A set of posters showing idioms and their meaning.
Use this set of idiom posters to teach this type of figurative language to your students.
teaching resource
Individual Idiom Posters
Updated: 13 Aug 2016
A set of posters showing idioms and their meaning.
Non-Editable: PDF
Pages: 11 Pages
Years: 3 - 7
Curriculum
VC2E5LE04
Compare the effects of imagery, including simile, metaphor and personification, and sound devices in prose and poetry <ul> <li>discussing how figurative language, including simile and metaphor, can make use of a comparison between different things</li> <li>discussing how, by appealing to the imagination, figurative language provides new ways of looking at the world</li> </ul>
VC2E5LE05
Create texts, experimenting with vocabulary, figurative language, storylines, characters and settings from literary texts they have encountered <ul> <li>drawing upon fiction elements in a range of model texts, such as main idea, characterisation and setting (time and place), and devices such as figurative language (simile, metaphor, personification) to experiment with new, creative ways of communicating ideas, experiences and stories in literary texts</li> <li>creating a visual map, which may include digital mind maps, of figurative language, storylines, characters and settings in a text that may inspire their own writing</li> </ul>
VC2E5LY07
Describe the ways in which a text reflects the time and place in which it was created <ul> <li>describing how ideas in texts are conveyed by vocabulary, including idiomatic expressions and the way that these can change according to time and place</li> <li>describing how ideas in texts reflect the social expectations of the time and place in which they were created</li> </ul>
VC2E6LA03
Explain how different types of texts are typically organised into characteristic stages and phases depending on purposes, recognising how authors often adapt text structures and language features <ul> <li>exploring a range of everyday, community, literary and informative texts, discussing elements of text structure and language features, and comparing the overall structure and effect of authors’ choices in 2 or more texts</li> <li>examining a text to identify strategies such as exaggeration to create humour</li> <li>recognising that texts are organised into stages, such as an introduction, and that introductions may be divided into phases; for example, the introduction stage of a narrative may begin with a phase that is a ‘hook’ or a flashback</li> <li>explaining the characteristic stages and phases in reviews, discussing alternative positions or historical recounts, and identifying any adaptations of typical structures or language features</li> </ul>
VC2E6LA08
Examine how authors use vivid vocabulary and figurative language, such as metaphors, similes, personification, idioms, imagery and hyperbole <ul> <li>exploring how figurative language (for example, metaphors, personification and idioms) can be used to create vivid and less predictable shades of meaning</li> <li>identifying authors’ use of vivid and emotive vocabulary in persuasive texts, for example the vocabulary used in reviews</li> <li>discussing texts, using vocabulary to name text structure, literary devices and language features; for example, using words that name the literary device used in a poem</li> </ul>
VC2E6LY09
Create different types of texts, written and spoken, with developed and organised ideas for purpose and audience, and multimodal elements as appropriate <ul> <li>planning a report on a topic, sequencing ideas logically and providing supporting detail (including graphics, sound and visuals) to enhance audience engagement and understanding</li> <li>creating informative texts for 2 different audiences that explore a topic using text structure and language features for the identified audiences, noting the changes required to appeal to each audience</li> <li>using rhetorical devices, images and modal verbs for persuasive effects, for an identified audience</li> <li>selecting and combining digital tools to create texts</li> </ul>
VC2E6LY10
Re-read and edit their own texts and the texts of others using agreed criteria and exploring editing choices <ul> <li>discussing the setting in a literary text with a peer during the editing process, and experimenting with literary devices that may enhance the setting</li> <li>re-reading and editing their own and others’ work using negotiated criteria for text structure, meaning and accuracy of grammar, spelling and punctuation, and explaining editing choices as required</li> </ul>
EN3-VOCAB-01
Extends Tier 2 and Tier 3 vocabulary through interacting, wide reading and writing, morphological analysis and generating precise definitions for specific contexts
EN3-CWT-01
Plans, creates and revises written texts for multiple purposes and audiences through a selection of text features, sentence-level grammar, punctuation and word-level language
EN3-SPELL-01
Automatically applies taught phonological, orthographic and morphological generalisations and strategies when spelling in a range of contexts, and justifies spelling strategies used to spell unfamiliar words
EN3-UARL-01
Analyses representations of ideas in literature through narrative, character, imagery, symbol and connotation, and adapts these representations when creating texts
EN3-UARL-02
Analyses representations of ideas in literature through genre and theme that reflect perspective and context, argument and authority, and adapts these representations when creating texts
ACELT1611
Understand, interpret and experiment with sound devices and imagery, including simile, metaphor and personification, in narratives, shape poetry, songs, anthems and odesElaborationsdiscussing how figurative language including simile and metaphor can ...
