LESSONS & UNITS: FIGURATIVE LANGUAGE 2ND GRADE UNIT

Lesson 1: Figurative Language

Learning Outcome
Identify and describe figurative language and its meaning

Duration
Approximately 50 minutes

Necessary Materials
Provided: Example Chart for Direct Teaching and Guided Practice, Independent Practice Worksheet
Not Provided: Once in a Blue Moon by Nicola Morgan, chart paper, markers

Lesson Plan

DIRECT TEACHING

will explain the meaning of figurative language (words and phrases that do not mean exactly what they say). People use figurative language as
a way to better describe something. Figurative language helps people make clearer images in their head about the topic. I will model how to
identify figurative language in Once in a Blue Moon by Nicola Morgan. For example, the first page says that Aunt Floydie was “as old as the
hills.” When I think about how long hills have been around I know it’s a very long time, because they never seem to change. I therefore know
that Aunt Floydie was very old. She probably isn’t really as old as the hills but the author is trying to tell us she is very old. The author does this
to make the story more exciting and so we have a good picture in our heads of how old Aunt Floydie is. I will chart the figurative language used
in the first five pages of the book and the meaning of each phrase. (See example Direct Teaching and Guided Practice Teacher Chart in
Teacher and Student Materials below.)

THINK CHECK

Ask: How did I identify figurative language and its meaning? Students should respond that you read the story and paid attention to words and
phrases that do not mean exactly what they say. Then you thought about what the true meaning was based on the words.

GUIDED PRACTICE

will continue to chart figurative language and its meaning in the book Once in a Blue Moon, stopping after the page that reads, “The party was in
full swing.”

INDEPENDENT PRACTICE

will listen as I finish reading Once in a Blue Moon. You will write down one figurative language phrase from the book, its meaning and an
illustration of its meaning (see Student Independent Practice below). Note: Figurative language should be introduced as the “umbrella” concept
covering personification (Lesson 2) and idioms (Lesson 3).

TIP: Support students with the Independent Practice by giving it to them before reading the end of the book or by providing students the book to
use while completing the Independent Practice.

Build Student Vocabulary continued

Tier 2 Word: continued

Contextualize the word as it is The party continued until the cows came home.
used in the story

Explain the meaning student- Continue means to carry on or keep going. When the party continued, it means that the party kept going. The party did
friendly definition) not stop.
 LESSONS & UNITS: FIGURATIVE LANGUAGE 2ND GRADE UNIT

Lesson 1: Figurative Language

Students repeat the word Say the word continued with me: continued.

Teacher gives examples of Even though I get tired, I continue doing the dishes until they are done. Tonight I will continue reading where I left off. My
the word in other contexts favorite television show will continue after the commercial break. I will continue to search for sneakers until I find the
perfect pair.

Students provide examples What is something that you continue to do, even though it is hard or you are told not to? Start by saying, “I continue to
_________ ___________.”

Students repeat the word What word are we talking about? continue
again.

Additional Vocabulary Words edge, jolly

Build Student Background Knowledge

Pause while reading page 8. Explain to your students that a mayor is the head of a city or town government. Mayors are elected by the people of a city or town,
and they work with city or town councils (groups) of elected leaders to write the laws of a city or town. Introduce your city's (or town's) mayor to your students.
 CONCEPTS OF COMPREHENSION: FIGURATIVE LANGUAGE 2nd GRADE UNIT

Lesson 1: Example Chart for Direct Teaching and Guided Practice

Note:
Bold text is charted by the teacher (I).
Underlined text is charted with the class (We).

Title: Once in a Blue Moon

Figurative Real Meaning
Language
Old as the hills Very old
Fit as a fiddle Healthy
Far from the rat race Away from crowds and
busy streets
Full of beans Not telling the truth
Dressed to the nines Dressed up
Put his foot in his mouth Said things he should not
say
Feel a little blue Feel sad
Busy as a bee Very busy at work
Raining cats and dogs Raining hard
Tickled pink Very happy
Frog in her throat Voice sounded creaky
In full swing At the peak of activity

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 CONCEPTS OF COMPREHENSION: FIGURARTIVE LANGUAGE 2nd GRADE UNIT

Lesson 1: Independent Practice

Name: ___________________________________

Example of figurative language phrase:

______________________________________________

______________________________________________

______________________________________________

This really means:

