Teaching Strategies, Tactics, and Methods

What is a digraph?

A digraph combines two letters to make a single sound in written or spoken English. Digraphs can consist of consonants and vowels. These shouldn’t be confused with adjacent consonants, where each letter makes a distinct sound rather than combining to make one sound.

What is a vowel digraph?

During year 1, there are many vowel digraphs that children will learn. These can come at the start of a word, an ‘initial’ digraph, or the end, a ‘final’ digraph. Vowel digraphs are groups of two letters that make one sound, where at least one is a vowel. Vowel digraphs are typically placed in the middle of words, although this isn’t always the case.

Vowel digraph list

Check out this list of vowel digraphs your pupils will learn.

• ow – as in know or snow
• ui – as in fruit or bruise
• oe – as in toe or goes
• oa – as in boat or road
• ea – as in thread or lead
• ea – as in read or beach
• ie – as in pie or lie
• ie – as in field or chief
• ue – as in glue or fuel
• oo – as in wood or flood
• ey – as in they or prey
• ai – as in rain or pain.

Skimming and scanning are both speed reading techniques used when a reader wants to get information from a text as quickly as possible. However, you’ll want to remember that skimming and scanning are different processes for obtaining information.

• Skimming – to use this technique, pupils must read a text, identifying essential words and phrases to understand the text’s content. However, they mustn’t read every line when skimming a text.
• Scanning – with scanning, pupils must read every single line. But, first, they’ll scan each line, picking out essential words and phrases to identify relevant facts and information.

When to use skimming and scanning

Skimming and scanning aren’t just used in English; it’s a handy transferable skills that children can use in subjects across the national curriculum. Skimming and scanning are especially helpful in subject areas or school projects that are research focussed.

• History scanning is helpful for research-based activities, such as creating fact files about historical figures. For example, maybe they must find the names of Henry VIII’s six wives or Mary Seacole’s date of birth. Here, children must scan texts to pick out relevant information to put in their fact files.
• History – skimming also comes in handy in this subject. By skimming, children will quickly get a feel for what type of text they are looking at. Whether, for example, it’s a diary entry written by a child who lived through the fire in London or a historian’s account of this historic event. They will then quickly identify whether it is a primary or secondary source without reading through the entire text.

Imagine just how much longer it would take children to find out the same information if they read these texts word for word instead of using their skimming and scanning skills.

You might also challenge your pupils to name how they already use skimming and scanning in their everyday lives. Can they add to this list?

• When looking for a friend or relative’s name in their mobile contacts list.
• When searching for a challenging word in a dictionary or thesaurus.
• When looking through a recipe book’s contents page to find the right page for spinach pakoras.

Top tips for effecting skimming and scanning

• When skimming and scanning are used most effectively, they can be helpful for research and revision. Here are some tips to help your pupils get the most out of this reading technique.
• When skimming and scanning, ensure pupils take note of the headings, subheadings, lists, images, and any bolded text.
• When skimming, pay close attention to the first and last paragraphs. For many texts, this will let pupils know what the text will be about and what conclusions it has drawn.
• Before scanning, it can help pupils have a list of exactly what they are looking for; this will help them stay focused and not get distracted by interesting, irrelevant information.

There is no single word for a group of birds. Instead, each species has its particular term to describe a group of birds. Let’s look at some of the different phrases used to describe a group of birds!

What Is a Collective Noun?

In English, a collective noun refers to groups of beings or objects. A collective noun refers to a collection of things as a whole. Here are some examples of commonly used collective nouns:

• Family
• Team
• Squad
• Audience
• Crowd
• Committee

What Are the Most Common Collective Nouns for Birds?

Some collective nouns can be used for any group of birds, such as:

Flock 

One of the most common collective nouns for birds is ‘flock.’ So it is when a group of birds comes together for safety.

Colony

Some animals and birds live in sociable groups called ‘colonies.’ Typically bird colonies will be large nesting sites where birds can raise their young more safely. Colonies of puffins, kittiwakes, and gannets will often nest on steep coastal cliffs to protect themselves and their young from predators.

Some other common collective nouns for birds are:

• Fleet
• Cloud
• Parcel

10 Interesting Collective Nouns for Birds

The collective nouns used to refer to groups of birds often originate from folklore and superstition or help to describe the behavior of different bird species. Please keep reading to learn more about some of our favorite collective bird nouns!

Ravens: An Unkindness of Ravens

A group of ravens is called ‘an unkindness of ravens.’ It is because, during the 19th century, people believed that ravens weren’t the kindest of parents and would often make their chicks leave the nest before they were ready to fledge.

Owls: A Parliament of Owls

According to mythology, owls were thought to be wise creatures. The symbol of Athena, the ancient Greek goddess of wisdom, is an owl. Other collective nouns to describe owls include ‘a stare’, ‘a study,’ and ‘a wisdom.’

Jackdaws: A Clattering of Jackdaws

Jackdaws are sociable, noisy birds that can be heard chattering and calling to each other in groups.

Crows: A Murder of Crows

Some people believe using the word ‘murder’ is because of crows’ behavior. Crows are omnivorous scavengers who often pick at carrion (dead animals or birds).

