RIC-20241 Primary Grammar and Word Study Year 4 – Figures of Speech

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Primary grammar and word study (Book E) 

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Primary grammar and 

word study – Book E 

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) 

Teachers notes .............................................. iv – v 

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 .................................................. 46–45 

Prefixes ................................................ 46–47 

Suffixes ................................................ 48–49 

Contents 

Words and their meanings ........................50–53 

Synonyms and antonyms...................... 50–51 

Word origins ......................................... 52–53 

Confused words .........................................54–57 

Punctuation ................................................. 58–71 

Full stops, question marks and 

exclamation marks ....................................... 58–59 

Capital letters ............................................... 60–61 

Commas ....................................................... 62–65 

Apostrophes ................................................. 66–69 

Quotation marks ........................................... 70–71 



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Figures of speech ........................................ 72–83 

Alliteration .................................................... 72–73 

Anagrams and palindromes .......................... 74–75 

Idioms .......................................................... 76–77 

Similes ......................................................... 78–79 

Metaphors .................................................... 80–81 

Personification .............................................. 82–83 

R.I.C. Publications ® www.ricpublications.com.au iii 

Primary grammar and word study

Figures of speech 

checklist 

Name of student 

Alliteration 

Anagrams/ 

Palindromes 

Idiom Metaphors Similes Personification 



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Alliteration 

Focus 

Alliteration 

Definition 

• Alliteration is the repetition of a sound at the 

beginning of words. 

Example: 

My mum makes a ‘mean’ milk shake with melted 

marshmallows and mangoes. 

Explanation 

• Alliteration occurs when the same consonant 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 and can make rhymes, poems or songs 

easier to remember. 

• Alliteration is a useful writing tool to create special 

effects. 

Worksheet information 

• Read and discuss the explanation of alliteration, 

give some examples and ask the students to supply 

some. 

• Students read the instructions for Question 1 and the 

advertising text, and write words beginning with the 

s sound in the box. Discuss which words ‘work’ best 

in the text, such as ones closest together—‘Springy 

spaghetti’, ‘Spices and sauce supply some’. 

• Students complete Questions 2, 3 and 4 

independently and share their answers with the 

class. 

Ideas for further practice 

• Identify alliterative words in the chorus or verse of 

popular songs or shared poetry. 

• As a class, write and share tongue twisters. 

• Write a variety of poetry incorporating alliteration to 

create special effects or simple poems to read to a 

class of younger students, focusing on a particular 

initial sound. 

Answers 

1. 

2.–4. Teacher check 

‘s’ words 

Springy spaghetti (twice) 

special stuff swallow spices 

sauce supply Sample 



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Primary grammar and word study 72 

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Alliteration 

Alliteration is the repetition of a sound at the beginning of words. 

Alliteration is often used in advertising to make slogans memorable. 

1. Read the advertising text and write all the ‘s’ words in the box below. 

Springy spaghetti is special stuff. 

Swallow it down! You’ll never get enough! 

Spices and sauce supply some zest. 

Sample it today! Be our guest! 

Springy spaghetti passes the tastebuds test. 

Buy it today! It’s just the best! 

2. Write a description of these foods using alliteration. 

(a) 

(b) 

3. Write a familiar advertising text which uses alliteration, or make up one of your own for a new 

product. 



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4. Chants may also be written using alliteration. Write a football chant for your favourite team, 

using alliteration, and chant it to a partner. 

fish 

pizza 

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Anagrams and palindromes 

Focus 


Definitions 

• An anagram is a word made by rearranging the letters 

of another word. 

Example: 

groan – organ 

• A palindrome is a word or series of words that read the 

same forwards and backwards. 

Example: 

kayak 

don’t nod 

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. 


• To assist students in understanding how to create 

anagrams, write a word such as ‘scare’ or ‘pest’ on the 

board. Using scrap paper, students rearrange the letters 

in various combinations to write a new word or word. 

(‘scare’ makes ‘cares’ and ‘races’, while ‘pest’ makes 

‘step’ and ‘pets’) 

• In Questions 1 and 2, students may find it helpful to 

write different combinations on scrap paper. Context 

clues in the text will also assist. 


• Students sort through current and previous spelling 

lists and find anagrams. 

• Anagrams can also be made by rearranging the 

letters in words and phrases. Some interesting 

examples for students to investigate include: debit 

card – bad credit, astronomer – moon starer, 

schoolmaster – the classroom, the eyes – they see, 

snooze alarms – Alas! No more z’s! 

