You will learn
- Spot descriptive words.
- Understand simple comparisons.
- Notice repeated sounds.
- Explain effects on the reader.
Version 0.2 · expanded edition · built from cited public sources Content is based on the official frameworks and sources listed under Sources and standards. No official endorsement is claimed. Written in the style of common primary school assessments. No exam result is promised.
Student lesson
- Authors choose words to make pictures in the mind.
- Similes compare with like or as.
- Repeated sounds can make writing musical.
- Explain the effect on the reader.
Words to know
special words authors use to make writing vivid
a comparison using like or as
repeated starting sounds
words that make pictures in the mind
1. Discover: The morning market
The morning market buzzed like a hive of bees. Big, bright baskets of bananas glowed in the sun. Sellers shouted, Fresh fish! Fine fabric! The air smelled sweet and smoky.
Think: Which words help you see, hear and smell the market?
2. Understand: How authors paint with words
Idea 1: Imagery
Imagery uses senses: bright baskets, sweet and smoky air. It helps readers picture and feel the scene.
Idea 2: Simile
A simile compares with like or as: buzzed like a hive of bees shows the market was busy and noisy.
Idea 3: Alliteration
Alliteration repeats starting sounds: Big, bright baskets of bananas; Fresh fish! Fine fabric!. It makes language musical.
3. Worked examples
Example 1 (I show you): Simile
Find the simile.
- Look for like or as.
Answer: buzzed like a hive of bees
Example 2 (We do it together): Meaning
What does the simile show?
- What do bees do?
Answer: the market was busy and noisy
Example 3 (You try): Alliteration
Find an example of alliteration.
Show the steps and answer
- Same starting sound.
Answer: big, bright baskets of bananas
Did you know?
Poets and storytellers worldwide use similes to explain new things with familiar ones.
Why this matters
Literary language makes stories more enjoyable and memorable.
4. Explore: Word painter
Notice literary language.
- Choose a story paragraph.
- Underline vivid words.
- Circle a simile.
- Explain its effect.
Think about it: what did you notice?
You can explain literary language.
5. Practise
Say it in a sentence
Use these starters when you talk about the lesson. Say them out loud.
- The author uses ___.
- This helps me picture ___.
- The simile compares ___ to ___.
- The effect is ___.
Guided practice
Question 1. Special words authors use to make writing vivid are ___ language.
literary
Question 2. A comparison using like or as is a ___.
simile
Question 3. Repeated starting sounds are ___.
alliteration
Independent practice
Level 1: Start
- Special words authors use to make writing vivid are ___ language.
- A comparison using like or as is a ___.
- Repeated starting sounds are ___.
- Words that make pictures in the mind are ___.
- The market buzzed like a hive of ___.
Level 2: Grow
- Name two foods or goods sold.
- What did the air smell like?
- What did sellers shout?
Level 3: Stretch
- Does a simile use like or as?
- Is alliteration repeated start sounds?
- Does imagery use senses?
Answers are in the answer key below. Try first, then check.
6. Apply: English in everyday life
Make up a simile about your home or school.
Show a sample answer
a simile
Another one. Find one simile or alliteration in a book and explain its effect.
Show a sample answer
a completed task
7. Common mistakes
Fix: Slow down and check your work.
Fix: Study the example first, then try.
8. Lesson summary and revision card
- I can spot descriptive words.
- I can understand simple comparisons.
- I can notice repeated sounds.
- I can explain effects on the reader.
9. Check and master
Answer all 14 questions. You will see feedback after each one.
Your result appears here after you answer every question.
10. Key takeaways
- Authors choose words to make pictures in the mind.
- Similes compare with like or as.
- Repeated sounds can make writing musical.
- Explain the effect on the reader.
11. Next lesson
Next lesson: Main ideas. Keep going with the next idea in this course.
Exam practice
These questions are written in the style of common school and international primary assessments. Try them on your own, without looking back. Then check your answers in the marking guide. The marks are shown in brackets.
- What is a simile? [1 mark]
- What is alliteration? Give an example. [2 marks]
- What does the bee simile show? [1 mark]
- Name two senses used in the passage. [2 marks]
- Explain why authors use literary language. [3 marks]
Total: 9 marks.
Marking guide and model answers
- a comparison using like or as [1]
- repeated starting sounds [1]; big bright baskets [1]
- the market was busy and noisy [1]
- sight [1]; smell/hearing [1]
- make vivid pictures [1]; help readers feel/hear/smell [1]; make writing interesting [1]
Score guide: 8 to 9 = secure. 6 to 7 = nearly there, revise the parts you missed. Under 6 = work through the lesson again with a grown-up.
Printable worksheet
- Special words authors use to make writing vivid are ___ language.
- A comparison using like or as is a ___.
- Repeated starting sounds are ___.
- Words that make pictures in the mind are ___.
- The market buzzed like a hive of ___.
- Name two foods or goods sold.
- What did the air smell like?
- What did sellers shout?
- Does a simile use like or as?
- Is alliteration repeated start sounds?
Homework
Find one simile or alliteration in a book and explain its effect.
