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All Levels

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Teach and learn with The Times: Resources for bringing the world into your classroom

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Articles

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As of Monday, October 24, content that was on TweenTribune.com will now be available here on our new educational resources page and on our learning pages. While much of the content that you enjoyed will still exist, educators will unfortunately no longer be able to assign content to students. Tween Tribune has been a valued educational brand of Smithsonian magazine, and we appreciate your continued support.

Though the Girl Scouts of the USA initially declared itself a space for all girls, the reality was different for girls of color

Erin Blakemore

Get Smithsonian Educational Resources

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As of Monday, October 24, content that was on TweenTribune.com will now be available here on our new educational resources page and on our learning pages. While much of the content that you enjoyed will still exist, educators will unfortunately no longer be able to assign content to students.

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Worksheets

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CCSS.ELA-Literacy.CCRA.R.4 - Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.

CCSS.ELA-Literacy.CCRA.L.5 - Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

ELA Standards: Literature

CCSS.ELA-Literacy.RL.3.4 - Determine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral language.

CCSS.ELA-Literacy.RL.4.4 - Determine the meaning of words and phrases as they are used in a text, including those that allude to significant characters found in mythology (e.g., Herculean).

CCSS.ELA-Literacy.RL.5.4 - Determine the meaning of words and phrases as they are used in a text, including figurative language such as metaphors and similes.

CCSS.ELA-Literacy.RL.6.4 - Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of a specific word choice on meaning and tone.

CCSS.ELA-Literacy.RL.7.4 - Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of rhymes and other repetitions of sounds (e.g., alliteration) on a specific verse or stanza of a poem or section of a story or drama.

CCSS.ELA-Literacy.RL.8.4 - Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts.

CCSS.ELA-Literacy.RL.9-10.4 - Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone).

CCSS.ELA-Literacy.RL.11-12.4 - Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or language that is particularly fresh, engaging, or beautiful. (Include Shakespeare as well as other authors.)

ELA Standards: Language

CCSS.ELA-Literacy.L.3.5 - Demonstrate understanding of figurative language, word relationships and nuances in word meanings.

CCSS.ELA-Literacy.L.4.5a - Explain the meaning of simple similes and metaphors (e.g., as pretty as a picture) in context.

CCSS.ELA-Literacy.L.4.5b - Recognize and explain the meaning of common idioms, adages, and proverbs.

CCSS.ELA-Literacy.L.5.5a - Interpret figurative language, including similes and metaphors, in context.

CCSS.ELA-Literacy.L.5.5b - Recognize and explain the meaning of common idioms, adages, and proverbs.

CCSS.ELA-Literacy.L.6.5a - Interpret figures of speech (e.g., personification) in context.

CCSS.ELA-Literacy.L.7.5a - Interpret figures of speech (e.g., literary, biblical, and mythological allusions) in context.

CCSS.ELA-Literacy.L.8.5a - Interpret figures of speech (e.g. verbal irony, puns) in context.

CCSS.ELA-Literacy.L.9-10.5a - Interpret figures of speech (e.g., euphemism, oxymoron) in context and analyze their role in the text.

CCSS.ELA-Literacy.L.11-12.5a - Interpret figures of speech (e.g., hyperbole, paradox) in context and analyze their role in the text.

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Common Core Lesson and Unit Plans
Understanding Common Core State Standards

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figurative language poems with review questions

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Figurative Language Poems with Questions | Ereading Worksheets

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CCSS.ELA-Literacy.CCRA.R.4 - Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone. CCSS.ELA-Literacy.CCRA.L.5 - Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

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Various Worksheets

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These Poetry worksheets are great for working with Poetry. Use these Poetry worksheets for the beginner and intermediate levels.

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Various worksheets

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These Poetry worksheets are great for working with Poetry. Use these Poetry worksheets for the beginner and intermediate levels.

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Various worksheets

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Worksheet Does Not Exist - Printable Worksheets

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Comprehension, Poetry, grammar

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Various skills

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The language arts lessons below have been selected from the resources of Teacher Created Resources. (Click on the advertisement above for a complete catalog of Teacher Created Resources teacher-ready activities.) The lessons below are appropriate for students in Grades K-2. Click on a work sheet headline below for a complete teaching resource; the skill listed in parentheses next to each headline is the primary skill addressed within that work sheet. Answer keys are provided below for lessons that require them.

Reading Comprehension Tests: Poetry (prepare and practice for standardized tests)
ANSWERS: (Page 80) 1. C, 2. F, 3. C, 4. E, 5. C, 6. G

Gerunds and Participles (prepare and practice for standardized tests)
ANSWERS: (Page 79) 1. A, 2. F, 3. B, 4. G, 5. C, 6. E, 7. D, 8. H

Verb Tense (prepare and practice for standardized tests)
ANSWERS: (Page 79) 1. C, 2. G, 3. A, 4. E, 5. B, 6. F, 7. D, 8. H, 9. A, 10. G

Words for Specialized Areas
ANSWERS: (Page 231)
A.) 1. G, 2. F, 3. E, 4. H, 5. B, 6. D, 7. A, 8. I, 9. C
B.) 1. ophthalmologist, 2. neonatologist, 3. criminologist, 4. ornithologist, 5. mineralogist, 6. psychologist, 7. etymologist, 8. histologist, 9. radiologist

Proofreading (mechanics and editing)
ANSWERS: (Page 176)

Metaphors (figurative language)
ANSWERS: (Page 172) Sample answers: 1. It is extremely hot and steamy. 2. She knows a lot of information. 3. The dog is very heavy. 4. The leaves were being blown around. 5. She has a lot of good luck. 6. She hit the wrong keys. 7. Her smile was big and showed a lot of teeth. 8. His feet smelled extremely bad. 9. He doesn't listen to reason. 10. She had a lot of ideas.