______________________________________________

______________________________________________

______________________________________________

______________________________________________

______________________________________________
Draw a picture of the real meaning of the phrase.

© 2010 Urban Education Exchange. All rights reserved

LESSONS & UNITS: FIGURATIVE LANGUAGE 2ND GRADE UNIT

Lesson 2: Personification

Learning Outcome
Identify examples of personification and the character being personified

Duration
Approximately 50 minutes

Necessary Materials
Provided: Example Chart for Direct Teaching, Example Chart for Guided Practice, Independent Practice Worksheet
Not Provided: The Runaway Tortilla by Eric A. Kimmel, chart paper, markers

Lesson Plan

DIRECT TEACHING

will discuss the meaning of personification (giving an animal or object human-like characteristics). I will explain that personification is an
example of figurative language. I will think aloud about characters from familiar books and/or TV shows that show examples of personification.
For example, in the story The Three Bears, the bears are an example of personification. They live in a house, cook porridge, sit on chairs, and
sleep in beds. These are things people do, not bears. So the bears are an example of personification in the story. (Direct Teaching Example
Chart is provided in Teacher and Student Materials below.) I will show the cover of the book The Runaway Tortilla by Eric A. Kimmel and ask
students to predict which character is an example of personification.

TIP: Choose characters that your students are familiar with when providing examples of personification. Movies such as Finding Nemo, The
Lion King, and Beauty and the Beast contain multiple examples of personification.

THINK CHECK

Ask: How did I identify personification in stories? Students should respond that you thought about animals or objects in stories that had life-like
qualities.

GUIDED PRACTICE

will read The Runaway Tortilla and chart qualities that personify the tortilla. (Guided Practice Example Chart is provided below.) For example,
the tortilla jumps off the table and says she is too beautiful to eat. We know that tortillas do not jump or talk. The tortilla is an example of
personification.

INDEPENDENT PRACTICE

will identify another character that has been personified in the book and write down the qualities that make this character “human-like.” (Student
Independent Practice is provided below.) Note: On the page that begins, “Down the hill and past the cutbank rolled the tortilla,” the tortilla calls
the donkeys “jackasses.” You may want to substitute “donkeys” for “jackasses” when reading this aloud.

Build Student Vocabulary rowdy

Tier 2 Word: rowdy

Contextualize the word as it is “Rowdy rattlers! Catch me if you can!” the tortilla yelled as she passed the rattlesnakes.
used in the story

Explain the meaning student- Rowdy means wild and noisy. When the tortilla said that the rattlesnakes were rowdy, she meant that they were being wild
friendly definition) and noisy. Rowdy also means rough behavior.

Say the word rowdy with me: rowdy.

 LESSONS & UNITS: FIGURATIVE LANGUAGE 2ND GRADE UNIT

Lesson 2: Personification

Students repeat the word Say the word rowdy with me: rowdy.

Teacher gives examples of When this class gets back from recess, sometimes it is rowdy.
the word in other contexts

Students provide examples Have you ever seen a person or a group that was rowdy? Start by saying, “Once I saw a rowdy ______________.”

Students repeat the word What word are we talking about? rowdy
again.

Additional Vocabulary Words greedy, slithering

Build Student Background Knowledge

After reading, explain to your students that The Runaway Tortilla is based on a classic children's story, The Gingerbread Man. In The Gingerbread Man, a
woman bakes a gingerbread cookie in the shape of a man. The cookie runs away and is chased by farm animals, far into the woods. Finally, a fox eats the
cookie. Sound familiar? Explain that the difference between two stories is that The Runaway Tortilla takes place in Texas. The animals we read about in the
book, such as the snakes, donkeys, and coyotes, are from a desert climate. Also, Tio and Tia are Spanish names for aunt and uncle, and quesadillas are a
food originally made from corn in Central America. Finally, the Rio Grande is a river on the border of Texas and Mexico, so Tio and Tia are probably Mexican-
American citizens!
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CONCEPTS OF COMPREHENSION: FIGURATIVE LANGUAGE 2nd GRADE UNIT

Lesson 2: Example Chart for Guided Practice

Tortilla
Eyes
Nose
Mouth
Eyebrows
Talking
Running Away
Singing
Teasing other characters

© 2010 Urban Education Exchange. All rights reserved

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LESSONS & UNITS: FIGURATIVE LANGUAGE 2ND GRADE UNIT

Lesson 3: Idioms

Learning Outcome
Identify and describe the meaning of an idiom

Duration
Approximately 50 minutes

Necessary Materials
Provided: Example Chart for Guided Practice, Independent Practice Worksheet
Not Provided: More Parts by Tedd Arnold, chart paper, markers