Others believe that the murder of crows has historical origins. Crows were often seen on battlefields, in cemeteries, or around gallows. It linked them to the idea of death and gave crows a sinister reputation. Other terms used to describe a group of crows are ‘a mob’ or ‘a hoard.’

Flamingos: A Flamboyance of Flamingos

This term comes from the old French word for ‘flame’ and is used to describe something bright and eye-catching, which is very apt for such a colorful bird! The word ‘flamboyant’ can also be traced back to the Latin word ‘flamma,’ which means ‘fire’ or ‘flame.’

Starlings: A Murmuration of Starlings

A murmuration is when a massive flock of starlings gathers and moves together in the sky. Their movement is so fluid that they look like a liquid mass floating in the air. At least 500 starlings can join these giant flocks and their wings fluttering together make a soft murmuring sound.

Woodpeckers: A Descent of Woodpeckers

This term originates from how woodpeckers catch their food. They drop on insects from excellent heights.

Geese: A Gaggle of Geese

A group of geese is known as a gaggle only when they are on the ground. The word ‘gaggle’ comes from the Dutch word for ‘gagelen,’ which means ‘to cackle.’ It refers to the calls that the geese make to each other. When geese are flying, they are known as a ‘skein’ since their formations look like an old-fashioned skein of wool.

Vultures: A Kettle of Vultures

A group of vultures is known as a ‘kettle’ when circling in the air; they use the warm air currents to rise into the sky and resemble rising bubbles in a boiling kettle. If a group of vultures is seen in a tree or on the ground, they are known as a ‘venue.’

Magpies: A Tiding of Magpies

Magpies have been linked to folklore and superstition. For example, it was believed that the number of magpies seen could bring either good or bad luck (also known as good or bad tidings). In British folklore, seeing one magpie was considered bad luck; people would counteract this by greeting it as ‘Mr. Magpie’ and asking how ‘Mrs. Magpie’ was. There are different versions of a children’s nursery rhyme about magpies, but the most common version is:

One for sorrow,

Two for joy,

Three for a girl,

Four for a boy,

Five for young,

Six for old,

Seven for a secret never to be told.

Other names for groups of birds include:

• A round of robins
• A trembling of finches
• A swatting flycatchers
• A parcel of linnets
• A cast of merlins
• A quilt of eiders
• A museum of starlings
• A water dance of grebes
• A mural of buntings
• A chime of wrens

An independent clause is a clause that can stand by itself as its sentence. It’s a complete thought and doesn’t depend on other clauses to make grammatical sense. But, like all other clauses, it has a subject and a predicate (often a verb).

To be independent, an independent clause must contain a verb and a subject but not start with a subordinating word or phrase.

An independent clause is the building block of a sentence. Without an independent clause, the sentence wouldn’t even be a sentence: it would just be a group of words that don’t make sense yet.

Also known as the main clause, an independent clause is the opposite of a dependent (or subordinate) clause. Where independent clauses can stand independently, dependent clauses depend on the independent clause to make sense. It’s helpful to remember these two as opposites when learning the definition of an independent clause.

What is an example of an independent clause?

To know what an independent clause is, it’s helpful to see some examples. Here are just a few:

• The moon orbits around the Earth.
• The weather is nice today.
• She’s wearing a yellow coat.
• Cats like to sleep a lot.
• Dogs are amicable.
• I’m going to the cinema.
• The ocean is full of beautiful creatures.
• Chocolate is one of my favorite foods.
• Novels are excellent to read.
• Shakespeare is the world’s most famous playwright.
• Flowers have petals in a range of colors.

How do you identify an independent clause?

When trying to identify whether a clause is independent or not, there are three things that you should look for:

• Does it contain a subject?
• Does it have a verb?
• Does it express a complete thought?

The issue is what the sentence is about, and the verb describes the subject’s action.

A whole idea means you don’t need additional information to understand what the sentence is telling you.

Here’s how an independent clause is broken down into these parts:

• She’s wearing a yellow coat.

‘She’ and the ‘yellow coat’ are both subjects – they’re what the sentence is about. The verb is ‘wearing’ because it’s what ‘she’ is doing, and the action is happening to the yellow coat.

This sentence is a complete thought because we don’t need additional information to understand what’s happening. We see what the sentence is telling us from these words alone.

So, the easiest way to tell if something is an independent clause is to check whether it’s a complete sentence. Remembering this independent clause definition will help your pupils learn grammar.

However, it’s essential to remember that independent clauses can be used alongside other clauses. When you’re looking to see whether it’s a complete sentence, just looking for the capital letter and full stop can throw you off.

Some independent clauses can be used in conjunction to make a compound sentence, which means the clause might be followed or introduced by a coordinating conjunction. That’s why looking for the subject, verb, and complete thought is more effective.

Independent Marker Words

For some kinds of independent clauses, you can look for something called an independent marker word. It is a connecting word used at the start of an independent clause. These include:

• also;
• however;
• consequently;
• furthermore;
• moreover;
• nevertheless;
• therefore.

An independent clause must follow when used at the beginning of a sentence.

• I enjoy baking. Therefore, I’m going to make cookies this weekend.