Parallel Structure (sentence structure)
ANSWERS: (Page 168) Sample answers:
1. to hear 2. napping 3. students 4. bird
1. Greg and Joe watched television, ate pizza, and played football.
2. Amanda woke up, got dressed, and caught the bus.
3. The old house's windows were cracked, dirty, and broken.
4. The bicycle has large wheels, a big seat, and tall handlebars.
5. Make sure you stir the mixture, pour it into the pan, and smooth it out.
6. The peacock's feathers were bright, shiny, and long.

Unit 2 Crossword (fun with antonyms)
ANSWERS: (Page 45)

Unit 13 Crossword (fun with synonyms)
ANSWERS: (Page 48)

Word Ladders (mind twisters)
ANSWERS: (Page 87) 1. milk, mill, mall, mail, pail; 2. fire, hire, here, herd, head,heat; 3. fool, pool, poll, pole, pale, page, sage; 4. army, arms, aims, dims, dams, dame, name; 5. mice, mite, mate, mats, rats; 6. clock, crock, crook, croon, crown, clown

Ramadan Game (multicultural understanding)

Creative Writing (using imagination)

Writing Directions (following directions)

Writing Sentences: Adjectives (parts of speech)

Identifying Mood (elements of a story)

Definition Poems (writing poetry)

Paragraph Writing (comparison; contrasting)

Writing Free Verse Poems (writing poetry)

Twin Words (familiar expressions)
ANSWERS: 1.a. heels. b. down. c. thin. d. never. e. sound. f. there. g. less. h. square. 2.a. nail. b. round. c. span. d. take. e. low. f. neck. g. furious. h. again. 3.a. chips. b. butter. c. pepper. d. cold. e. fork. f. sound.

Identifying Voice in Writing (persuasive writing)

Synonyms (word meaning; vocabulary)
ANSWERS: 2. Old Woman Who Lived in a Shoe. 3. Goldilocks and the Three Bears. 4. Snow White and the Seven Dwarfs. 5. Hey Diddle, Diddle, the Cat and the Fiddle. 6. Jack Sprat Could Eat No Fat. 7. Old Mother Hubbard. 8. Sleeping Beauty. 9. Three Blind Mice. 10. Little Bo Peep. 11. upon-on. 12. locate-find. 13. vivacious-lively. 14. swindle-deceive. 15. prudent-careful. Answers for 11-15 may vary.

Similes and Metaphors (figures of speech)

Onomatopoeia (using language)

Using Adjectives (descriptive writing)

Writing and Sending E-Mail (letter writing)

Writing Autobiographical Stories (main idea; topic sentences)

Prepositions (parts of speech; grammar)
ANSWERS: (Page 68) 1a. from. 1b. between. 1c. at. 1d. with. 1e. under. 1f. down. 2a. beside. 2b. near. 2c. against. 2d. around.2e. under. 2f. through. 3a. with. 3b. to. 3c. on. 3d. of. 3e. with. page 69. 1a. in. 1b. on. 1c. across. 1d. down. 1e. against. 1f. off. 2. Answers will vary. 3. Answers will vary. (Page 70) 1. preposition/object. 1a. in/park. 1b. to/farm. 1c. underneath/table. 1d. on/lawn. 1 e. through/trees.
2.
2a. over. 2b. into. 2c. past/through. 2d. through/past. 2e. off. 2f. from. 2g. down. 2h. with

Photography (caption writing)

Comic Book Project (plot development; using language)

Action Verbs (descriptive writing)

Puppetry Internet Activity (planning; performing)

Writing and Following Directions (writing details; following directions)

Impromptu Speech (public speaking; peer assessment)

Writing Leads (descriptive writing)

Using Imagery (using language; word choice)

Editorial Cartoons (point of view)

Writing Emergency Reports (writing detail)

Resumes (summarizing; main idea)
Suggestion: Use worksheet as a chart or reference page.

Education World®
Copyright © 2003 Education World

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Language Arts Work Sheet Library 6-8 | Education World

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The language arts lessons below have been selected from the resources of Teacher Created Resources. (Click on the advertisement above for a complete catalog of Teacher Created Resources teacher-ready activities.) The lessons below are appropriate for students in Grades K-2.

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Grammar Bytes! Grammar Instruction with Attitude. Includes detailed terms, interactive exercises, handouts, PowerPoints, videos, and more!

