
Chasing the sun to the horizon
And stilling Earth’s children with his hand.
Night is a normal, daily event. It is not a person, so it doesn’t really have
hands and can’t wear clothes or chase the sun. But we can write about
night, and other non-human things, as if they can act and think like a
person. This lets us use our imagination and create interesting poems
and stories.
This is called personification.
1. Write what you think these things might think or feel if they could.
(a) A flower when picked:
(b) A car on a cold morning:
(c) Your favourite shirt:
2. Pick ‘human’ verbs from the box to use in each sentence.
chomped feasted danced hammered
(a) The flowers
in the gentle breeze.
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(b) The hungry flames on the dry wood.
(c) The angry waves
(d) The lawnmower
the pebbles on the shore.
on the soft, green grass.
3. Choose one of the sentences above (or write your own) to start a poem.
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