Note: Each of the above examples relates to the 

other but this isn’t necessary. 

• Students brainstorm to list single word palindromes 

to add to a reference chart ; e.g. deed, noon, level, 

sees, kayak, rotor, civic, peep, toot, Hannah, solos, 

sexes, refer, madam, pup, bub, bib, wow, nun, 

racecar, radar, rotor. Students could write clues for 

the palindromes they found to give to other students. 

Answers 

1. (a) The lioness’s claws ripped into the antelope’s 

flesh. 

(b) The mare led her young foal further into the 

forest. 

(c) Open the oven to see if the bread has risen. 

(d) I put a stapler and a file on my office table. 

(e) The plum and peach juice left a stain on my 

shirt. 

(f) I felt my heart jump when the angry wasp 

buzzed near me. 

2. (a) shear, share, hears, hares 

(b) peal, pale, plea, leap 

3. Was it a car or a cat I saw? 



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23 1 19 9 20 1 3 1 18 15 18 1 3 1 20 9 19 1 23 

w a s i t a c a r o r a c a t I s a w 




An anagram is a word made by rearranging the letters 

of another word. 

For example: finger – fringe 

1. Rewrite each sentence so it makes sense by finding a suitable anagram for the words in bold 

print. 

(a) The lioness’s claws dipper into the antelope’s shelf. 

(b) The mare led her young loaf further into the softer. 

(c) Open the oven to see if the beard has siren. 

(d) I put a plaster and a life on my office bleat. 

(e) The lump and cheap juice left a satin on my shirt. 

(f) I left my earth jump when the paws buzzed near me. 

2. Can you make three anagrams for each word? 

(a) shear 

(b) peal 



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A palindrome is a word or series of words that reads the same 

forwards and backwards. 

Example: sees or Madam, I’m Adam 

3. Write the letter of the alphabet that corresponds to its order in the alphabet. 

Example: E = 5 (the fifth letter of the alphabet) 

When you have finished you will have made a palindrome sentence! 

23 1 19 9 20 1 3 1 18 15 18 1 3 1 20 9 19 1 23 




Idioms 

Focus 

Idioms 

Definition 

An idiom is a saying peculiar to a language and in 

which real and literal meanings are different. 

Example: 

It was a piece of cake! (meaning it was easy) 

Explanation 

• Idioms are metaphorical phrases that are not meant 

to be taken literally. The true meaning of an idiom 

cannot be found from the meaning of its individual 

words but is learned through its use in context. 

• Idioms are an integral part of the English language. 

Understanding idioms can help students understand 

a wide range of texts and create more interesting 

texts of their own. 


• Before completing the worksheet, discuss idioms 

and their role in adding to the richness of the English 

language. What idioms are the students familiar 

with? Do they know the origins of any idioms? 

Why do they think idioms have survived over 

generations? Do they think idioms are a valuable 

part of the language? Why?/Why not? 

• Ask students to close their eyes as you read a 

sentence containing an idiom. Ask them how they 

visualised the idiom. What do they think it means? 

How well do they think it conveys its meaning? 

• In pairs, students read through the text and discuss 

the meaning of the highlighted idioms in context. 

• In Question 2, students illustrate the idioms from the 

text. 


• In pairs, illustrate and research the meaning and 

origin of one idiom. Present to the class. 

• Enjoy the three books Parts, More parts and Even 

more parts by Ted Arnold, which illustrate and 

explain idioms. 

Answers 

1. (a) foaming at the mouth – very angry 

(b) lend a hand – to help 

(c) jumped ship – to run off 

(d) the lion’s share – the greater part 

(e) a good ticking-off – a severe telling off 

(f) showed his face – returned to the scene 

2. Teacher check 



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Idioms 

An idiom is a phrase whose meaning is not related to its individual words: 

For example, to be in hot water is to be in trouble, to come clean is to tell the 

truth, and to look green around the gills is to look unwell. 

The idioms in the text have be been highlighted. 

Jamilla was foaming at the mouth. Her brother Achmel had promised to lend a hand with the 

chores but he had jumped ship and left her with the lion’s share of the work. She would make 

sure he got a good ticking-off when he finally showed his face. 

1. Discuss the text with a partner and write the meaning of each idiom used. 

(a) foaming at the mouth 

(b) lend a hand 

(c) jumped ship 

(d) the lion’s share 

(e) a good ticking-off 

(f) showed his face 

2. Illustrate each idiom. 



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foaming at the mouth lend a hand jumped ship 

the lion’s share a good ticking-off showed his face 




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 

(stating a fact). 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. 