If the second independent clause in a sentence has one of these marker words, you must use a semicolon before the independent marker word and a comma afterward.

• I love reading; however, I struggle to find a good book.

When can you connect independent clauses?

We can connect two independent clauses to make a longer sentence when the two are closely linked. This link is usually when the second clause explains, summarises, or emphasizes the first.

Explains:

• Monessentials are agile: they have flexible limbs and a tail for balance.

Summarises:

• Edinburgh has lots of cathedrals and landmarks: it’s a beautiful city.

Emphasizes:

• My book collection is getting out of hand: I’m running out of space on my shelves!

When we connect two independent clauses, they’re given equal importance in the sentence.

Punctuation: Do you need a comma between 2 independent clauses?

When learning to punctuate independent clauses, using just a comma is one of the most common mistakes.

You can’t connect two independent clauses with just a comma. If you do this, you create a comma splice.

If you don’t use punctuation, you create a run-on sentence.

When connecting two independent clauses, you must use a coordinating conjunction, a comma, a colon, or a semi-colon.

Incorrect:

• Susie is my friend; she’s super fun to hang out with.
• Susie is my friend. She’s super fun to hang out with.

Correct:

• Susie is my friend: she’s super fun to hang out with.
• Susie is my friend; she’s super fun to hang out with.
• Susie is my friend, and she’s super fun to hang out with.

Choosing which punctuation to use will depend on what you’re writing. Using a coordinating conjunction and a comma is most common for informal writing or in a story’s dialogue.

Using a colon or semicolon is often considered more formal. You might find more instances of this in information texts, like a fact file.

Volume: How many independent clauses can you have in a sentence?

Connecting multiple independent clauses within a sentence creates a compound sentence. Usually, two are related, but you can also connect three.

Here’s an example:

• I like cats, and I like dogs: they’re both adorable.

The clauses are connected by a coordinating conjunction (‘and’) and a colon.

The compound sentence can be split into three separate independent clauses, each making sense as stand-alone sentences:

• I like cats.
• I like dogs.
• They’re both adorable.

However, using too many independent clauses in a sentence can get very long and wordy! Therefore, it’s best to keep to two or three independent clauses per sentence at a maximum. After three, it’s usually best to start a new sentence.

Short independent clauses

You might think that independent clauses have to be a certain length to qualify as independent, but that’s not the case. Some independent clauses can be as short as two words or just one. Here’s how.

‘Thank you is an independent clause. ‘Thank’ is the verb, ‘you’ is the subject, and it’s a complete thought. So, therefore, it’s an independent clause.

We can still go shorter! ‘Go’ is, in fact, a completely independent clause. ‘Go’ itself is the verb. And while there’s no explicit subject, it’s implied that the subject is you, the listener, or the reader. It’s also a complete thought because the sentence tells us to ‘go.’

Independent and dependent clauses in sentences

We have learned a little more about how they function alongside clauses in a sentence. For example, independent and dependent clauses are often connected to create a complex sentence. Read on to learn more about the different functions of independent and dependent clauses.

• An independent clause is a clause that can stand on its own by itself. It simply details an action or event.
• A dependent clause is a clause that does not express a complete thought. Dependent clauses function to add more detail or context to the independent clause.

Connecting Sentences with Independent and Dependent Clauses

We can connect independent and dependent clauses to make complex sentences. It’s essential to remember that the dependent clause needs the independent clause to make sense: it depends upon it.

To connect the independent and dependent clause, we use subordinating conjunctions, remembered by the mnemonic I SAW A WABUB:

• if;
• since;
• as;
• when;
• although;
• while;
• after;
• before;
• until;
• because.

The independent or dependent clause can come first in the sentence as long as the dependent clause has a subordinating conjunction.

Here’s an example:

I enjoy going on long walks, although it can be tiring.

OR:

Although it can be tiring, I enjoy going on long walks.

So, where are the independent and dependent clauses in these examples?’I enjoy going on long walks as the independent clause, and ‘although it can be tiring’ is the dependent clause, with ‘although’ acting as the subordinating conjunction.

We know that ‘although it can be tiring’ is the dependent clause because it wouldn’t make sense as a sentence all on its own. So we need the independent clause to understand the context and gain the whole meaning of the sentence.

Connecting sentences with independent and dependent clauses can extend our writing and tell the reader more information. It’s the next step up from just using independent clauses.

Here are more examples of sentences with independent and dependent clauses:

• I went to the beach today, which was very relaxing.
• I like bananas, while my brother prefers apples.
• She will come if you ask nicely.
• He hasn’t seen her since they argued.
• I will get there as soon as I can.
• My dog likes it when I throw a ball at him.
• I don’t particularly appreciate eating vegetables, although I know they are healthy.
• She wants to listen to music while she studies.
• They’re going to a party after eating dinner.
• I must prepare before my big exam.
• He’s playing tennis until 5 o’clock.
• I like going to the park because there is a lot to do there.

Realism and naturalism are separate but closely linked literary movements that began in the 19th century. Realism depicts characters and settings as they would have existed, while naturalism concentrates on the biological, social, and economic aspects. Nevertheless, both seek to represent real life.