ACELT1798
Create literary texts that experiment with structures, ideas and stylistic features of selected authorsElaborationsdrawing upon fiction elements in a range of model texts - for example main idea, characterisation, setting (time and place), narrative ...
ACELY1698
Show how ideas and points of view in texts are conveyed through the use of vocabulary, including idiomatic expressions, objective and subjective language, and that these can change according to contextElaborationsidentifying the narrative voice (the ...
ACELA1518
Understand how authors often innovate on text structures and play with language features to achieve particular aesthetic, humorous and persuasive purposes and effectsElaborationsexploring a range of everyday, community, literary and informative texts...
ACELA1525
Investigate how vocabulary choices, including evaluative language can express shades of meaning, feeling and opinionElaborationsidentifying (for example from reviews) the ways in which evaluative language is used to assess the qualities of the variou...
ACELT1615
Identify and explain how choices in language, for example modality, emphasis, repetition and metaphor, influence personal response to different textsElaborationsnoting how degrees of possibility are opened up through the use of modal verbs (for examp...
ACELY1714
Plan, draft and publish imaginative, informative and persuasive texts, choosing and experimenting with text structures, language features, images and digital resources appropriate to purpose and audienceElaborationscreating informative texts for two ...
AC9E5LE04
Examine the effects of imagery, including simile, metaphor and personification, and sound devices in narratives, poetry and songs
AC9E5LE05
Create and edit literary texts, experimenting with figurative language, storylines, characters and settings from texts students have experienced
AC9E5LY01
Describe the ways in which a text reflects the time and place in which it was created
AC9E6LA03
Explain how texts across the curriculum are typically organised into characteristic stages and phases depending on purposes, recognising how authors often adapt text structures and language features
AC9E6LA08
Identify authors’ use of vivid, emotive vocabulary, such as metaphors, similes, personification, idioms, imagery and hyperbole
AC9E6LY06
Plan, create, edit and publish written and multimodal texts whose purposes may be imaginative, informative and persuasive, using paragraphs, a variety of complex sentences, expanded verb groups, tense, topic-specific and vivid vocabulary, punctuation, spelling and visual features
Curriculum
VC2E5LE04
Compare the effects of imagery, including simile, metaphor and personification, and sound devices in prose and poetry <ul> <li>discussing how figurative language, including simile and metaphor, can make use of a comparison between different things</li> <li>discussing how, by appealing to the imagination, figurative language provides new ways of looking at the world</li> </ul>
VC2E5LE05
Create texts, experimenting with vocabulary, figurative language, storylines, characters and settings from literary texts they have encountered <ul> <li>drawing upon fiction elements in a range of model texts, such as main idea, characterisation and setting (time and place), and devices such as figurative language (simile, metaphor, personification) to experiment with new, creative ways of communicating ideas, experiences and stories in literary texts</li> <li>creating a visual map, which may include digital mind maps, of figurative language, storylines, characters and settings in a text that may inspire their own writing</li> </ul>
VC2E5LY07
Describe the ways in which a text reflects the time and place in which it was created <ul> <li>describing how ideas in texts are conveyed by vocabulary, including idiomatic expressions and the way that these can change according to time and place</li> <li>describing how ideas in texts reflect the social expectations of the time and place in which they were created</li> </ul>
VC2E6LA03