• 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 article with the class. Discuss which words 

introduce a simile—‘as’ and ‘like’. In Question 1, 

students underline the six similes in the text. 

• Explain to the class that similes are the comparison 

of two things. Students determine which two things 

are being compared in the phrase from the text. 

Discuss the difference between literal language 

and figurative language (see ‘Explanation’ above). 

Students consider and write the literal meaning of 

the phrase in Question 2(b). 

• Students decide which adjective best matches 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 cliches (overused, trite or stereotyped 

expressions, for example, dead as a dodo). Writing is 

far more interesting when it is original. 

Example: 

Instead of ‘as brave as a lion’ suggest ‘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. 


• Students draw a picture of the ocean and write 

words to describe it. Use these words to write 

sentences containing similes about the ocean using 

‘as’ and ‘like’. Link the sentences to create a simile 

poem about the ocean. 

• Look through familiar texts to identify ten similes. 

Order them from 1 to 10. 

• Work in pairs to create a ‘common similes’ matching 

game for students in a younger class. 

Answers 

1. Note: Similes are in bold text. 



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News: City falls like a house of cards! 

At 8 am yesterday, three tornados moved through 

the city like bulldozers, leaving it as flat as a 

felled forest. Everywhere, frantic people dug like 

dogs to free the trapped. The lucky survivors were 

pulled from piles of rubble as big as houses. Their 

faces, as white as sheets, displayed the terror of 

their ordeal. 

2. (a) people; dogs 

(b) Answers will vary. Suggested answer: 

That the people were digging frantically, as 

though they were dogs digging up a bone. 

3. (a) flat (b) red (c) smooth 

(d) cool (e) gentle (f) blind 

4.–6. Answers will vary 



Similes 

A simile compares one thing with another using the words as or like. 

Example: ‘as busy as a bee’ or ‘crazy like a fox’ 

1. Read the article and underline the six similes. 

News: 

City falls like a house of cards! 

At 8 am yesterday, three tornados moved through the 

city like bulldozers, leaving it as flat as a felled forest. 

Everywhere, frantic people dug like dogs to free the 

trapped. The lucky survivors were pulled from piles of 

rubble as big as houses. Their faces, as white as sheets, 

displayed the terror of their ordeal. 

2. ‘Everywhere, frantic people dug like dogs …’ 

(a) Which two things are being compared? 

and 

(b) Explain what you think the author is trying to say. 

3. Choose the best adjective to complete each simile. 

smooth blind red cool gentle flat 

(a) as as a pancake (b) as as beetroot 

(c) as as silk (d) as as a cucumber 

(e) as as a dove (f) as as a bat 



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4. Choose a suitable noun to complete each simile. Try to be original. 

(a) as tall as (b) as brave as 

(c) as rich as (d) as straight as 

5. Write your own similes to complete these sentences. 

(a) The truck roared past like . 

(b) The fairy floss tasted like . 

(c) When Mr Brown gets angry, he is like . 

6. On the back of this sheet, write your own similes using ‘as’ or ‘like’ about each of these. 

fireworks noisy children the moon a camel 




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. 


• 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 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. Students decipher the 

literal meaning of the metaphor. 

• 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 and write 

sentences containing the metaphors in Question 5. 

• Students give a literal meaning of the metaphor in 

Question 6. 


• Read the poem ‘Dreams’ by Langston Hughes, found 

at: . 

Identify the similes in the poem and discuss them. 

• Choose an animal which symbolises you. Inside an 

outline of the animal, write metaphors comparing 

yourself to the animal. 

• Work in groups to think of metaphors containing 

body parts, such as head, heart, eye, face and 

hands. 

Example: 

‘had her hands full’, ‘keep an eye on’, ‘give 

someone a hand’ etc. 

Answers 

1. Ms Baker was a volcano ready to erupt when she 

entered the classroom. The students were instantly 

transformed from a pack of wild animals to a 

group of angels. The test they had thought would 

be a piece of cake had been a nightmare. Ms 

Baker said they would all have to pull their socks 

up because only one student, Anna who was a 

walking encyclopedia, had done well. 



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2. (a) Anna, encyclopedia 

(b) Anna ia able to recall many facts with ease. 

3. (a) a rough diamond—valuable 

(b) a little ray of sunshine—happy 

(c) raining cats and dogs—heavily 

(d) a bolt of lightning—fast 

(e) sandpaper—rough 

4. Teacher check. Possible answers include: 

(a) rake 

(b) snail/tortoise 

(c) giant 

(d) mule 

5. Teacher check 

6. The sport’s car travelled away very fast. 



Metaphors 

A metaphor says one thing is something else. 

