40 SYNONYM PAIRS FOR SPRING - LEARNING OBJECTIVES, SEASONALITY, & AGE RANGE FAQs

WHAT ARE THE LEARNING OBJECTIVES & OUTCOMES OF THIS RESOURCE?

The main aim of this resource is to inspire children and students to experiment with new words (the ‘Try Using…’ list) in a familiar seasonal context.

By giving them a range of choices, the pressure of having to find or to think of an alternative word or phrase is removed. Instead, students can use the word or phrase listed and focus on how best to employ it. Take, for example, how the word ‘rain’ might be used in two distinct ways:

PAIR A

• We were surprised by the rain, so we sheltered under a tree.
• We were surprised by the drizzle, so we sheltered under a tree.

PAIR B

• We were surprised by the rain, so we sheltered under a tree.
• We were surprised by the downpour, so we sheltered under a tree

In PAIR A, the word ‘drizzle’ tells us that the amount of rain that they had to shelter from was not a great deal. In contrast, in PAIR B, the word ‘downpour’ informs us that there was considerably more water they had to try to avoid.

In addition to building their vocabulary, this resource helps younger writers develop their knowledge of more subtle differences in meanings and word connotations. This, in turn, leads to students writing more vividly and precisely. It also develops their comprehension and analytical skills.

IS THIS AN EVERGREEN OR SEASONAL RESOURCE?

This resource is clearly designed with spring and Easter in mind, and as such will be useful in relation to a range of seasonal reading and writing tasks.

That said, you may also find this resource useful at other times of the year if your child or student is writing a story about young animals, or is reading a novel or poetry that includes springtime themes or imagery.

CAN YOU PROVIDE FURTHER GUIDANCE REGARDING AGE RANGE & SUITABILITY?

The years and ages listed above are intended as recommendations only; please feel free to use this resource in any educational context that suits your needs.

40 SYNONYM PAIRS FOR SPRING - USING THIS RESOURCE FAQs

SOME OF THESE WORDS FEEL LIKE SIMPLE UPGRADES. OTHERS FEEL QUITE DIFFERENT. IS THIS RIGHT? AND WHY IS THAT?

Yes, this is correct. There are two types of swaps in this list: (a) straightforward upgrade swaps and (b) connotation shifts.

(A) Upgrade Swaps

With this type of swap, the word is being replaced by a synonym that is slightly more vivid or precise. For example,

• After the rain, the leaves in the garden looked several shades greener.
• After the rain, the foliage in the garden looked several shades greener.

• The children were delighted by all the woodland animals they saw.
• The children were delighted by all the woodland creatures they saw.

(B) Connotation Shifts

With this type of swap, the word is being replaced by an another that is similar in meaning, but carrying different connotations. For example,

• He stood at the top of the hill in the cold wind.
• He stood at the top of the hill in the bracing wind.

In the first sentence, the character is standing in wind that is simply cold, and which he may well feel is somewhat unpleasant or uncomfortable.

In the second sentence, the character is standing in wind that is cold, but which he feels is invigorating, a positive experience.

Obviously, there are significant differences in tone and emotional responses (and therefore connotations) between the two words (‘cold’ and ‘bracing’) and their sentences.

Knowing not just what words mean, but what they do and how they can change sentences is key to improving writing and reading skills.

I AM A PARENT: DO YOU HAVE ANY OTHER USAGE SUGGESTIONS FOR ME?

This resource provides you with a pre-selected list of themed words and synonyms that you can go through with your child at your own pace, and in your own way. You may wish to go through the words in alphabetical order, or you may wish to select words that relate to other tasks you are engaged in.

Given its nature, this resource lends itself well to dictionary work and subsequent discussions about similarities and differences in meaning and usage.

As you and your child go through this list, you may wish to create two lists: one for upgrade swaps, and the other for connotation shifts.

While autumn and winter may pose challenges for going outside, spring is considerably easier. One key distinction between spring and summer is the rate of change and resulting variety of spring.

At this time of year, things change rapidly in ways that appeal to all the senses making it a fantastic season to go outside and encounter vocabulary like ‘blossom’, ‘birdsong’, ‘fledglings’, and ‘fragrance’ directly in a park, a garden, or a nature reserve.

You may find, therefore, that this list is of especial use as a vocabulary primer before you go out, a checklist that you consult while on your walk, or, as a useful starting point for a post-excursion writing task or discussion.

ARE THESE WORDS SUITABLE FOR YEAR 6 SATs ENGLISH PREPARATION?

Yes. Questions involving synonyms (whether in passages, true or false, or matching questions) are routinely used in the Year 6 English Paper 2: Grammar, Punctuation & Spelling.

Focusing on synonyms and building your child’s synonym armoury, therefore, is worthwhile throughout Year 6.

ARE THESE WORDS APPROPRIATE FOR 11+ PREPARATION?

Yes. This set of words is a useful addition to 11+ preparation given its focus on words with different connotations since these are often pivotal to answering odd ones out questions.

More generally, the more sophisticated vocabulary is useful for both reading comprehension and writing tasks.

HOW DO I USE THIS RESOURCE AS A PRINTED RESOURCE?

You may wish to print the list and keep it on the desk as a word mat during writing sessions as a quick reference tool so that your child can pick an appropriate synonym when needed.

However, please make sure your child is aware that not all swaps are interchangeable and that some words have connotations that may not be right in every context.

The list works equally well as a wall display in a classroom or home study space.

In addition, you may find it helpful to keep a copy of this list in a vocabulary folder (if you have one).

HOW DO I USE THIS RESOURCE AS A DIGITAL LEARNING AID?

There are several ways for you to use this PDF on a screen.

If your child or student works on a computer, laptop, or tablet, they can keep the PDF open on one half of the screen as a permanent, digital word bank they can glance at when they need inspiration.

Save the PDF to a tablet or an iPad. Using any basic PDF reader, your child or student can highlight synonyms they want to draw on in their work or cross the words off as they use them.

If you are a teacher and you want to use this resource in your classroom, you might consider projecting this PDF onto an interactive whiteboard during a creative writing lesson to use for whole-class brainstorming or group work.

Note: Given the vibrant nature of the full-colour version of this resource, it works particularly well in its digital format.