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Improve your students' reading comprehension with ReadWorks. Access thousands of high-quality, free K-12 articles, and create online assignments with them for your students.

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News Article Comprehension

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It's time to improve literacy skills during social studies instruction and ensure that readers of all abilities have what they need to access grade-level social studies concepts.

Join us on Thursday, December 7 for a look at scaffolded materials that provide extra literacy support while building key social studies concepts and skills.

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Newsela | Content and assessment platform

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Content Aligned To National & State Standard, Flexible To Support Relevant Curriculum. Find the Perfect Piece Of Content For Lessons. Go beyond the book.

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Skills practice

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This week, the fifth in our new Skills Practice series, Jonathan Olsen shows how storyboarding might be used not just to help students plan presentations or writing, but also to encourage more careful reading.

We have suggested three recent Times articles that might work well with this strategy, but we would love to hear your ideas too: What Times articles, past or present, do you think might lend themselves especially well to a visual retelling?

Article: Any article from NYTimes.com. (Teachers might want the whole class to choose the same article, or allow students to choose their own.)

Three that teachers at Randolph High School recommend from this week's Times are:

Your Task: Read your article and use this storyboard template to illustrate the most important details from your reading.

Use the six frames on the template to graphically represent the main points from the article. Write direct evidence in the form of quotations from the article under each frame of your storyboard to correspond with the images that were drawn.
Before You Do the Task, You Might ...

Know that the storyboard process we know today was first developed by Walt Disney to plan cartoons like "The Three Little Pigs."

Storyboards can also be used as a type of graphic organizer. They can help readers separate main ideas and details from less important ones. By choosing six main points from an article and conceptualizing them with pictures, readers can break down difficult concepts or dense articles.

Don't worry if you can't draw: stick figures are fine.

Be sure to select evidence from the article that adds meaning to your drawings. Remember to put quotation marks around your quotation and make sure the wording on your storyboard mirrors exactly the way it appears in the article.

If you read the same article as others in your class, work with a partner or group to determine the main points in the article before you begin drawing.

After You've Finished
Hang the storyboards up around the room gallery-style or use a document camera to show individual examples. If everyone read the same article, to what extent do all the storyboards seem to agree on the main ideas in it? How did they help you understand the text?
Above and Beyond
Find Inspiration Via Pixar Studios: Watch the 2011 video embedded above and use the storyboard template or another template of your creation to organize and illustrate main points while you watch. Draw a picture in each of the frames to describe important information from the video, along with a caption referring to the part of the video that inspired that drawing. Next, you might ...

Look at these versions of storyboards on the Pixar Web site. The images and text tell the story of various Pixar short films. Look at how art and text come together to explain major details of a story.

Watch Ralph Eggleston from Pixar describe how the studio uses art illustrations as a way to express big ideas. "I believe to work small and to keep it short allows you to see the broad strokes," he says. Why do you think Mr. Eggleston and his crew at Pixar use art as a way to organize and express ideas?

Read this article, which describes Pixar's process for developing new characters. Notice how much care is taken to get the artwork right. How can you revise your storyboard artwork the way these artists do?

Storyboard a Process: In Randolph High School's journalism classes, students have started using storyboards as a way to detail what they have learned about the art of journalism.

In one of their first units, students learned how reporters find news, interview witnesses and write articles. After deconstructing news stories like this one and even trying their hands at their own "disaster reporting" when a small fire broke out in the high school auditorium, students created storyboards to represent the steps involved in the news process. Here are two of them:

Go Further With Graphic Organizers and Visual Note-Taking: The Learning Network has a whole host of graphic organizers in our collection Great Ways to Teach Any Day's Times. Another popular source is readwritethink.org, where the National Council of Teachers of English and the International Reading Association have teamed up to create interactive graphic organizers to teach basic skills.

You could also give the process of visual note-taking a try. In this process, students represent visually what they read, see or hear.

Here's a famous example of visual note-taking using a speech on education by Sir Ken Robinson. How does the artist use pictures and words to capture the main points? Can this concept work for you?
Common Core English Language Arts Standards Reading Anchor Standards
2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.

7. Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.
Standards for Reading Informational Text
RI.9-10.3 Analyze how the author unfolds an analysis or series of ideas or events, including the order in which the points are made, how they are introduced and developed, and the connections that are drawn between them.
Jon Zlock, a journalism teacher at Randolph High School, contributed to this lesson.

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Skills Practice | Using Storyboards to Inspire Close Reading

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This week, the fifth in our new Skills Practice series, Jonathan Olsen shows how storyboarding might be used not just to help students plan presentations or writing, but also to encourage more careful reading.

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The Orchids Secret

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National Guard

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See If I Care

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Backroads

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Song of Wandering Aengus

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Astronaut Wives CLub

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Is Earth Getting Warmer

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Satchel Paige

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The Run

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Taken by Surprise

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Upside of Dyslexia

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Where Does Your Food Come From

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Space Junk

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Predicting the Future

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Not Scared...Prepared

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A Monument for Peace

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The Mountain

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Temporary Employment

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Renewing America

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Respecting the Flag

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As Time Flies By