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.
Updated: 13 Aug 2016
A set of posters showing idioms and their meaning.
Non-Editable: PDF
Pages: 11 Pages
Years: 3 - 7
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>
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>
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>
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>
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>
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>
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>
Extends Tier 2 and Tier 3 vocabulary through interacting, wide reading and writing, morphological analysis and generating precise definitions for specific contexts
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
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
Analyses representations of ideas in literature through narrative, character, imagery, symbol and connotation, and adapts these representations when creating texts
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
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 ...
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 ...
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 ...
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...
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...
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...
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 ...
Examine the effects of imagery, including simile, metaphor and personification, and sound devices in narratives, poetry and songs
Create and edit literary texts, experimenting with figurative language, storylines, characters and settings from texts students have experienced
Describe the ways in which a text reflects the time and place in which it was created
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
Identify authors’ use of vivid, emotive vocabulary, such as metaphors, similes, personification, idioms, imagery and hyperbole
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
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.
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>
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>
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>
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>
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>
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>
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>
Extends Tier 2 and Tier 3 vocabulary through interacting, wide reading and writing, morphological analysis and generating precise definitions for specific contexts
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
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
Analyses representations of ideas in literature through narrative, character, imagery, symbol and connotation, and adapts these representations when creating texts
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
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 ...
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 ...
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 ...
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...
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...
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...
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 ...
Examine the effects of imagery, including simile, metaphor and personification, and sound devices in narratives, poetry and songs
Create and edit literary texts, experimenting with figurative language, storylines, characters and settings from texts students have experienced
Describe the ways in which a text reflects the time and place in which it was created
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
Identify authors’ use of vivid, emotive vocabulary, such as metaphors, similes, personification, idioms, imagery and hyperbole
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
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