Realism and naturalism in literature were born as reactions to the Romantic movement. Romantic literature was usually written in a dramatic style that played on the reader’s emotions. It frequently involved the supernatural and was registered as escapism for the reader rather than depicting elements they could identify with from their own experiences.

In Romantic literature, characters were given heroic qualities, so they didn’t represent real people. Female characters tended to be put on pedestals, while male characters were usually brooding and moody, sometimes obsessive, but were often required to “save the day.” Settings were often pastoral, and the natural world was heavily romanticized.

Some examples of Romantic literature and poetry include:

• “Frankenstein” by Mary Shelley
• “Wuthering Heights” by Emily Bronte
• The poetry of Lord Byron, William Wordsworth, and Edgar Allan Poe

The other notable feature of Romantic literature was that most of the characters it depicted were from aristocratic or upper-class backgrounds.

The birth of realism in literature

The realism movement in literature and art began in 19th-century France. Following the French Revolution, there was no longer an appetite for stories about the aristocracy, as France had done away with its royal family in favor of becoming a republic. Moreover, this was a period of intense social and political change across Europe – the Industrial Revolution had seen the birth of the new middle class, and industry had vastly changed the landscape, and the types of work people did.

Literary realism was a response to all these changes. Readers wanted to see their realities reflected more in their stories, and writers saw an opportunity to comment on social and political issues in their books.

What are the characteristics of realistic fiction?

Realism was about depicting life as it was in a way that readers could relate to. It meant that instead of focusing on aristocratic characters, realistic fiction concentrated more on the middle classes, representing the lived experiences of those reading the novels.

Even though most realistic novels were narrated from the point of view of a middle-class character, many of these stories also featured poor and working-class characters and commented on their experiences. Characters were not heroes – they were flawed human beings who often had to go through uncomfortable or distressing situations, just as they would in real life. Even their dialogue was represented realistically, with regional dialects being spelled out.

The settings, too, had changed. The natural world was no longer romanticized, and urban environments frequently found their way into novels as new towns and cities grew. In addition, the new industrial landscape

In addition, the supernatural did not feature at all in literary realism. The plots were very much grounded in everyday happenings, and the focus was on the characters and their complexities. The stories themselves might have been made up, but the whole point of realistic fiction was that these stories could have happened in real life and were being portrayed realistically.

The other main feature of literary realism was that the stories were set at the time they were being written. Whereas Romantic literature was often set in an idealized version of the past, realism brought literature into a contemporary setting. As a result, it had two main advantages for authors:

1. It meant that their novels would be as relatable as possible for the readers.
2. It enabled authors to use their novels to comment on current social and political conditions.

So, to sum up, realistic literature:

• Has a contemporary setting (stories are set at the time when they’re written);
• Depicts life as it is (real, relatable characters and locations);
• Has an element of moral dilemma or ambiguity;
• Explores the lives of middle-class and working-class people;
• Often makes a social or political comment.

What are some famous examples of realism in literature?

Charles Dickens

The most famous realistic author is Charles Dickens (1812-1870). His novels have a strong social justice theme, illustrating the plight of the poor in 19th-century England. One of his best-known works, “Excellent Expectations,” is considered a classic example of literary realism. Dickens uses his main character and first-person narrator, Pip, to comment on contemporary society, the effects of poverty, and moral ambiguity.

Another of Dickens’ most famous works is “Oliver Twist.” He uses this realistic novel to highlight the plight of poor and orphaned children, detailing their lousy treatment at the hands of most adults. He also uses characters such as Bill and Nancy to illustrate the unhappy futures that many poor children face.

Charlotte Bronte

Charlotte Bronte is the best-known female author in the realism genre. In her groundbreaking novel “Jane Eyre” (1847), she used her perspective as a woman to illustrate the lives of many poorer women in the 19th century. Unfortunately, one of the only options for these women was to become governesses for wealthy families and hope to marry.

However, what makes “Jane Eyre” such an excellent example of realistic fiction is that Bronte doesn’t romanticize her main character or make her overly good. Instead, she depicts Jane as a flawed character subject to circumstances beyond her control, one of the earliest examples of a woman being portrayed in this way.

Mark Twain

As realism spread across Europe, it also became popular in American literature. Mark Twain is one of the best examples of this. His novel “The Adventures of Huckleberry Finn” is a classic realist novel aimed at younger readers. It’s set in a fictional town but within the real-life setting of the Mississippi at the time of the American Civil War. Through the experiences and beliefs of his young protagonist, Twain depicts the ignorant attitudes of “polite” society at the time, particularly about issues such as slavery and racism.

Twain didn’t sugarcoat his characters – they are shown with all their flaws. Using a child as his main character, he illustrates how children’s more innocent attitudes can often conflict with the learned beliefs and behaviors of the adult characters.

What is the difference between realism and naturalism in literature?

Naturalism came from realism and is sometimes considered a type of realism. However, there are a few essential differences between the two genres.

Like realism, realistic fiction tends to concentrate on the lives of poorer characters, and their lives and living conditions are portrayed entirely realistically. They don’t have any embellishments, and the characters aren’t turned into heroes. However, while realistic novels usually feature middle-class characters, often telling the stories from their points of view, naturalism tends to focus solely on poor or working-class characters.