Lesson Plan

DIRECT TEACHING

will explain the meaning of idiom (a phrase that has a different meaning from the actual words used). I will explain that idioms are another
example of figurative language. I will give two examples of idioms and explain their real meanings. (Examples: “You’re the apple of my eye.”
“Get out of the wrong side of bed.”) For example, a mother may say to her child: “You’re the apple of my eye.” That does not really mean that
her child is an apple and in her eye. It instead means that her child is very important to her and she loves him/her very much. This is an
example of an idiom. Sometimes, you may read a phrase in a book that is an idiom that doesn’t make sense to you, such as “rub me the wrong
way.” Even if you’ve never heard this saying before, you could understand the meaning by thinking about the idiom. If someone rubs you the
wrong way, they are probably hurting or annoying you. So even though you’ve never heard that idiom before, you understand what the text is
trying to tell the reader.

THINK CHECK

Ask: How did I determine the meaning of the idiom "rub me the wrong way"? Students should respond that you visualized what it would be like
if someone rubbed you the wrong way and then thought about the actual meaning in the text.

GUIDED PRACTICE

will read the first half of More Parts by Tedd Arnold aloud and chart idioms and their meanings from the first half of the book. (Guided Practice
Example Chart is provided in Teacher and Student Materials below.) For example, in the book, the boy’s mom says “I bet that broke your
heart.” The boy thinks she means that his heart will actually break inside his body. But his mother actually means that something probably
made him sad. “Broke your heart” is an example of an idiom.

TIP: While students are listening to More Parts, you may want to have them raise their hands when they hear an idiom. This will help focus the
read aloud.

INDEPENDENT PRACTICE

will listen to the second half of More Parts, identify two idioms and write down their real meanings. (Student Independent Practice is provided
below.)

TIP: Provide students with a visual reference during the Independent Practice. You may want to copy, chart, or display the rest of the story on
an overhead projector.

Build Student Vocabulary stretch

Tier 2 Word: stretch

Contextualize the word as it is The teacher told the students to stretch their arms and legs before going out to play.
 LESSONS & UNITS: FIGURATIVE LANGUAGE 2ND GRADE UNIT

Lesson 3: Idioms

used in the story

Explain the meaning student- Stretch means to make longer. When the students stretch in More Parts, they reach out their arms and legs as far as they
friendly definition) can so that the muscles loosen up.

Students repeat the word Say the word stretch with me: stretch.

Teacher gives examples of When someone stretches a rubber band, the rubber band is pulled so that it becomes longer. Sometimes, stretching a
the word in other contexts rubber band causes it to snap or break. Sometimes a sweater gets stretched in the wash, and the sleeves become much
too long.

Students provide examples Tell me about other things that can be stretched. Start by saying, “You can stretch _____________.”

Students repeat the word What word are we talking about? stretch
again.

Additional Vocabulary Words bizarre, upset

Build Student Background Knowledge

Pause while reading page 5. Explain to students that the hearts inside of our bodies are not mechanical, with screws and coils. They do not even look like the
hearts we are used to drawing on our notebooks or seeing on Valentine's day. A real heart is about the size of a fist. It looks like red meat because it pumps
blood to the rest of your body.
 CONCEPTS OF COMPREHENSION: FIGURATIVE LANGUAGE 2nd GRADE UNIT

Lesson 3: Example Chart for Guided Practice

More Parts
Idiom Real Meaning
Broke your heart Made you sad
Give him a hand Help him
Crack you up Make you laugh
Stretch your arms Reach up in the
air
Hold your tongue Do not talk

© 2010 Urban Education Exchange. All rights reserved

 CONCEPTS OF COMPREHENSION: FIGURATIVE LANGUAGE 2nd GRADE UNIT

Lesson 3: Independent Practice

Name: ___________________________________

Idiom 1:

______________________________________________

What does it really mean?

______________________________________________

______________________________________________

______________________________________________

Idiom 2:

______________________________________________

What does it really mean?

______________________________________________

______________________________________________

______________________________________________

© 2010 Urban Education Exchange. All rights reserved

LESSONS & UNITS: FIGURATIVE LANGUAGE 2ND GRADE UNIT

Unit Level Materials

Unit Extension Ideas

Have students read the meaning of several idioms in:
There’s a Frog in My Throat by Loreen Leedy

Scholastic Dictionary of 100 Idioms by Marvin Terban

Punching the Clock by Marvin Terban

Read The Trouble with Elephants by Chris Riddell aloud and have students identify the character being personified and explain how they know.