Example: ‘Her teeth are sharp thorns’, ‘a blanket of snow’ 

1. Read the text and underline the six metaphors. 

Ms Baker was a volcano ready to erupt when she entered the classroom. The students 

were instantly transformed from a pack of wild animals to a group of angels. The 

test they had thought would be a piece of cake had been a nightmare. Ms Baker said 

they would all have to pull their socks up because only one student, Anna who was a 

walking encyclopedia, had done well. 

2. ‘ … Anna, who was a walking encyclopedia …’ 

(a) Which two things are being compared in this metaphor? 

(b) Explain what the metaphor really means. 

3. Match the metaphors in bold to their meaning. 

(a) Travis is a rough diamond. • • happy 

(b) The baby is a little ray of sunshine. • • rough 

(c) It is raining cats and dogs. • • heavily 

(d) Cory, who is a bolt of lightning, won every race. • • valuable 

(e) Grandpa’s hands are sandpaper. • • fast 

4. Use a metaphor to describe a person who is: 

(a) thin 

(c) tall 

and 

(b) slow 

(d) stubborn 

5. Choose two metaphors from Question 4 and write a sentence for each. 

• 

• 



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6. Explain this metaphor: ‘The sports car was a rocket that flew off into the distance’. 




Personification 

Focus 

Personification 

Definition 

• Personification is a way of describing non-human 

things (such as animals and inanimate objects) using 

human terms, traits and abilities, such as speaking. 

Example: 

The trees danced as the wind galloped through the 

forest. 

Explanation 

• Personifying an object 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. 


• Riddles often contain personification and provide an 

interesting means for students to practise personifying 

abstract nouns. 

• If possible, read a number of riddles to the students. 

Students may need to hear more than two riddles before 

they are able to create their own. Then read those on the 

worksheet with them and discuss how something nonhuman 

can be described with human traits and abilities. 

Practise creating one about a familiar classroom item, 

event or idea (such as recess or a pencil). 

• Students complete the worksheet by linking nouns to a 

fitting description, writing two personified descriptions 

of their own, then finally writing a riddle. 


• On small cards, write a number of ‘human’ verbs 

(about half as many as there are students in the 

class) and a matching number of nouns (including 

abstract nouns such as feelings and ideas). Give 

one card to each student. Those with nouns find a 

verb partner that matches and together they create 

a short poem including the noun and the verb. For 

example, ‘invited’ and ‘the stars’ might pair up the 

create a poem about the stars inviting the moon to 

join them in a celestial celebration. 

• Students could take note of personification on 

television commercials. Often animals, foods and 

ideas are personified to make the commercials more 

interesting to the target audience. 

Answers 

1. (a) red – dangerous and hot, stay away from me! 

(b) camera – watching, waiting for just the right 

moment 

(c) night – in a thick, dark coat, he sweeps across 

the land 

(d) rock – stubborn and lazy, tripping people up 

(e) morning – fresh, happy and full of hope 

(f) wisdom – ancient and weary, sitting by his 

books 

2–3. Teacher check, answers will vary. 



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What am I? 

I am at the start of everything and at the end of time. 

You’ll find me in your dinner and also in slime. 

You won’t find me in a park, nor in a city zoo, 

but I love being in water and at the beach, too. 

Give me food, and I will live; 

give me water, and I will die. 

What am I? 

Fire 

What am I? 

The letter ‘e’. 

A letter of the alphabet can’t really speak, nor can a fire be alive, but 

we can write about them in this way. When we give an idea, animal 

or thing human emotions, thoughts and actions, we ‘personify’ it. 

Personification allows us to be creative in writing and helps readers 

to understand and connect with non-human characters. 

1. Link the nouns on the left with a matching personified description. 

(a) red • • stubborn and lazy, tripping people up 

(b) camera • • fresh, happy and full of hope 

(c) night • • dangerous and hot, stay away from me! 

(d) rock • • in a thick, dark coat, he sweeps across the land 

(e) morning • • ancient and weary, sitting by his books 

(f) wisdom • • watching, waiting for just the right moment 

2. Write your own description for: 

(a) nature 

(b) wind 



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3. Write a riddle using personification. Use a noun from the box or one of your own. 

Give it to a friend to solve. 

shoes 

a light globe 

a newspaper 

a cheetah 

happiness 

fear 

night 

exams

RIC-20241 Primary Grammar and Word Study Year 4 – Figures of Speech

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