In realistic literature, the characters are usually presented as having choices and having to solve their problems. Naturalism takes this element of control away from the characters. Instead, it gives them as being influenced by nature, as well. While realism often suggests that society could improve, naturalism doesn’t take this view – characters’ fates are entirely shaped by their backgrounds. As a result, naturalistic fiction tends to be pessimistic in its outlook.

The other main difference between realism and naturalism in literature is that naturalism is more extreme. For example, naturalistic novels often portray violence and other topics that were considered taboo at the time, such as physical desire.

Charles Darwin heavily influenced the naturalist movement. The authors wanted to apply Darwin’s scientific theories to literature. As a result, the characters in realistic fiction are shaped by their biology and environments, and the fight for survival is a recurring theme.

So, naturalism:

• Concentrates almost entirely on working-class characters;
• Uses Darwinian scientific theories such as the survival of the fittest;
• Presents characters as being controlled by their biological, economic, and environmental circumstances;
• Naturalism has a pessimistic view of society.

What are some examples of naturalism in literature?

Emile Zola

The French writer Emile Zola (1840-1902) is considered the first actual naturalist author. Famous for his literary criticism and novels, he was passionate about including scientific theories, such as those of Darwin, in his work. His “Les Rougons-Macquart” stories explore two branches of the same family and depict their struggle and ultimate inability to escape their hereditary and economic circumstances. The family is part of a mining community, and the novels show the living conditions facing working-class people in 19th-century France. They also deal with issues rarely seen in fiction at the time, such as alcoholism and extramarital affairs resulting in children.

John Steinbeck

Naturalism was even more popular in the United States of America than it was in Europe. John Steinbeck is probably the most famous among many well-known American naturalist fiction writers. “The Grapes of Wrath,” one of his most notable works, is considered a classic naturalist novel. It tells the story of the Joad family, pitted against harsh environmental and economic conditions during the Excellent Depression of the 1930s. However, unlike in many naturalistic novels, the narrator is sympathetic to their plight. Despite them having to take more and more extreme measures to survive and their survival instincts being the forces that drive their characters, the Joads are still portrayed as having some humanity.

Thomas Hardy

British author Thomas Hardy (1840-1928) is sometimes considered a realistic novelist. However, his two most famous works, “Tess of the d’Urbervilles” and “Jude the Obscure,” are excellent examples of naturalism. Hardy’s novels are set in the fictional county of Wessex and deal with the lives of rural people in a changing world.

Tess is a victim of her circumstances – she’s poor and female. Jude’s life chances are compromised because of his working-class background. These characters have no agency in society due to their origins. Both wish to escape poverty but can’t, leading to tragic events.

Unlike Charles Dickens, Hardy’s novels tend to be bleak and have a pessimistic outlook, putting them in the naturalist category.

In a directed writing task, students are given a brief and must produce a piece of written work in line with what it asks. The brief outline is the type of writing that must be made, such as a formal letter, a speech, or a newspaper article. It also contains a scenario that the student must write about. It could be anything, from a proposal to build a new swimming pool, an argument against littering on the beach, or a report to their peers about the best way to manage their homework workload.

Directed writing tasks test children’s ability to write to specification, an essential skill that carries them beyond the classroom into adult life. It also tests their ability to recall and replicate features of different non-fiction texts. Finally, it’s an excellent way to understand whether or not your children are getting to grips with varying forms of writing and are engaging with the different formats and their characteristics. Why not start by looking at an example of the essay they will be producing?

An example of a directed writing task!

If you’re still confused, here’s an excellent example of what a directed writing task might look like. You could even practice this with your children if you want!

Form: Speech

You are concerned about new proposals to introduce fracking in your local area and want to challenge the council! At an anti-fracking rally in the town square, you give a speech to try and dissuade people from supporting the venture and convince the board to change their minds.

Think about:

• The impact of fracking on the people of the town
• The effect of fracking on the wildlife
• The broader environmental impact of fracking
• Other ways that this money could be used to improve life in your area or outside of it

This task is an excellent way to help children engage with broader topics while honing their literacy skills. Writing speeches will get them thinking about emotive expression, and the topic will allow them to dust off their persuasive writing skills. It is also an excellent, real-world task that could help them in the future. Who knows, they could be giving speeches themselves before too long!

A cuboid is a 3D shape with six faces, twelve edges, and eight vertices. Each of its faces is a rectangle.

A cuboid is also a prism, as it has the same cross-section all the way through. It’s known as a rectangular prism.

Properties of a cuboid

• All cuboids have a height, length, and width.
• They have six faces, eight vertices, and 12 edges.
• The sides of the cuboids are rectangular.
• All the angles that are formed at the vertices are right angles.

What’s the difference between a cube and a cuboid?

There are a few similarities and differences between a cube and a cuboid – let’s look.

Similarities:

• Angles: a fun fact about cuboids is that they only contain right angles. If there are any other angles, then it’s not a cuboid. It is the same with cubes.
• Several edges, faces, and vertices: A cube and a cuboid have 12 edges, eight vertices, and six faces.

