SIMILES

A simile is a figure of speech in which one thing is likened to another, usually through the use of words such as like or as.  The word “simile” comes from the root word “similis” which means like or similar.

A simile can either be explicit (“The wind cut through me like a knife”), constitute a stereotype (“as comfortable as an old shoe”), or represent irony, which is the opposite of what your reader might expect (“square as a billiard ball”).

Sometimes, it’s up to your reader to interpret in what ways you mean to compare “a” with ”b.” By providing further detail, you can make the comparison clearer, if that is your intention. (“The light was so intense, it seemed to shine like the sun.”)

Do not confuse a simile with a metaphor, which uses descriptive words normally applied to one thing and applies them to something else instead (“The news article screamed for attention.”)

To practice similes and learn some of the most commonly used, here are some links to online games.

• Animal Similes Crossword
• Quia:  Similes and Metaphors
• Similes Matching Game

In the HMHS Store, there is now available a fun seasonal activity on similes.  It is a make-your-own book for all ages at the VERY modest cost of $0.50!  Download the Christmas Similes Workbook using your Paypal account or any major credit card right now for some fun practice on using similes!  The kids will really enjoy it, while also learning!  Also, don’t forget the simple lesson on writing thank you notes and stationary available as well!

Send in grammar questions to Contact HMHS and I will answer them in upcoming blogs!

Apostrophes and Contractions

Apostrophes are used to show possession, and they’re also used to indicate missing letters in contractions. Sometimes, these two uses can be confused. For instance, its is the possessive of it, but it’s is a contraction of it is.  Example:  It’s too bad its fur got wet.

An apostrophe can indicate the possessive case of both singular and plural nouns, either jointly or separately.  Examples:  This is our team’s playground, but it’s Bobby’s ball, not Bobby and Billy’s ball.

An apostrophe can also indicate the omission of numerals.  Example:  We are the class of ’08.

An apostrophe is normally used with s in expressions of time, measurement, and money (Examples:  a dollar’s worth of apples; a year’s subscription; a week’s vacation), but is not used with a plural noun used as a modifier (Examples: earnings statement and systems analyst).

An apostrophe sometimes indicates “understood” possession.  Example:  The book is at your bookseller’s.

The use of an apostrophe plus s with words ending in s or z sounds usually depends on whether a pronounceable final syllable is thus formed. If the syllable is pronounced, the apostrophe plus s is added. If no final pronounceable syllable is formed, the apostrophe is retained, but not usually the final s.  Examples:  Mr. Gomez’s store; Knox’s products; Moses’ law; for righteousness’ sake.

I have searched for some good resources to solidify your student’s understanding of contractions and possessives.  Enjoy!

Games

• Contraction Pick-Up:  Using index cards, write the contraction on one card (ex:  it’s) and write out the full words on a separate card (ex:  it is).  Do this with as many contractions as you are learning.  Mix them up and spread them on the floor.  Have your student pick up the matching sets as quickly as they can.  Time them and have them try to beat their own time.
• Contraction Matching:  Using the same index cards as above, turn them all upside down and play a matching game.  Turn up one, then another.  If they are matches (ex:  do not and don’t), they keep the cards.  Play until all have been matched.
• Contraction Bingo:  Again, use the same index cards for the call cards.  Fill in a blank Bingo sheet, like those at DLTK Kids, with the opposite of what you are calling.  For example:  If you are calling the full words (ex:  were not), then fill the cards with the contractions (ex:  weren’t).  Play with any manipulatives you have available (beans, coins, etc..).
• Dry Erase:  Using a dry erase board, write out the full words next to each other (ex:  cannot).  Let the student use a different color and wipe away the letters that are taken out and fill in the apostrophe (ex:  cannot- student would erase one “n” and an “o” to end up with can’t).

Books

Alfie the Apostrophe

If You Were a Contraction

Online Games

• Exploring for Possessives is a fun, interactive game to learn to recognize possessive forms.
• Quia has a set of games on contractions and possessive nouns.
• Treasure Trove is a fun, interactive game to learn contractions.
• Here is a game for singular possessive nouns.

Worksheets

• Enchanted Learning has plenty of worksheets on contractions.
• CREATE for Mississippi has a free lesson plan on possessives.  Handout 1 is a pdf printout on apostrophes.
• Get grade level specific worksheets on apostrophes and contractions from Ed Helper.
• Print customized worksheets on possessives from Worksheet Works.

Remember to write me at Contact HMHS to submit any questions related to Language Arts! I will answer them in upcoming blogs.

To discuss Grammar and other Homeschooling topics and ideas, please visit our Homemade Homeschoolers discussion forum.

Remember to write me at Contact HMHS to submit any questions related to Language Arts! I will answer them in upcoming blogs.

Now, go write something!

To discuss Grammar and other Homeschooling topics and ideas, please visit our Homemade Homeschoolers discussion forum.

You can read the title, but does it make sense?  Of course not!  It should read:  “Which Homonym Would You Choose?”   Obviously, using the correct word when writing is very important.  However, deciding on which spelling to use can be very difficult for students.  Here I will introduce you to homonyms and provide you with some games to solidify your young writer’s understanding.

Homonyms are words that sound the same but have different meanings, and often different spellings.

