Idioms, adages, and proverbs are sayings that fourth and fifth grade students need to know. Try these strategies – and have some fun!
Ms. Sneed Teaches the Difference Between Idioms, Adages, and Proverbs
Our favorite fourth grade teacher sat at the side table with her teaching partner. “This year in ELA, we are required to teach idioms, adages, and proverbs,” she said.
“Hmm, common sayings,” said Mr. Frank. “I’ve never been able to tell the difference between them.”
Ms. Sneed chuckled. “Then you’ll benefit from it too.”
She turned her laptop so he could see the screen. “I found this set of resources online, and I think they’ll work well in our classrooms.
“First, kids learn to discriminate between the three:
- An idiom has a meaning different than the words state. For example: It’s raining cats and dogs.
- An adage expresses a universal truth. For example: A leopard can’t change its spots.
- A proverb offers everyday wisdom. For example: Don’t put the cart before the horse.”
“Ah,” said Mr. Frank, “now I get it. And I must say, these resources look great.”
Use Lists to Introduce Common Idioms, Adages, and Proverbs
Ms. Sneed scrolled through the resource and pointed out its features. “Two-page lists of common idioms, adages, and proverbs guide instruction.”
“Whew, that takes the guess work out of it,” her co-teacher said. “The materials focus on specific sayings. That way, we don’t have to find them ourselves. Furthermore, the literal meaning is listed below each one.”
Practice with Simple Worksheets
“In addition,” said Ms. Sneed, “kids use simple worksheets to tell when they would use specific idioms, adages, and proverbs. That gives them some practical practice.”
Play Some Fun Games
“However,” she continued, scrolling down, “our students need to have some fun with idioms, adages, and proverbs. For each type of saying, a set of cards is included. Kids can use them as flashcards, for matching, or for games.”
Mr. Frank studied the pictures. “Tell me more.”
“In the first game, the teacher tapes matching sayings and definitions onto students’ backs. They roam around and provide hints about what’s on one another’s backs. As kids figure out what’s on their backs, they find the person whose paper matches theirs.”
“Fun,” said Mr. Frank.
“The second suggestion,” Ms. Sneed continued, “is similar to the game Hedbanz. Kids play in small groups. One player holds a saying onto their forehead. The others call out meanings until the student with the saying guesses it.”
Mr. Frank smiled. “Awesome! It’s like having party games in the classroom.”
“And, if you like some bigger action, try the third game, Swat. The teacher tapes the sayings on a wall. Two teams line up. The first player on each team gets a flyswatter. As the teacher calls out the meaning of one saying, the two kids vie to be the first to swat the correct saying.”
Mr. Frank’s mouth slid open. “Whoa, that sounds like so much fun! I love it!”
Assess
“Then,” said Ms. Sneed, scrolling to another page, “it’s back to serious business. Matching tests for each set – idioms, adages, and proverbs – let us assess kids’ progress.”
Enjoy Teaching
Mr. Frank sat back in his chair. “Our kids will love this,” he said. “And, of course, that will let me enjoy teaching even more.”