Compare The Runaway Tortilla by Eric Kimmel to the story of the Gingerbread Man. Have students identify which character is personified in The
Gingerbread Man and compare this character to the tortilla in The Runaway Tortilla.

Read any of the books in the Amelia Bedelia series by Peggy Parrish. Have students identify Amelia’s actions and the idioms in the book and explain
what she really should be doing.

Play an idiom match game. Write idioms on sentence strips. On additional sentence strips, write the literal meaning of each idiom. Have students
match the figurative meaning of each idiom to its literal meaning.

Write idioms on several slips of paper and place them in a bag. Then have each student select an idiom out of the bag and illustrate it. Students can
guess the idiom that the artist is drawing and explain its literal meaning.

Have students create figurative language books by illustrating the real meanings of a variety of idioms (such as “raining cats and dogs”).

Students may write a story in which the main character is an example of personification. The students can also include idioms in the plot of the story.

Have students write and illustrate the figurative meanings of idioms on one side of a piece of paper and the literal meaning on the other.

More Books for Teaching Figurative Language

There's a Frog in my Throat: 440 Sayings a Little Animal Told Me by Loreen Leedy, Pat Street

Scholastic Dictionary of Idioms (Revised) by Marvin Terban

Punching the Clock: Funny Action Idioms by Marvin Terban, Thomas Huffman

The Little House by Virginia Lee Burton

Gilberto and the Wind by Marie Hall Ets

The Giving Tree by Shel Silverstein

Sylvester and the Magic Pebble by William Steig

 CONCEPTS OF COMPREHENSION: FIGURATIVE LANGUAGE 2ND – 4th GRADE UNITS

Classroom Display

FL
Figurative Language

Definition:Language enriched by
word images and figures of speech.
Figurative Language Questions:
 Identify the simile/metaphor in the sentence.
 What does the phrase mean?
 By comparing _____ to ______, what is the
author trying to emphasize?
 Why does the author describe ______
like/as _____?
Figurative Language Clue Words:
phrase illustrates metaphor
like as simile
idiom personifies emphasize
real meaning literal figurative
alliteration hyperbole onomatopoeia

© 2012 ReadWorks, Inc.. All rights reserved

CONCEPTS OF COMPREHENSION: FIGURATIVE LANGUAGE 2nd GRADE UNIT

Reading Passage

Dive into a Coral Reef!

Coral reefs are home to many ocean animals. They are busy
underwater places. Coral reefs are found near the surface of some
oceans.

A coral reef is home sweet home to many creatures. It is a safe place

to live and a great place to find food.

Green Sea Turtles

Green sea turtles can weigh more than 300

pounds and grow to about 3 feet long. They
can live for a long time—up to 100 years!
Most green sea turtles eat plants.

Clown Fish

Clown fish have trouble hiding because they World Almanac for Kids
are so bright. To stay safe, clown fish live Clown Fish
1
near poisonous sea animals. Those animals look like plants.

Dugong

Dugongs are plant-eating sea animals. They live near some coral
reefs. Dugongs have whiskers and round faces. They are sometimes
called sea cows.

Moray Eel

Moray eels are ocean fish that have long, slim, snakelike bodies. They
hide in tiny holes throughout coral reefs. Moray eels eat small fish and
octopuses.

Hammerhead Shark

Hammerhead sharks have wide, flat heads. They grow to more than
10 feet long. Hammerheads have triangle-shaped teeth with sharp
bumps for chewing food.

1 poisonous: containing poison--a substance that by its chemical action can kill or injure a living thing
1

Text: Copyright © 2005 Weekly Reader Corporation. All rights reserved.

Weekly Reader is a registered trademark of Weekly Reader Corporation. Used
by permission. From Weekly Reader 2, Student Edition, 4/29/05.
© 2010 Urban Education Exchange. All rights reserved.
CONCEPTS OF COMPREHENSION: FIGURATIVE LANGUAGE 2nd GRADE UNIT

Reading Passage

Gary Adkison
Hammerhead Shark

Regal Angelfish

Regal angelfish live near safe caves of coral reefs. They are brightly
striped fish. Angelfish usually swim in pairs. They eat sea sponges or
tiny coral reef animals.