Difference:

• Faces: the main difference between a cuboid and a cube is the shape of their faces. A cube has six square-shaped faces, like a die. At the same time, a cuboid has six faces that are all rectangles. At least four of these rectangles are going to be identical too.

What are some real-life examples of cuboids?

We’ve made a list to help you with real-life examples of cuboids.

• Buildings: If you’re walking around a town or city, look at the buildings; many will be cuboids. Those exceptionally tall skyscrapers are built this way to make them strong. A cuboid shape also has enough space to fit offices and flats.

• Boxes: You’ll find that lots of boxes are cuboid shape. Look at the box, whether you’re walking around the supermarket, getting new shoes, or unwrapping a present.

• Microwave: Every microwave you’ll see is a cuboid. It is an efficient shape for what a microwave does. It can fit all the needed parts and be effective when warming your dinner!

• Books: Books are excellent examples of cuboids. The next time you’re in the library, see if you can find any books that aren’t cuboids. I bet it’ll be a struggle.

• Mobile phones: Mobile phones have changed over the years, but the newest ones are cuboids. It is because it makes it easy to hold. Imagine if your phone was a pyramid shape, it’ll be uncomfortable in your pocket, and you’d have trouble keeping it.

Figurative language uses words or phrases to create a special meaning. It’s non-literal, which means the use of language shouldn’t be taken as fact but creatively interpreted. Figurative language often has a different meaning or intention that goes beyond how the word or phrase is typically used.

Figurative language is recognized as an essential and highly versatile literary device. It is because it can be used in a variety of ways, including:

• making jokes
• a method of engaging a reader
• explaining complex ideas

However, one of the main reasons an author may use figurative language is to establish an emotional connection with the reader. It is often achieved through a figure of speech, such as a simile, metaphor, or hyperbole.

Why use Figurative Language?

Figurative language, in particular using figures of speech, is common in all languages. They’re often used so much that many people don’t realize they’re a figure of speech until someone points it out to them.

One of the reasons we use figurative language is the culture we grow up in. So many phrases and sayings come from our social environment and history, and we use figurative language to connect to the people around us.

• Portugal – The neighbor’s chicken is always fatter.
• Excellent Britain – They let the cat out of the bag.

Learning to recognize and use figurative language is also a crucial literacy skill for children in day-to-day language use. Understanding figurative language helps children improve their communication skills. Using devices like similes and metaphors, they can express ideas they may otherwise struggle to explain.

Figurative language is also essential for Children will also build inference skills by analyzing figurative language to determine its meaning.

In literature, figurative language allows the writer to appeal to the reader’s senses, imagination, and sense of humor. It paints a picture in the reader’s mind to better describe parts of their story to make it more interesting.

It can transform ordinary descriptions into essential events, enhance emotions, and turn prose into poetry. Not only that, but it can also help the reader to understand the underlying symbolism of a scene or more fully recognize a literary theme.

Without figurative language, story descriptions would be very flat and dull! Also, by taking in only their literal meaning, a lot of poetry wouldn’t make much sense, as poems rely heavily on this literary device.

7 Different Types of Figurative Language and Examples

There are many different ways to use figurative language; it’s so abundant in everyday writing and speech that you probably don’t even notice it being used. To help you identify examples of figurative speech, we’ve compiled this list of seven commonly used types with definitions and examples. Of course, this list doesn’t cover everything, but it’s an excellent place to start.

1. Similes

Similes are used to compare the characteristics of two things using words like as, as if, or as though.

This comparison is intended to make a description more vivid.

For example:

• he’s as quiet as a mouse
• the party was like a scene from a film
• the clouds looked as if they were made from candy floss
• the food was as hot as lava

2. Metaphors

Metaphors are a form of figurative language that describes something by saying that one thing is another. Unlike similes, metaphors don’t use the words ‘like’ or ‘as.’

For example:

• she is a ray of sunshine
• all the world’s a stage
• time is money

3. Personification

Personification is when the writer gives human characteristics, actions, or feelings to non-human objects or animals.

For example:

• the leaves danced on the trees
• that last piece of cake is calling my name
• the sun smiled and hugged us with its warmth

4. Hyperbole

Hyperbole is a form of extreme language that uses exaggeration to intensify the image created in the reader’s mind. It’s often humorous and isn’t possible.

For example:

• This work is killing me
• I’ve told you a million times
• this cleaning is going to take me forever

5. Alliteration

Alliteration is a figurative writing technique in which the same initial sound or closely related syllables of a word is repeated in a sentence.

For example:

• please pass the pie
• she sells seashells on the seashore
• the slimy snake silently slithered away

Although alliteration does not use non-literal language or a figure of speech like other examples of figurative language, it is used to affect the reader. Alliteration can make writing or speech more memorable and stand out.

6. Onomatopoeia

Onomatopoeia is a word that is spelled how they sound. These words can sometimes be made up.

For example:

• the snake hissed loudly
• the fireplace crackled
• the fire engine roared as it sped down the street

In writing, onomatopoeia is an excellent way to create more vivid descriptions. It allows the writer to engage the reader’s senses more fully by making the sound that is happening in the story.