Explain how different types of texts are typically organised into characteristic stages and phases depending on purposes, recognising how authors often adapt text structures and language features <ul> <li>exploring a range of everyday, community, literary and informative texts, discussing elements of text structure and language features, and comparing the overall structure and effect of authors’ choices in 2 or more texts</li> <li>examining a text to identify strategies such as exaggeration to create humour</li> <li>recognising that texts are organised into stages, such as an introduction, and that introductions may be divided into phases; for example, the introduction stage of a narrative may begin with a phase that is a ‘hook’ or a flashback</li> <li>explaining the characteristic stages and phases in reviews, discussing alternative positions or historical recounts, and identifying any adaptations of typical structures or language features</li> </ul>
VC2E6LA08
Examine how authors use vivid vocabulary and figurative language, such as metaphors, similes, personification, idioms, imagery and hyperbole <ul> <li>exploring how figurative language (for example, metaphors, personification and idioms) can be used to create vivid and less predictable shades of meaning</li> <li>identifying authors’ use of vivid and emotive vocabulary in persuasive texts, for example the vocabulary used in reviews</li> <li>discussing texts, using vocabulary to name text structure, literary devices and language features; for example, using words that name the literary device used in a poem</li> </ul>
VC2E6LY09
Create different types of texts, written and spoken, with developed and organised ideas for purpose and audience, and multimodal elements as appropriate <ul> <li>planning a report on a topic, sequencing ideas logically and providing supporting detail (including graphics, sound and visuals) to enhance audience engagement and understanding</li> <li>creating informative texts for 2 different audiences that explore a topic using text structure and language features for the identified audiences, noting the changes required to appeal to each audience</li> <li>using rhetorical devices, images and modal verbs for persuasive effects, for an identified audience</li> <li>selecting and combining digital tools to create texts</li> </ul>
VC2E6LY10
Re-read and edit their own texts and the texts of others using agreed criteria and exploring editing choices <ul> <li>discussing the setting in a literary text with a peer during the editing process, and experimenting with literary devices that may enhance the setting</li> <li>re-reading and editing their own and others’ work using negotiated criteria for text structure, meaning and accuracy of grammar, spelling and punctuation, and explaining editing choices as required</li> </ul>
EN3-VOCAB-01
Extends Tier 2 and Tier 3 vocabulary through interacting, wide reading and writing, morphological analysis and generating precise definitions for specific contexts
EN3-CWT-01
Plans, creates and revises written texts for multiple purposes and audiences through a selection of text features, sentence-level grammar, punctuation and word-level language
EN3-SPELL-01
Automatically applies taught phonological, orthographic and morphological generalisations and strategies when spelling in a range of contexts, and justifies spelling strategies used to spell unfamiliar words
EN3-UARL-01
Analyses representations of ideas in literature through narrative, character, imagery, symbol and connotation, and adapts these representations when creating texts
EN3-UARL-02
Analyses representations of ideas in literature through genre and theme that reflect perspective and context, argument and authority, and adapts these representations when creating texts
ACELT1611
Understand, interpret and experiment with sound devices and imagery, including simile, metaphor and personification, in narratives, shape poetry, songs, anthems and odesElaborationsdiscussing how figurative language including simile and metaphor can ...
ACELT1798
Create literary texts that experiment with structures, ideas and stylistic features of selected authorsElaborationsdrawing upon fiction elements in a range of model texts - for example main idea, characterisation, setting (time and place), narrative ...
ACELY1698
Show how ideas and points of view in texts are conveyed through the use of vocabulary, including idiomatic expressions, objective and subjective language, and that these can change according to contextElaborationsidentifying the narrative voice (the ...
ACELA1518
Understand how authors often innovate on text structures and play with language features to achieve particular aesthetic, humorous and persuasive purposes and effectsElaborationsexploring a range of everyday, community, literary and informative texts...