Coral Close-Up

Coral reefs are formed by tiny ocean animals called polyps (PAH-lips).
When polyps die, their shells are left behind. More polyps grow on top
of the shells. In time, the reef gets bigger. Corals come in many
shapes, colors, and sizes.

• Brain Coral
• Fan-Shaped Coral
• Lettuce-Shaped Coral

Think About It!

Why might it be important to protect coral reefs?

Text: Copyright © 2005 Weekly Reader Corporation. All rights reserved.

Weekly Reader is a registered trademark of Weekly Reader Corporation. Used
by permission. From Weekly Reader 2, Student Edition, 4/29/05.
© 2010 Urban Education Exchange. All rights reserved.
CONCEPTS OF COMPREHENSION: FIGURATIVE LANGUAGE 2nd GRADE UNIT

Question Sheet

Name: Date:

“Dive into a Coral Reef” Questions

_____ 1. The author described the coral reef as “home sweet home”. This
means
a. the water around the reef is sweet and not salty.
b. the animals that live near the reef find food and safety and are
most happy near the reef.
c. along with many kinds of sea life, there are also ingredients to
sweeten food on the reef.
d. all sea animals and plants live near a coral reef.

_____ 2 Sea animals that are 3 feet long or longer are:

a. sea turtles and hammerhead sharks.
b. hammerhead sharks and clown fish.
c. angel fish and sea turtles.
d. only sea turtles.

_____ 3. The author described the moray eel as having a snakelike body
because
a. the eel has a long quick tongue.
b. the eel sheds its skin a few times a year, like a snake.
c. the eel has similar coloring to a snake.
d. the eel has a long body with no legs, like a snake.

_____ 4. There are many types of coral. One is called brain coral. Why does it
have that name?
a. There is a lot of protein in brain coral, and when eaten, it
increases brain power.
b. The coral looks like a brain.
c. The scientist who discovered brain coral, was named Dr. Brain.
d. All of the above.

_____ 5. What two kinds of fish listed in this passage are too colorful to hide
from predators? How do they protect themselves?

_____________________________________________________

_____________________________________________________

_____________________________________________________

© 2010 Urban Education Exchange. All rights reserved

CONCEPTS OF COMPREHENSION: FIGURATIVE LANGUAGE 2nd GRADE UNIT

Question Sheet

Name: Date:

“Dive into a Coral Reef” Questions:

FL 1. The author described the coral reef as “home sweet home”. This
means
a. the water around the reef is sweet and not salty.
b. the animals that live near the reef find food and safety and
are most happy near the reef.
c. along with many kinds of sea life, there are also ingredients to
sweeten food on the reef.
d. all sea animals and plants live near a coral reef.

Cl/Ca 2 Sea animals that are 3 feet long or longer are:

a. sea turtles and hammerhead sharks.
b. hammerhead sharks and clown fish.
c. angel fish and sea turtles.
d. only sea turtles.

FL 3. The author described the moray eel as having a snakelike body

because
a. the eel has a long quick tongue.
b. the eel sheds its skin a few times a year, like a snake.
c. the eel has similar coloring to a snake.
d. the eel has a long body with no legs, like a snake.

FL 4. There are many types of coral. One is called brain coral. Why does it
have that name?
a. There is a lot of protein in brain coral, and when eaten, it
increases brain power.
b. The coral looks like a brain.
c. The scientist who discovered brain coral, was named Dr. Brain.
d. All of the above.

Cl/Ca 5. What two kinds of fish listed in this passage are too colorful to hide
from predators? How do they protect themselves?

Answers will vary. Angelfish and clownfish both have colorful

stripes. Angelfish hide from predators near caves in the coral, and
clownfish live with poisonous sea creatures.

Suggested Additional Vocabulary: slim, pair

© 2010 Urban Education Exchange. All rights reserved

CONCEPTS OF COMPREHENSION: FIGURATIVE LANGUAGE 2nd GRADE UNIT

Reading Passage

Mosquitoes Don't Bug These Monkeys

Picture courtesy of wikipedia.org.

Some monkeys that live in a South American rain forest have found a
way to get mosquitoes to bug off. The capuchin (KAP-yuh-chin)
monkeys1 use millipedes2 to keep mosquitoes away. Millipedes
(mil-luh-peedz) are wormlike animals with many legs.

Scientists watched the monkeys rub millipedes on their bodies. The

millipedes give off a strong, smelly chemical that keeps mosquitoes
away. By rubbing the millipedes on their fur, the monkeys protect
themselves from mosquito bites.

