Grade 4 ELA | FAST Success Kit | FL B.E.S.T. Standards
ELA.4.R.3.1
Explain how figurative language contributes to meaning in text(s).
Fourth graders must be able to identify different types of figurative language AND explain what they mean in context. The key is understanding that figurative language creates images, emotions, or comparisons that make writing more vivid and interesting.
Definition: Compares two unlike things using "like" or "as"
Definition: A phrase whose meaning is different from the literal words
Definition: Gives human qualities to non-human things
Definition: Extreme exaggeration not meant to be taken literally
| Simile | Metaphor |
|---|---|
| Uses "like" or "as" | Does NOT use "like" or "as" |
| "Life is LIKE a box of chocolates." | "Life IS a box of chocolates." |
| "She runs AS fast AS the wind." | "She IS the wind when she runs." |
| Says something is SIMILAR to another | Says something IS another thing |
Reality: "I like pizza" is not a simile - it's just using the word "like" as a verb. A simile must COMPARE two unlike things ("Pizza tastes like heaven").
Reality: Idioms never mean what the words literally say. "It's raining cats and dogs" doesn't mean animals are falling from the sky - it means it's raining heavily.
Reality: Hyperboles are exaggerations used for effect, not to deceive. When someone says "I'm starving," they're expressing strong hunger, not claiming they're actually dying.
| Question Type | Example Stem | What It Tests |
|---|---|---|
| Identify Type | "Which type of figurative language is used in this sentence?" | Recognizing simile, metaphor, etc. |
| Explain Meaning | "What does the phrase '___' mean in this passage?" | Understanding figurative meaning |
| Author's Purpose | "The author uses this simile to show that..." | Understanding effect on meaning |
| Literal vs. Figurative | "If taken literally, this phrase would mean..." | Distinguishing literal from figurative |
Have students draw what idioms would look like literally (cats and dogs falling from the sky!). This helps them understand why figurative language exists - to create vivid images without being literal.
Give students sentence strips with similes and metaphors. Have them sort into two groups, then explain the difference. The "like/as" rule is the key!
For every example, ask students to explain the figurative meaning in their own words. This is what the FAST test requires.
During read-alouds, stop when you encounter figurative language. Have students identify the type and explain the meaning in context.
| Resource | Description | When to Use |
|---|---|---|
| Student Concept Worksheet | Introduces all 5 types with examples and practice | Days 1-3 introduction |
| Practice Worksheet | 12 questions identifying and explaining figurative language | Day 4 practice |
| FAST Practice Quiz | 10-question assessment mirroring FAST format | Day 5 assessment |
| Parent Activity Guide | Home activities for practicing figurative language | Ongoing home support |
| Answer Keys | Complete answers with explanations | Teacher/parent reference |