ACELA1525
Investigate how vocabulary choices, including evaluative language can express shades of meaning, feeling and opinionElaborationsidentifying (for example from reviews) the ways in which evaluative language is used to assess the qualities of the variou...
ACELT1615
Identify and explain how choices in language, for example modality, emphasis, repetition and metaphor, influence personal response to different textsElaborationsnoting how degrees of possibility are opened up through the use of modal verbs (for examp...
ACELY1714
Plan, draft and publish imaginative, informative and persuasive texts, choosing and experimenting with text structures, language features, images and digital resources appropriate to purpose and audienceElaborationscreating informative texts for two ...
AC9E5LE04
Examine the effects of imagery, including simile, metaphor and personification, and sound devices in narratives, poetry and songs
AC9E5LE05
Create and edit literary texts, experimenting with figurative language, storylines, characters and settings from texts students have experienced
AC9E5LY01
Describe the ways in which a text reflects the time and place in which it was created
AC9E6LA03
Explain how texts across the curriculum are typically organised into characteristic stages and phases depending on purposes, recognising how authors often adapt text structures and language features
AC9E6LA08
Identify authors’ use of vivid, emotive vocabulary, such as metaphors, similes, personification, idioms, imagery and hyperbole
AC9E6LY06
Plan, create, edit and publish written and multimodal texts whose purposes may be imaginative, informative and persuasive, using paragraphs, a variety of complex sentences, expanded verb groups, tense, topic-specific and vivid vocabulary, punctuation, spelling and visual features
Teach Starter Publishing
We create premium quality, downloadable teaching resources for primary/elementary school teachers that make classrooms buzz!
Suggest a Change
Would you like something changed or customised on this resource? While our team makes every effort to complete change suggestions, we can't guarantee that every change will be completed.
Login
to suggest a change
Report an Error
Did you spot an error on this resource? Please let us know and we will fix it shortly.
Login
to report an error
Help
Are you having trouble downloading or viewing this resource? Please try the following steps:
- Check that you are logged in to your account
- For premium resources, check that you have a paid subscription
- Check that you have installed Adobe Reader ( download here )
If you are still having difficulty, please visit the Teach Starter Help Desk or contact us .
You may also like
- Plus Plan
Adjective Grammar Card Game – Flip It!
A fun game for students to play in small groups to consolidate their understanding of adjectives.
- Plus Plan
Adverb Grammar Card Game – Flip It!
A fun game for students to play in small groups to consolidate their understanding of adverbs.
- Plus Plan
Queensland Cursive Entries and Exits Spaceship - Blue
A set of 12 Queensland Cursive entry and exit shuttles to join together to make a handwriting spaceship.
- Plus Plan
Verb Grammar Card Game – Flip It!
A fun game for students to play in small groups to consolidate their understanding of verbs.
- Plus Plan
Queensland Cursive Entries and Exits Spaceship - Purple
A set of 12 Queensland Cursive entry and exit shuttles to join together to make a handwriting spaceship.
- Plus Plan
Queensland Cursive Entries and Exits Spaceship - Red
A set of 12 Queensland Cursive entry and exit shuttles to join together to make a handwriting spaceship.
- Plus Plan
Desk Plate Alphabet and Number Line - Butterflies and Lady Bugs
Lower Grade Desk Plates with the alphabet, number line and student's name on them.
- Plus Plan
CVC Letters
A sheet of letters to use when making CVC words.
- Plus Plan
Year 1 Editing Passages
Use this set of Year 1 editing passages to help your students demonstrate their spelling, punctuation and grammar knowledge.
- Plus Plan
NAPLAN-Style Assessment Rubric for Poetry
A NAPLAN-style rubric designed to help teachers to assess student's poetry.
0 Comments
Write a review to help other teachers and parents like yourself. If you'd like to request a change to this resource, or report an error, select the corresponding tab above.