Although the special bug stuff is safe for monkeys, it can harm
humans, scientists say. One scientist became very ill after putting the
chemical on his body. Scientists now know that humans should be
serious and not monkey around with the millipedes’ chemical.

1
capuchin monkeys: a group of monkeys that live in Central and South America, who have black or
brown bodies, arms, legs, and tails; a white face, throat, and chest; and fur that looks like a black cap on
their head.
2
millipede: a small crawling animal that has a long body with a hard covering and many legs. The word
millipede means “a thousand feet.”
1

Text: Copyright © 2001 Weekly Reader Corporation. All rights reserved.

Weekly Reader is a registered trademark of Weekly Reader Corporation. Used
by permission. From Weekly Reader 2, Student Edition, 4/1/01.
© 2010 Urban Education Exchange. All rights reserved.
CONCEPTS OF COMPREHENSION: FIGURATIVE LANGUAGE 2nd GRADE UNIT

Question Sheet

Name: Date:

“Monkeys Don’t Bug These Mosquitoes” Questions

1. “Bug off” in the first sentence means:

a. keep away.
b. move bugs off of an object.
c. come here.
d. attract.

2. The author wrote this article

a. to tell readers about worms.
b. to warn mosquitoes to stay away from monkeys.
c. to inform readers about an interesting way that monkeys keep
mosquitoes away.
d. so he could write fun phrases like “bug off.”

3. An example of figurative language is:

a. ill.
b. give off.
c. smelly chemical.
d. monkey around.

4. Mosquitoes stay away from monkeys who have rubbed their bodies
with millipedes, because
a. mosquitoes don’t like worms.
b. mosquitoes don’t like the smell on the monkeys’ bodies.
c. the monkeys become sick.
d. the monkeys’ fur changes color.

5. Use the phrase “monkey around” in your own sentence.

© 2010 Urban Education Exchange. All rights reserved

CONCEPTS OF COMPREHENSION: FIGURATIVE LANGUAGE 2nd GRADE UNIT

Question Sheet

Name: Date:

“Monkeys Don’t Bug These Mosquitoes” Answer Sheet

FL 1. “Bug off” in the first sentence means

a. keep away.
b. move bugs off of an object
c. come here.
d. attract.

AP 2. The author wrote this paragraph

a. to tell readers about worms.
b. to warn mosquitoes to stay away from monkeys.
c. to inform readers about an interesting way that monkeys
keep mosquitoes away.
d. so he could write fun phrases like “bug off.”

FL 3. An example of figurative language is

a. ill.
b. give off.
c. smelly chemical.
d. monkey around.

C/E 4. Mosquitoes stay away from monkeys who have rubbed their bodies
with millipedes, because
a. mosquitoes don’t like worms.
b. mosquitoes don’t like the smell on the monkeys’ bodies.
c. the monkeys become sick.
d. the monkeys’ fur changes color.

FL 5. Use the phrase “monkey around” in your own sentence.

Answers will vary.

Suggested additional vocabulary: rain forest, chemical, ill

© 2010 Urban Education Exchange. All rights reserved

CONCEPTS OF COMPREHENSION: FIGURATIVE LANGUAGE 2nd GRADE UNIT

Reading Passage

Spooky Spiders
Did you know that most spiders are actually helpful? Read more to
learn all about spiders.

Don't Bug Out

Do spiders bug you? They shouldn't.

Spiders are not insects! Spiders are
arachnids (ah-RAK-nihdz). Arachnids are
related to ticks and scorpions. All spiders
have eight legs, and some have eight
eyes. Spiders have two main body parts:
the abdomen and the head. Spiders also
have fangs, feelers, and silk spinners Thomas Eisner

called spinnerets. Web-building spiders trap insects

in their webs.
Builders and Hunters

Spiders are helpful animals. They protect plants by eating insects--

their favorite food! That helps farmers keep their crops alive. Spiders
catch insects in different ways. Wandering spiders hunt for insects.
Web-building spiders trap insects in their webs.

Baby Spiders

Mother spiders lay hundreds of spider eggs at a time. Baby spiders,

called spiderlings, hatch from the eggs. Spiderlings are usually clear.
Having no color helps the spiderlings hide from their enemies.

Wonderful Weavers

Spider silk comes out of the spinnerets as a liquid. Air turns the liquid
into strong thread. A spider's silk is stronger than steel! Spiders use
their silk to tie up insects, protect their eggs, and weave their webs.