There are many sets of words in English that have very different meanings from one another, but are often confused because they sound the same. These  sets of words are called homonyms. Here are some of them (there are many more, but this will get you started) :

It’s: The contraction for it is

Its: The possessive of it

Wait: Allow a time interval

Weight: Poundage on a scale

I’ll: The contraction for I will

Aisle: Walking space between seats

I: Me

Eye: What we use to see with

There: In that location

Their: Belongs to them

Seam: Sew something together

Seem: Appear to be

Hole: Represents a missing piece

Whole: The entire thing, with nothing missing

Light: Something that shines

Lite: Light (in weight)

Bite: A piece of food

Byte: A unit of information (on the computer)

Write: Apply pencil to paper (for instance)

Right: Correct

Sight: The ability to see

Site: Location

Cite: Acknowledge

Intoduce your student to homonyms, giving these and/or other examples.  Use them in sentences to demonstrate how context can help decide which spelling to use.  Since games are a wonderful learning tool for children, I have searched down a few for you to enjoy.

For younger students:

Make picture to word matching cards. On one card (index or smaller) draw a picture (Ex: an eye), then write out the word on a separate card.  Do the same for the word’s homonym(s) (Ex:  I, a picture of me).  Do this for as many homonyms as you have reviewed with your student, and let them go to work matching the pictures to the words.

Make homonym dominoes. If you don’t know the basic concept of playing dominoes, this may be confusing.  Consult the original game or someone who plays.  Cut index cards in half lengthwise.  On one end write a homonym (Ex:  sum).  On the other end write an unrelated homonym (Ex:  ate).   Take a second card and write one of the related  homonyms (Ex:  some) and an unrelated homonym (Ex:  ten).  Take a third and write the second related homonym match on one end (Ex:  eight) and an unrelated homonym on the other end (Ex:  win).   Continue this pattern, using as many homonyms as you wish for your student to learn.

To Play:

• Share dominoes equally among players.
• Players take turns to put down a domino matching a word with another word which sounds the same, but has a different meaning.
• The first player to put down all their dominoes or who has the least number left, is the winner.

Extended Lesson:

• Get students to look up and compare the definition of each homonym in a dictionary.
• Ask students to say a sentence using both homonyms. (Ex:  I bought medicine for my eye.)

For Older Students:

Go here to get a description of the game Horrid Homonyms.  This is for a classroom, but is easily adaptable to the home school.

Online Games:

BBC Skillwise has a great Fact Sheet to teach concepts, Online Quiz, and Matching Game with sound.

Quia has several games and a word search.

Go here for a great online “choose the correct homonym” game.

Enjoy!  Remember to write me at Contact HMHS to submit any questions related to Language Arts!  I will answer them in upcoming blogs.

Big Den

To discuss Homonyms and other Homeschooling topics and ideas, please visit our Homemade Homeschoolers discussion forum.

Punctuation Marks: Periods, Colons, Semicolons, Question Marks, Exclamation Points, Quotation Marks

Let’s take the easy ones first: a period goes at the end of a sentence and indicates the end of a complete thought. The same is usually true for question marks and exclamation points, except that, as implied, they end a question or an exclamation, respectively.  Question marks and exclamation points, though, don’t necessarily end a sentence. Examples:

This sentence is a simple declaration.

Is this sentence a question?

“Where is your homework?” mom asked.

This sentence is an exclamation of surprise!

“Wow!” Jimmy exclaimed.

Commas separate parallel words in a series. The rule of “serial commas” says that prior to “and,” (a conjunction introducing the last word in the series) a comma is also used. Example:

The correct answer is a, b, and c.

A semicolon separates clauses like a comma separates words. Example:

He knew she was right; he just didn’t want to admit it.

A colon introduces a separate thought within the sentence. Example:

He had everything he needed: looks, charm, and athletic ability.

Quotation marks normally go outside the punctuation only if it pertains to the quoted material. Examples:

He said, “Don’t do that now!”

“Why did that happen?” is what she wanted to know.

We’ll consider other points of English usage in the future.

Sidenote:  If you have questions for Big Den about spelling, grammar, writing, editing, etc…, send them here and he will address them in upcoming blogs!

Our newest contributor is our resident expert on Language Arts.  Dennis has spent the majority of his adult life writing and editing.  In fact, his nickname has always been “The Walking Dictionary”!  He will be offering us advice and information on Language Arts, so keep checking back or subscribe to get his latest English tips automatically.  –  Shelly

I received my BA-Journalism from Marquette University in Milwaukee and spent my entire career in communications as a writer/editor/publisher, mostly in the aerospace/defense industry in Southern California. I was also a long-time member of the Society for Technical Communication (STC).

No matter what course we follow in life, the proper use of English is important. But it seems to have become devalued in this day and age. Correct English still says something about the writer…that he or she is educated and articulate. This is especially important for those whose native language is not English and those who felt that “even though it’s not quite right, they’ll know what I mean.”

Two of the most glaring errors I see nowadays are typos (even in professional media, including television) and the use of “that” instead of “who” or “whom” when referring to a person.

With much of today’s communications originating on computers that incorporate spell-checkers, there is really no excuse except carelessness for the typos that seem to appear everywhere.

The other problem just requires a little thought by the writer. (For instance, do I really mean “the player THAT hit the home run” or “the player WHO hit the home run”?) Sounds different, doesn’t it?

That’s it for now…perhaps in the future, I’ll have some additional suggestions from “the wonderful world of English.”

–  Big Den