Standard 3: Critical Reading and Writing

Students will apply critical thinking skills to reading and writing.

 For more specific genre information, please refer to Genre Guidance (page 4 of the Support Documents.).

2.3.R.4 Students will find examples of literary devices:

• simile

• metaphor

Student Actions 

Teacher Actions 

• Students will find examples of comparisons using like or as in a text.
• Students will find examples of comparisons that do not use like or as in a text.

• Teachers lead discussions on similes as comparisons using like or as.

• Teachers read texts containing similes.

• Teachers model how to find examples of similes or comparisons using like or as in a text.

• Teachers provide opportunities for students to find similes or examples of using like or as in a text.

• Teachers monitor and provide opportunities for students to receive feedback as students are finding examples of similes or examples of comparisons using like or as in a text.

• Teachers lead discussions on metaphors as comparisons that do not use like or as in a text.

• Teachers read texts containing metaphors.

• Teachers model how to find examples of metaphors or comparisons that do not use like or as in a text.

• Teachers provide opportunities for students to find metaphors or comparisons that do not use like or as in a text.

• Teachers monitor and provide opportunities for students to receive feedback as students are finding examples of metaphors or comparisons that do not use like or as in a text.  

Supporting Resources

Teacher Insights

• Literary devices, or techniques, are similar to literary elements in that they are choices an author includes when writing, but they “are not universal or necessary in the sense that not all works contain instances of them” (Literary Devices).

• Literary devices are style choices rather than essentials. 

• Different devices include those listed in the standard which can be found in the OSDE Glossary, but for further explanations on these devices, along with other devices, refer to: literarydevices.com.  

• Examples of these terms include:

• simile: She runs like the wind.

• metaphor: She is the wind when she runs.

• This is the first year students are exposed to similes and metaphors. Students will need a lot of  teacher support in the beginning to identify and locate similes and metaphors. That support should be gradually released.

• Students sometimes overgeneralize when identifying similes and metaphors.

• They need to understand the use of the word, like, is not necessarily a simile. The statement I like ice cream is not a simile.

•  Likewise, any use of is or are is not necessarily a metaphor. The statement His shirt is blue is not a metaphor.

Due to recursive nature of the standards, it is essential that teachers are aware of how all objectives within and between strands work together for optimal instruction.