Tools for Instruction
Interpret Figurative Language: Metaphor and Simile
Metaphors and similes are both comparisons: They identify similarities between two things that we think of as
different. For students, recognizing both the similarities and the differences presents the biggest challenge. The
differences are often quite concrete, and the similarities are often very abstract. Many students have difficulty
seeing past the differences to understand the similarities. But if students do not have enough practice identifying
and analyzing figurative language, they will likely have trouble comprehending text—especially fiction and
poetry, which often rely heavily on figurative language. Provide abundant practice with interpreting figurative
language by discussing varied examples both on and below students’ reading level.
Step by Step 20–30 minutes
1 Explain metaphor and simile.
• Say, A metaphor makes a comparison without using the word like or as. A simile makes a comparison using the
word like or as.
• Display simple examples such as these.
Metaphor He served us a bathtub of ice cream.
Simile He served us ice cream in a huge bowl that was like a bathtub.
• Ask, What two things are being compared? (a bowl and a bathtub)
2 Model interpreting metaphors and similes.
• Say, Metaphors and similes help readers picture something in a new way. To understand a metaphor or simile, you
have to think about the two things being compared, and what is similar and different about them.
• Distribute Metaphor or Simile Chart (page 3). Work with students to fill out numbers 1 and 2 for one of the
examples you shared.
1.Tell what it is. Circle one.
Metaphor
Simile
2.Think about what is being compared. Write the names.
a bowl
to
a bathtub
• Then work together to fill out the T-chart at number 3.
3.Write what is the same about them. Write what is different about them.
Same
Both are hollow.
They can hold things.
Different
A bowl is small.
A bathtub is big—it can fit a person.
• Work together to fill out number 4. Ask, How does a bathtub help you picture a bowl of ice cream in a new way?
(It makes me picture an enormous bowl of ice cream.)
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Reading Comprehension I Levels 4–5 I Interpret . . . Metaphor and Simile I Page 1 of 3
i-Ready Tools for Instruction
3 Model interpreting metaphors or similes in text.
• Read a short poem aloud. It will help students to see the poem displayed or to have their own copy of the
poem to follow along with you.
• Clarify any difficult vocabulary. Then reread an example of a metaphor or simile. Remind students that a
metaphor makes a comparison without using like or as and a simile makes a comparison using like or as.
• Think aloud as you interpret the figure of speech. The following example is from the poem “Fireflies” by
Paul Fleischman.
Here is a metaphor. Let me read it again.
“Light is the ink we use / Night is our parchment”
Ink is what comes out when you write with a pen. Parchment is like paper—it is something you write on. So
what does this metaphor mean? I know from the title that the poem is about fireflies, so when I see “we,” that
must mean the fireflies. I don’t know what “light is the ink we use” means. But when I read the next line, “Night
is our parchment,” now I get it. Ink writes on parchment, which is like paper. That description helps me picture
fireflies writing in the dark sky with their light.
Connect to Writing  Have students practice writing their own examples of metaphors and similes. Encourage
them to illustrate their favorite example, and display the illustrations in the classroom.
4 Provide practice with interpreting metaphors and similes.
• Distribute additional copies of the metaphor or simile chart. Guide students to use it as they read other texts
containing figurative language.
Check for Understanding
If you observe...
difficulty figuring out the author’s meaning
Then try...
teaching students to visualize the comparison. Then
offer choices for the meaning, and have students select
and explain the correct answer.
When the author says that Sarah’s bicycle tire was as
flat as a pancake, what does he mean?
1) The tire looks good enough to eat.
2) The tire has no air in it.
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Reading Comprehension I Levels 4–5 I Interpret . . . Metaphor and Simile I Page 2 of 3
i-Ready Tools for Instruction
Name
Metaphor or Simile Chart
Title
1. Tell what it is. Circle one.
Metaphor
Simile
2. Think about what is being compared. Write the names.
to 3. Write what is the same about them. Write what is different about them.
Same
Different
4. What does the author want you to understand? Write an answer.
_ _____________________________________________________
_ _____________________________________________________
_ _____________________________________________________
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