Text: Copyright © 2004 Weekly Reader Corporation. All rights reserved.

Weekly Reader is a registered trademark of Weekly Reader Corporation. Used
by permission. From Weekly Reader 2, Student Edition, 10/22/04.
© 2010 Urban Education Exchange. All rights reserved.
CONCEPTS OF COMPREHENSION: FIGURATIVE LANGUAGE 2nd GRADE UNIT

Reading Passage

Damon Hart-Davis/DHD Multimedia Gallery

A spider uses its silk to weave a web.

Think About It
Why might baby spiders need to hide
from their enemies?

Text: Copyright © 2004 Weekly Reader Corporation. All rights reserved.

Weekly Reader is a registered trademark of Weekly Reader Corporation. Used
by permission. From Weekly Reader 2, Student Edition, 10/22/04.
© 2010 Urban Education Exchange. All rights reserved.
CONCEPTS OF COMPREHENSION: FIGURATIVE LANGUAGE 2nd GRADE UNIT

Question Sheet

Name: Date:

“Spooky Spiders” Questions

_____ 1. In the sentence, “Do spiders bug you?”, bug means

a. an insect.
b. bother.
c. scare.
d. spider.

_____ 2. When the author says that spiders should not bug you, because they
are not insects, which word has a double meaning?
a. spiders
b. bugs
c. scared
d. insects

_____ 3. ______________ make webs.

a. Wandering spiders
b. Web-building spiders.
c. Both
d. Neither

_____ 4. “A spider's silk is stronger than steel!” What does this mean?
a. A spider's silk is very strong.
b. A spider's silk is steel.
c. Steel is made from spider's silk.
d. A spider’s silk is not very strong.

_____ 5. Why do baby spiders need to hide from enemies?

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© 2010 Urban Education Exchange. All rights reserved

CONCEPTS OF COMPREHENSION: FIGURATIVE LANGUAGE 2nd GRADE UNIT

Question Sheet

Name: Date:

“Spooky Spiders” Answer Sheet

FL 1. In the sentence, “Do spiders bug you?”, bug means

a. an insect.
b. bother.
c. scare.
d. spider.

FL 2. When the author says that spiders should not bug you, because they
are not insects, which word has a double meaning?
a. spiders
b. bugs
c. scared
d. insects

Cl/Ca 3. ____________________ make webs.

a. Wandering spiders
b. Web-building spiders.
c. Both
d. Neither

FL 4. “A spider's silk is stronger than steel!” means:

a. A spider's silk is very strong.
b. A spider's silk is steel.
c. Steel is made from spider's silk.
d. A spider’s silk is not very strong.

DC_ 5. Why do baby spiders need to hide from enemies?

Answers will vary. Baby spiders need to hide so they will not be
eaten or killed.

Suggested Additional Vocabulary: tick, scorpion, abdomen, fang

© 2010 Urban Education Exchange. All rights reserved

CONCEPTS OF COMPREHENSION: FIGURATIVE LANGUAGE 2nd GRADE UNIT

Reading Passage

Welcome Back!
Do you have butterflies in your stomach before the first day of school?
That means you are nervous. Don't worry!

Put Your Best Foot Forward

You are heading in the right direction if

you put your best foot forward! That
saying means you have a positive
attitude. A good attitude helps you make
friends and get along better with others.

Put on Your Thinking Cap AP/Wide World

These students are ready to learn
Have you put on your thinking cap at and are paying attention in class.
school? That saying means you are ready
to learn and pay attention in class. You should always ask questions if
you do not understand something.

Lend a Hand

If someone asks you to lend a hand, that saying means the person
needs your help. You should help out at home, school, and in your
neighborhood. What are some ways you can help others?

Catch Some Zzz's

Have you been catching some zzz's? That saying means you should
get enough sleep. Sleeping helps you do your best. Second graders
need about nine hours of sleep each night.

Text: Copyright © 2004 Weekly Reader Corporation. All rights reserved.

Weekly Reader is a registered trademark of Weekly Reader Corporation. Used
by permission. From Weekly Reader 2, Student Edition, 9/10/04.
© 2010 Urban Education Exchange. All rights reserved.
CONCEPTS OF COMPREHENSION: FIGURATIVE LANGUAGE 2nd GRADE UNIT

Question Sheet

Name: Date:

“Welcome Back!” Questions:

_____ 1. You might have butterflies in your stomach when you

a. are playing with your dog.
b. are riding a roller coaster.
c. are sad.
d. find your little brother ruined a toy.