7. Idiom

An idiom is an expression that doesn’t mean what the words say. Instead, it’s a group of words that, when put together, suggest something unrelated to the meanings of the individual words.

We use sayings in everyday speech more often than in writing.

For example:

• Cat got your tongue?
• It’s raining cats and dogs
• a little birdie told me it’s your birthday today

Idioms can be pretty challenging to learn if you find it difficult to understand non-literal speech or if you are learning English as a second language. It is because they don’t make much sense outside the culture they are used to. Most people who use them do so without thinking, so they likely struggle to explain their origins and meanings.

How to use figurative language

Learning new literary devices can be a difficult task for children. It’s essential to ensure they know how to use them correctly in their writing, as well as being able to understand their meaning. Down below, we have listed some helpful tips on the best ways to use figurative language effectively in your writing:

Don’t overdo it – It’s essential to ensure you don’t overuse figurative language in your writing. While it can create more meaning, using too much figurative language can confuse your text and take away from your message. Instead, think about where things like similes, metaphors, and personification will support your writing the best, and this will ensure that these moments have the most impact on the reader.

Know why you are using figurative language – Ensure you understand why you use a particular expression and that it fits into your writing. If you haven’t used figurative language in your essay, or it doesn’t suit the characters you’re talking about, then you mustn’t use it.

Don’t use figurative language as dialogue – Figurative language is best suited for use in the body of your text, as opposed to speech. Metaphors and similes might be excellent for surprising analogies in Shakespearean texts, but they are often too extravagant for modern characters who speak plainly.

Think carefully about your examples of figurative language – It’s essential to ensure your standards make sense within your writing context. If you’re trying to express something through a simile or metaphor, you must ensure its purpose is practical.
For example, ‘His heart pounded like someone playing the drums loudly’ is, in fact, a simile, but its delivery is not concise or compelling. Instead, ‘His heart pounded like a drum’ is a more effective way of expressing your point.

Figurative language in speech therapy

Fascinating, figurative language has many challenges for children with speech or language difficulties. Idioms are perhaps the most difficult to pick up, as anyone that’s learned English as an additional language will tell you. If you don’t believe us, look at the following phrases.

• The staff party sounds like it’ll be fun. Break a leg!
• I’ve had enough marking, so I think it’s time to call it a day.
• They indeed argued, but that’s water under the bridge now.
• If you think I can help you with advanced algebra, you’re barking up the wrong tree.
• This work won’t take long; it’s a piece of cake!

Although people who grew up in an English-speaking country instinctively know what these sentences mean, they might be a little harder to understand for someone new to English. Why, for instance, would someone tell you to “break a leg” if they wanted to wish you good luck on stage?

As you might imagine, speech-language therapists spend much time teaching figurative language, not just in an EAL setting. Neurodiverse children can sometimes have difficulty understanding metaphors, similes, and idioms, taking language literally.

A lot of the time, getting started with your story can be the most challenging part of the writing process. Finding that winning opening line to hook your reader in can be a challenge, but have no fear; we’ve got a list of smash-hit story starters guaranteed to get the creative juices flowing!

Perfect for use at home, with your children, or in English lessons, our story starters cover a range of themes. So, whatever story you want, you’ll find excellent sentences to start a story in the list below!

