DIFFERENTIATION, LEARNING OBJECTIVES, SEASONALITY, & AGE RANGE FAQs

DIFFERENTIATION

What is a Differentiated Resource?

A differentiated resource is one that provides the same exercise in two distinct versions. Each version has its own format and separate instructions.

Why Differentiate?

The material is differentiated to accommodate children and students with a range of abilities and strengths. The differentiation also means that the exercise can be used more than once - with Version 2 providing an extra (or later) challenge.

How is this Resource Differentiated?

Version 1 provides children and students with guided practice. They are given a list of suggested adjectives that are helpful for constructing similes using the everyday objects listed.

Version 2 gives children and students the opportunity to practise independently. They are asked to select their own adjectives to use when forming their similes involving everyday objects.

LEARNING OBJECTIVES & OUTCOMES

These activities help children and students focus on composing various examples of a specific figure of speech (simile) without becoming distracted or overwhelmed.

By boosting their ability to come up with imaginative similes, children and students become more relaxed about their inventiveness, leading to more confident creative writing and general self-expression.

SEASONALITY

You can use this resource at any point during the year. It may be particularly useful to children and students when they are engaged in creative writing projects or studying poetry.

AGE RANGE & SUITABILITY

Kindly note that the years and ages listed above are intended as recommendations only. Feel free to use this resource in any educational context that is appropriate to your needs.

SIMILES - FAQs

As your child becomes a more confident writer and reader, they will learn techniques that make language more vivid and engaging. One of the most common and powerful of these is the simile.

WHAT IS A SIMILE?

A simile is a tool that writers use (a literary device or figure of speech) to compare two different things directly, using the words like or as.

The purpose of a simile is to make a description clearer or more vivid by showing a similarity between something familiar and what is being described.

One way of thinking about similes is that they create quick, imaginative pictures in the reader's mind.

• The cloud was as fluffy as cotton wool. This is an as comparison: the fluffy texture of the cloud is compared to the fluffy texture of cotton wool.

• He was as brave as a lion. This is an as comparison: the person’s courage is compared to a lion’s fearlessness.

• The car zoomed past like a rocket. This is a like comparison: the car’s speed is compared to that of a rocket.

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ARE THERE DIFFERENT TYPES OF SIMILES?

While the basic structure (Thing 1 + resembles + Thing 2) remains the same, it is useful to know that:

• Similes can vary in their complexity and the effect they aim for. Some are very simple and direct, while others can be more extended or poetic.

• Similes can also be constructed using as if, as though, or than. For example:
• The room looked as if a whirlwind had hit it. (A whirlwind hasn’t actually hit the room, but the room is so messy that it might as well have been struck by a whirlwind.)
• He looked as though he had just seen a ghost. (He hasn’t actually seen a ghost, but he is so pale that he might as well have seen a phantom.)
• Her voice was sweeter than honey. (Her voice doesn’t actually taste of honey, but it is so sweet that its sugariness surpasses that of actual honey.)

For children in Key Stage 2 and Key Stage 3, the focus is generally on understanding the core concept and being able to identify and create simple, effective similes.

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WHY DO WE USE SIMILES? AND WHY DO WRITERS AND POETS USE THEM SO OFTEN?

We use similes to make our language richer and more expressive. They help readers:

• Visualise: Similes create strong mental images, helping the reader picture exactly what the writer means.

For example, "The runner was fast" is fine, but "The runner was as fast as a cheetah" gives a clearer and more exciting image.

• Understand Better: By comparing something unfamiliar to something familiar, similes can make new, or complex, ideas easier to grasp.

For example, “The alien’s skin was as bumpy as a cobbled street” is helpful since we have never seen an alien and, therefore, do not know what its skin might look like.
Similarly, “The atom is like a tiny solar system” is helpful because while we may never see an atom or the solar system, we know enough about the latter to help us understand the former.

• Feel More: They can evoke emotions and add impact to descriptions.

For example, "The silence was like a heavy blanket" suggests not just quiet, but a smothering, oppressive silence.

• Add Interest: Similes make writing less plain and more enjoyable to read, grabbing the reader's attention.

So, similes allow writers to spark their readers’ imaginations and to get their readers to feel powerful emotions.

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5 EXAMPLES OF SIMILES IN POEMS

Seeing how famous poets use similes can help them seem less abstract to children and help children see how simple the structure of similes can be. Here are five examples of similes from well-known poets:

I. From ‘The Spider and the Fly’, Mary Howitt

"Come hither, hither, pretty Fly, with the pearl and silver wing;

Your robes are green and purple–there's a crest upon your head;

Your eyes are like the diamond bright, but mine are dull as lead!"

II. From ‘The Pied Piper of Hamelin’, Robert Browning

And green and blue his sharp eyes twinkled

Like a candle-flame where salt is sprinkled;

III. From ‘An Emerald is As Green as Grass’, Christina Rossetti

An emerald is as green as grass;

[…]

A sapphire shines as blue as heaven;

IV. From ‘The Moon’, Robert Louis Stevenson

The moon has a face like the clock in the hall;

She shines on thieves on the garden wall,

V. From ‘Daffodils’, William Wordsworth

I wandered lonely as a cloud

That floats on high o’er vales and hills,

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HOW DO WE USE SIMILES IN SENTENCES OR CREATIVE WRITING?

The "rules" for making a good simile are simple:

• Direct Comparison: Always compare two different things. You wouldn't say, "The poodle was like a dog" – that comparison doesn't add anything.

• Use “Like” or “As”: For younger students, this ensures that they don’t accidentally create a metaphor instead (a comparison that does not contain ‘like’ or ‘as’).

• Choose Strong Comparisons: The best similes make surprising but understandable connections. Instead of just writing "The cat was quiet," try "The cat was as quiet as a mouse."

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IS THERE SUCH A THING AS A BAD OR WRONG SIMILE?

Yes, there can be. While a simile is a great tool, it can be "bad" or "wrong" if it is

• Nonsensical: The comparison is illogical or confusing. For example, "The tree was as loud as a whisper" – trees aren't loud, and whispers aren't loud, so this is a confusing comparison.
• Clichéd: The comparison is overused and has lost its power. For example, the simile "as busy as a bee" is correct, but it is so common that it doesn't create a fresh image anymore. Encouraging children to think of original comparisons makes their writing more unique.
• Incorrectly structured: The comparison does not use 'like' or 'as' (see above) or it misuses them.

Learning to craft effective similes is a skill that develops with practice. Encourage your child to experiment and think creatively about how things are similar.

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RELATED WORKSHEETS & QUICK GUIDES

Everyday Similes Worksheets Set 1 & Quick Guide for Parents

Animal Alliteration Worksheets & Quick Guide for Parents

Halloween Similes Worksheets Set 2 & Quick Guide for Parents