Updated: 16 Sep 2016
A poster providing a definition and examples of onomatopoeia.
Non-Editable: PDF
Pages: 1 Page
Years: 1 - 7
Identify and discuss some literary devices, including rhythm and onomatopoeia in poetry and prose, and discuss the ways that they shape the reader's reaction
Re-read and edit their own texts and the texts of others using agreed criteria and exploring editing choices
Create different types of texts, written and spoken, with developed and organised ideas for purpose and audience, and multimodal elements as appropriate
Examine how authors use vivid vocabulary and figurative language, such as metaphors, similes, personification, idioms, imagery and hyperbole
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
Explain characteristic features used to meet the purpose and audience in different types of texts
Create texts, experimenting with vocabulary, figurative language, storylines, characters and settings from literary texts they have encountered
Compare the effects of imagery, including simile, metaphor and personification, and sound devices in prose and poetry
Analyses representations of ideas in literature through narrative, character, imagery, symbol and connotation, and adapts these representations when creating texts
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
Plans, creates and revises written texts for multiple purposes and audiences through selection of text features, sentence-level grammar, punctuation and word-level language
Fluently reads and comprehends texts for wide purposes, analysing text structures and language, and by monitoring comprehension
Extends Tier 2 and Tier 3 vocabulary through interacting, wide reading and writing, morphological analysis and generating precise definitions for specific contexts
Identifies and describes how ideas are represented in literature and strategically uses similar representations when creating texts
Builds knowledge and use of Tier 1, Tier 2 and Tier 3 vocabulary through interacting, wide reading and writing, and by defining and analysing words
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
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
Identify authors’ use of vivid, emotive vocabulary, such as metaphors, similes, personification, idioms, imagery and hyperbole
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
Explain characteristic features used in imaginative, informative and persuasive texts to meet the purpose of the text
Create and edit literary texts, experimenting with figurative language, storylines, characters and settings from texts students have experienced
Examine the effects of imagery, including simile, metaphor and personification, and sound devices in narratives, poetry and songs
Discuss the effects of some literary devices used to enhance meaning and shape the reader’s reaction, including rhythm and onomatopoeia in poetry and prose
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 ...
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...
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...
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...
Identify and explain characteristic text structures and language features used in imaginative, informative and persuasive texts to meet the purpose of the textElaborationsexplaining how the features of a text advocating community action, for example ...
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 ...
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 ...
Discuss the nature and effects of some language devices used to enhance meaning and shape the readerâs reaction, including rhythm and onomatopoeia in poetry and proseElaborationsidentifying the effect of imagery in texts, for example the use of ...
A poster providing a definition and examples of onomatopoeia.
Print this poster out in A3 or larger. Display it in your classroom as a visual reminder of onomatopoeia and its uses.
Onomatopoeia is the use of words that imitate the sounds associated with the objects or actions they refer to.
Identify and discuss some literary devices, including rhythm and onomatopoeia in poetry and prose, and discuss the ways that they shape the reader's reaction
Re-read and edit their own texts and the texts of others using agreed criteria and exploring editing choices
Create different types of texts, written and spoken, with developed and organised ideas for purpose and audience, and multimodal elements as appropriate
Examine how authors use vivid vocabulary and figurative language, such as metaphors, similes, personification, idioms, imagery and hyperbole
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
Explain characteristic features used to meet the purpose and audience in different types of texts
Create texts, experimenting with vocabulary, figurative language, storylines, characters and settings from literary texts they have encountered
Compare the effects of imagery, including simile, metaphor and personification, and sound devices in prose and poetry
Analyses representations of ideas in literature through narrative, character, imagery, symbol and connotation, and adapts these representations when creating texts
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
Plans, creates and revises written texts for multiple purposes and audiences through selection of text features, sentence-level grammar, punctuation and word-level language
Fluently reads and comprehends texts for wide purposes, analysing text structures and language, and by monitoring comprehension
Extends Tier 2 and Tier 3 vocabulary through interacting, wide reading and writing, morphological analysis and generating precise definitions for specific contexts
Identifies and describes how ideas are represented in literature and strategically uses similar representations when creating texts
Builds knowledge and use of Tier 1, Tier 2 and Tier 3 vocabulary through interacting, wide reading and writing, and by defining and analysing words
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
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
Identify authors’ use of vivid, emotive vocabulary, such as metaphors, similes, personification, idioms, imagery and hyperbole
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
Explain characteristic features used in imaginative, informative and persuasive texts to meet the purpose of the text
Create and edit literary texts, experimenting with figurative language, storylines, characters and settings from texts students have experienced
Examine the effects of imagery, including simile, metaphor and personification, and sound devices in narratives, poetry and songs
Discuss the effects of some literary devices used to enhance meaning and shape the reader’s reaction, including rhythm and onomatopoeia in poetry and prose
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 ...
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...
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...
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...
Identify and explain characteristic text structures and language features used in imaginative, informative and persuasive texts to meet the purpose of the textElaborationsexplaining how the features of a text advocating community action, for example ...
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 ...
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 ...
Discuss the nature and effects of some language devices used to enhance meaning and shape the readerâs reaction, including rhythm and onomatopoeia in poetry and proseElaborationsidentifying the effect of imagery in texts, for example the use of ...
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