• Jack hadn’t meant for it to happen.
• The wind swirled around me, and the world went black.
• At first, I couldn’t understand why I had woken up – then I felt the icy fingers close around my wrist.
• Walking through the graveyard, Katie couldn’t shake the feeling that she was being watched.
• “Surprise!” They cried, leaping out from behind the door.
• It had been the happiest day of his life.
• With a sudden rush of panic, I realized I had no idea where I was.
• She was here, standing in front of my house again.
• Jenny could feel her heart racing as she stared at herself in the mirror.
• My hair stood on end, a shiver raced down my spine, and a lump came to my throat.
• As he walked down the street, Adam felt the spider in his pocket stir.
• Not again, Jess thought.
• It’s a strange and scary sensation to forget your name suddenly.
• James couldn’t believe he was finally here.
• Louisa dreaded this time of year – today was the day she would have to.
• It was a sunny July afternoon when I discovered I could fly.
• With a sense of unease, Rachel realized she had been here before.
• Matt slammed the car into reverse, but it was already too late.
• I have always hated chocolate, so I was more surprised than anybody to find myself standing outside of the quaint chocolate shop on the outskirts of town.
• Frantically, I pounded on the door.
• Whatever that object in the sky was, it was becoming increasingly clear that only I could see it.
• As the plane touched down, I breathed a huge sigh of relief.
• Have you ever had a feeling that something wasn’t right? That’s how I felt the day.
• As our eyes met across the busy cafe tables, I was struck with the feeling that I already knew her.
• People say that dragons aren’t real, but I know better.
• The last time he had seen the man, Harrison had been asleep.
• She held out her arms to hug me, but I knew this wasn’t my house – and she wasn’t my Mum.
• It’s funny how you can be in the middle of something, and a random memory will strike.
• As much as Tim had tried to ignore it, he couldn’t deny it any longer – someone was knocking on his bedroom door.
• “Oh, what lovely music!” Catherine cried. Her friend looked puzzled. “What music?”…
• Whoever looked back at me in the mirror certainly wasn’t me.
• None of this would have happened if I’d never learned to time travel.
• The house on the hill stood lonely and derelict.
• The day I got my pet cat was also when the trouble began.
• Frowning, I held my hand towards the remote, willing it to move towards me. Then, almost imperceptibly – it twitched.
• It was sometime in August when I completely disappeared.
• Leanne had been my best friend for years – that’s how I knew something was wrong.
• It was 2 am, and the phone was ringing.
• The teacher looked across at my Mum and me. “What do you think I’m going to say?” She asked.
• I woke with a jolt and glanced at the clock. Then, with a groan, I realized I’d overslept again.
• It always happened at dusk, just as the sun began to set.
• Before the disaster, George had been a pharmacist.
• As the bus pulled away, Lauren realized her bag was still under the seat.
• Unafraid, Sophie ran and leaped off the diving board.
• “What happened?” Dad asked, his mouth hanging open as he took in the state of the kitchen
• It was supposed to be a fun hike through the woods, but nobody could have imagined what it would become
• It was the best present he had ever received
• As he sank further into the water, he began to panic
• It had been the worst day
• With tears in his eyes, he turned around and began to walk away
• I’d never seen a ghost before. That is, until that night
• She picked up the phone. “Hello,” an unfamiliar voice said
• It was the first day of school. Elise didn’t know anybody
• I arrived home, but the house looked strange
• The cat slipped through a hole in the fence. I followed, and what I saw was
• The sky had never turned that color before
• Deep in the ocean, where no light reaches
• In the scorching heat of the desert, we’d run out of water
• Today was the day – he was going into space
• What was my name again? I was in my room, but
• It was the worst birthday ever
• I’d forgotten how much I loved
• She’d missed the train, but while she was waiting for the next one, she spotted
• “A tiger has escaped the zoo!” a news reporter said on the TV
• A mysterious letter arrived with the post that morning
• I put on the hat, and suddenly I felt different
• Alarm bells rang in my head
• There was no way that this was real
• She stepped off the airplane and.
• There was a voice from behind me. Did that dog talk?
• The storm was raging – the boat was about to capsize
• The plan was decided. We were going to
• The streets were empty. Where was everyone?
• “I was only joking,” he said
• The snow came down thickly. There was only one problem – it was August
• My stomach hurt from laughing. I can’t believe her.
• Sick with nerves, he made his way onto the stage
• I looked under the pillow. Instead of a coin, the tooth fairy had given me
• She gave him the present, eagerly watching for his reaction
• A twig snapped beneath my feet. There was a growl

A chrysalis is the middle stage of a butterfly’s metamorphosis, between the larvae (caterpillar) and the adult stage (butterfly).

The chrysalis is the hard shell that caterpillars form as an outer layer of protection while it turns into a butterfly.

What Is Metamorphosis?

Metamorphosis is how an animal’s body physically changes after birth. The most commonly known change is that of a caterpillar into a butterfly, although many other animals, including fish, mollusks, and amphibians, go through a metamorphosis during their life.

What Are The Three Stages Of a Caterpillar/Butterfly’s Metamorphosis?

Egg

Larvae: The caterpillar

Pupa: The chrysalis stage

Adult: The butterfly

Do All Caterpillars Turn Into Butterflies?

Not all caterpillars will turn into butterflies, but all go through metamorphosis!

A caterpillar will either turn into a butterfly or a moth during its pupal stage, depending on the caterpillar species.

A few types of caterpillars that turn into butterflies are:

The Monarch butterfly caterpillar

Spicebush swallowtail butterfly caterpillar

Zebra Longwing butterfly caterpillar

Caterpillars that turn into moths:

Hickory horned devil – regal moth

Puss caterpillar – Southern Flannel Moths

Saddleback caterpillar moth

What Is A Chrysalis Made of? How Do Caterpillars Make Them?

A chrysalis is made of a hardened layer of skin that the caterpillar forms under its top layer. When the caterpillar is ready for metamorphosis, it will spin a little bit of silk and attach it to a tree or leaf. From there, it will latch onto the silk and wiggle its way out of its top layer of skin. Eventually, the chrysalis will be free of the caterpillar’s skin, and the hard shell will harden even more.

How Does The Butterfly Get Out Of The Chrysalis?

The butterfly will use a liquid to soften the shell when it’s done forming. Then it uses the sharp claws on its legs and wings to pull apart the chrysalis from the inside.

What is the difference between a Chrysalis, Cacoon, and Pupa?

A chrysalis and a cacoon are both different types of pupa.

The difference between a cacoon and a chrysalis is the type of bug hatched from it.

A cacoon turns into a moth, while a chrysalis turns a butterfly.

Fun facts about butterflies and caterpillars

• The transformation inside the chrysalis can range from a few days to as long as a year!
• Caterpillars have six eyes
• Caterpillars don’t have lungs! They breathe through a spiracle
• The movement of a caterpillar is unlike any other animal! It is a wave-like motion from the back to the front
• The color on the wings of a butterfly is made out of tiny scales
• There are around 17,500 named species of butterflies
• Butterflies flap all their wings at the same time at about five beats per second