Answer key and marking scheme
| Question | Expected response | Marks |
|---|---|---|
| 1. Special words authors use to make writing vivid are ___ language. | literary | 1 |
| 2. A comparison using like or as is a ___. | simile | 1 |
| 3. Repeated starting sounds are ___. | alliteration | 1 |
| 4. Words that make pictures in the mind are ___. | imagery | 1 |
| 5. The market buzzed like a hive of ___. | bees | 1 |
| 6. Name two foods or goods sold. | bananas and fish | 1 |
| 7. What did the air smell like? | sweet and smoky | 1 |
| 8. What did sellers shout? | Fresh fish! Fine fabric! | 1 |
| 9. Does a simile use like or as? | yes | 1 |
| 10. Is alliteration repeated start sounds? | yes | 1 |
| Total | 10 |
Independent practice answers. Level 1: 1 literary; 2 simile; 3 alliteration; 4 imagery; 5 bees. Level 2: 1 bananas and fish; 2 sweet and smoky; 3 Fresh fish! Fine fabric!. Level 3: 1 yes; 2 yes; 3 yes.
Quiz answers: 1 B, 2 C, 3 A, 4 B, 5 C, 6 A, 7 B, 8 C, 9 A, 10 B, 11 C, 12 A, Challenge 1 B, Challenge 2 C.
Mastery and remediation
| Objective | Bronze (Developing) | Silver (Proficient) | Gold (Advanced) |
|---|---|---|---|
| O1 Spot descriptive words | Shows this with help from an adult or a picture | Does this independently and explains how they know | Explains it clearly and uses it in a new situation |
| O2 Understand simple comparisons | Shows this with help from an adult or a picture | Does this independently and explains how they know | Explains it clearly and uses it in a new situation |
| O3 Notice repeated sounds | Shows this with help from an adult or a picture | Does this independently and explains how they know | Explains it clearly and uses it in a new situation |
| O4 Explain effects on the reader | Shows this with help from an adult or a picture | Does this independently and explains how they know | Explains it clearly and uses it in a new situation |
Courseversity badge thresholds (overall quiz score): Gold = 90–100%; Silver = 80–89.9%; Bronze = 70–79.9%. A badge is never a full record of progress.
If a learner struggles
- Find the misconception: Rushing without checking. Slow down and check your work.
- Explain another way: use real objects, pictures or actions first, then words.
- Show a simpler example: Re-read the examples slowly and use the sentence frames.
- Guided practice: work through one example together and let the learner try the next one.
- Reassess: use the quiz again or the worksheet.
- Move on when the learner shows Silver-level evidence independently.
For parents and guardians
In this lesson your child practises a key Grade 3 English skill with clear examples and a quiz. You do not need to be an expert to help.
- Listen while your child explains the idea.
- Ask for one new example.
- Praise effort and careful work.
- Ask “how do you know?” after each answer, and listen.
- Praise effort, not only right answers. Mistakes are how we learn.
- Ten to fifteen minutes a day is better than one long session.
Teacher package
1–5. Objectives, prerequisites, materials, preparation, duration
Lesson objectives. Learners will: spot descriptive words; understand simple comparisons; notice repeated sounds; explain effects on the reader.
Prerequisite knowledge. Summarising narratives.
Materials. Chart paper or board, pencils, picture or word cards, a reading book if available. Low-resource options: use chalk or charcoal on a board or wall, drawings in the sand, and objects from the classroom instead of printed materials.
Preparation. Write the key words and examples on the board or on cards before the lesson.
Suggested duration. 45–60 minutes. It can be split into two shorter sessions.
6–9. Teaching procedure, explanation notes, guided and independent activities
Introduction (5 min). Introduce the idea with the opening example.
Explanation (10 min). Teach the key words.
Guided activity (10 min). Practise together.
Independent activity (10 min). Check understanding with the quiz.
Assessment and reflection (5 min). Ask each learner to say one thing they learned and how they know it.
Key questions. What is the key idea? Can I give my own example?
Teacher explanation notes. Move from the spoken word to pictures and then to print. Read aloud often, point to the words, and let learners hear and say before they read and write.
10–12. Differentiation, formative assessment, common misconceptions
Support. Use the sentence frames and work with a partner. Extension. Create a harder example of your own.
Formative assessment. Listen to learners read and explain, ask “how do you know?”, and check the independent work.
Misconceptions. Rushing without checking. Slow down and check your work.
13–15. Assessment questions, answer keys, marking scheme
Use the quiz, the 9-mark exam practice and the worksheet on this page. All answers and marking guides are in the answer sections above. Re-check every answer before use.
16–19. Remediation, enrichment, homework, teacher reflection
Remediation. Re-read the examples slowly and use the sentence frames. Enrichment. Make up your own example and teach it to someone at home. Homework. See above.
Teacher reflection. After teaching, record: which ideas learners understood; which misconceptions occurred; which activities worked; which learners need more practice; and what to improve next time.
Sources and standards
This lesson is based on the sources below, and no official endorsement is claimed. Reference starting points: Common Core State Standards for English Language Arts, Cambridge Primary and the IB Primary Years Programme. Where a standard code is named, it points to the official framework.
Official standards for this topic area. Common Core State Standards for English Language Arts (official site): Grade 3 » Reading: Foundational Skills; Grade 3 » Reading: Literature; Grade 3 » Reading: Informational Text. These pages list the standards that cover this topic area; read them alongside the lesson.
Research used to shape this lesson. Common Core L.3.5 (demonstrate understanding of figurative language, word relationships, and nuances in word meanings) and RL.3.4; Cambridge Primary English Stage 3 (reading literature). These sources informed the lesson.