_____ 2. Which situation does not require you to put your thinking cap on?
a. You need to cross the street.
b. You are doing your homework.
c. You are sleeping.
d. You are helping dad in the kitchen.

_____ 3. The purpose of this passage is

a. to get you thinking about going back to school.
b. to teach you different phrases and what they mean.
c. All of the above.
d. None of the above.

_____ 4. “Second graders need about 9 hours of sleep at night”.

a. This is a fact.
b. This is an opinion.
c. This is not true.
d. None of the above.

_____ 5. Describe a time when you needed to lend a hand.

_____________________________________________________

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© 2010 Urban Education Exchange. All rights reserved

CONCEPTS OF COMPREHENSION: FIGURATIVE LANGUAGE 2nd GRADE UNIT

Question Sheet

Name: Date:

“Welcome Back!” Questions:

FL 1. You might have butterflies in your stomach when you

a. are playing with your dog.
b. are riding a roller coaster.
c. are sad.
d. find your little brother ruined a toy.

FL 2. Which situation does not require you to put your thinking cap on?
a. You need to cross the street.
b. You are doing your homework.
c. You are sleeping.
d. You are helping dad in the kitchen.

AP 3. The purpose of this passage is

a. to get you thinking about going back to school.
b. to teach you different phrases and what they mean.
c. All of the above.
d. None of the above.

F/O 4. “Second graders need about 9 hours of sleep at night”.

a. This is a fact.
b. This is an opinion.
c. This is not true.
d. None of the above.

FL 5. Describe a time when you needed to lend a hand.

Answers will vary. Students should describe a time that they helped
someone out.

© 2010 Urban Education Exchange. All rights reserved

CONCEPTS OF COMPREHENSION: FIGURATIVE LANGUAGE 2nd GRADE UNIT

Reading Passage

Wonderful Trees

National Image Library

Arin Lapa

Trees, wonderful trees,

Waving in the breeze

Birds lay eggs and nest,

Squirrels climb up to rest

Many fruits to be eaten,

Maple syrup to sweeten

Cool shade from the sun,

Bright leaves by the ton

So if you could please,

Take care of our trees.

Text: Copyright © 2002 Weekly Reader Corporation. All rights reserved.

Weekly Reader is a registered trademark of Weekly Reader Corporation. Used
by permission. From Weekly Reader 2, Student Edition, 10/11/02.
© 2010 Urban Education Exchange. All rights reserved.
CONCEPTS OF COMPREHENSION: FIGURATIVE LANGUAGE 2nd GRADE UNIT

Question Sheet

Name: Date:

“Wonderful Trees” Questions

_____ 1. The poet writes, “Birds lay eggs and nest.” In this sentence the poet
uses “nest” to mean
a. a home for birds.
b. a part of a tree.
c. living in and taking care of a nest.
d. a lot of eggs.

_____ 2. The poet describes “shade” as

a. cool.
b. bright.
c. sun.
d. tree.

_____ 3. This passage is about

a. the things that trees give us.
b. taking care of trees.
c. the beauty of trees.
d. all of the above.

_____ 4. The poet writes, “bright leaves by the ton.” That means
a. there are too many leaves.
b. the tree is losing its leaves.
c. there are a lot of bright leaves.
d. the leaves are very bright.

_____ 5. What genre is this passage? How do you know?

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_____________________________________________________

© 2010 Urban Education Exchange. All rights reserved

CONCEPTS OF COMPREHENSION: FIGURATIVE LANGUAGE 2nd GRADE UNIT

Question Sheet

Name: Date:

“Wonderful Trees” Answer Sheet

FL 1. The poet writes, “Birds lay eggs and nest.” In this sentence the poet
uses “nest” to mean
a. a home for birds.
b. a part of a tree.
c. living in and taking care of a nest.
d. a lot of eggs.

FL 2. The poet describes “shade” as

a. cool.
b. bright.
c. sun.
d. tree.

MI 3. This passage is about

a. the things that trees give us.
b. taking care of trees.
c. the beauty of trees.
d. all of the above.

FL 4. The poet writes, “bright leaves by the ton.” That means

a. there are too many leaves.
b. the tree is losing its leaves.
c. there are a lot of bright leaves.
d. the leaves are very bright.

G 5. What genre is this passage? How do you know?

This passage is a poem. It is written in verse.

© 2010 Urban Education Exchange. All rights reserved