A ready to use set of worksheets with answer key that present teaching and learning resources of a spelling lesson on words ending in -cious, -tious, -cial, -tial, -able, -ible based on New Bloom’s Taxonomy. After completing these worksheets students will be able to: Provide examples for common suffixes based on their sound and meanings. Add suffices to root words (nouns or verbs) to form adjectives based on the spelling rules. Use common suffixes to form words ending in –tious and -cious (shus sound) and determine the meaning of new words. Use common suffixes to form words ending in –cial and –tial (shul sound) and use roots as clues to the meaning of new words. Use common suffixes to form words ending in –able and –ible and correct the inappropriate use of suffixes in forming new words. Create new word patterns with words ending in shus, shul and able sounds and frame sentences. This download includes: EXERCISE 1: Provide examples for common suffixes based on their sound and meanings. EXERCISE 2: Add suffices to root words (nouns) to form adjectives based on the spelling rules. EXERCISE 3: Add suffices to root words (verbs) to form adjectives based on the spelling rules. EXERCISE 4: Use common suffixes to form words ending in –tious (shus sound) and determine the meaning of new words. EXERCISE 5: Use common suffixes to form words ending in –cious (shus sound) and determine the meaning of new words. EXERCISE 6: Use common suffixes to form words ending in –tial (shul sound) and use roots as clues to the meaning of new words. EXERCISE 7: Use common suffixes to form words ending in –cial (shul sound) and use roots as clues to the meaning of new words. EXERCISE 8: Use common suffixes to form words ending in –ible and correct the inappropriate use of suffixes in forming new words. EXERCISE 9: Use common suffixes to form words ending in –able and correct the inappropriate use of suffixes in forming new words. EXERCISE 10: Create new word patterns with given suffixes and frame sentences with them. EXERCISE 11: Use a –cious word from the list to complete each of the sentences below. EXERCISE 12: Use a –tious word from the list to complete each of the sentences below. EXERCISE 13: Use the root words to create adjectives with the suffixes –cial or –tial. EXERCISE 14: Add –cial or –tial to complete each of these stem words. EXERCISE 15: Add the suffix –ible to form adjectives from the root words. EXERCISE 16: Use verbs as root words to form nouns and the suffix –ible to form adjectives. EXERCISE 17: Add the suffix –able to form adjectives from the root words. EXERCISE 18: Use verbs as root words to form nouns and the suffix –able to form adjectives. EXERCISE 19: Use –ible words from the list to complete the sentences below. EXERCISE 20: Use –able words from the list to complete the sentences below.

A ready to use PowerPoint presentation that presents teaching and learning resources of a spelling lesson on words ending in -cious, -tious, -cial, -tial, -able, -ible based on New Bloom’s Taxonomy. After completing this lesson students will be able to: Provide examples for common suffixes based on their sound and meanings. Add suffices to root words (nouns or verbs) to form adjectives based on the spelling rules. Use common suffixes to form words ending in –tious and -cious (shus sound) and determine the meaning of new words. Use common suffixes to form words ending in –cial and –tial (shul sound) and use roots as clues to the meaning of new words. Use common suffixes to form words ending in –able and –ible and correct the inappropriate use of suffixes in forming new words. Create new word patterns with words ending in shus, shul and able sounds and frame sentences. This download includes: EXERCISE 1: Provide examples for common suffixes based on their sound and meanings. EXERCISE 2: Add suffices to root words (nouns) to form adjectives based on the spelling rules. EXERCISE 3: Add suffices to root words (verbs) to form adjectives based on the spelling rules. EXERCISE 4: Use common suffixes to form words ending in –tious (shus sound) and determine the meaning of new words. EXERCISE 5: Use common suffixes to form words ending in –cious (shus sound) and determine the meaning of new words. EXERCISE 6: Use common suffixes to form words ending in –tial (shul sound) and use roots as clues to the meaning of new words. EXERCISE 7: Use common suffixes to form words ending in –cial (shul sound) and use roots as clues to the meaning of new words. EXERCISE 8: Use common suffixes to form words ending in –ible and correct the inappropriate use of suffixes in forming new words. EXERCISE 9: Use common suffixes to form words ending in –able and correct the inappropriate use of suffixes in forming new words. EXERCISE 10: Create new word patterns with given suffixes and frame sentences with them. EXERCISE 11: Use a –cious word from the list to complete each of the sentences below. EXERCISE 12: Use a –tious word from the list to complete each of the sentences below. EXERCISE 13: Use the root words to create adjectives with the suffixes –cial or –tial. EXERCISE 14: Add –cial or –tial to complete each of these stem words. EXERCISE 15: Add the suffix –ible to form adjectives from the root words. EXERCISE 16: Use verbs as root words to form nouns and the suffix –ible to form adjectives. EXERCISE 17: Add the suffix –able to form adjectives from the root words. EXERCISE 18: Use verbs as root words to form nouns and the suffix –able to form adjectives. EXERCISE 19: Use –ible words from the list to complete the sentences below. EXERCISE 20: Use –able words from the list to complete the sentences below. RUBRICS: Spelling Rubrics

A ready to use unit lesson plan that presents teaching and learning resources of a spelling lesson on words ending in -cious, -tious, -cial, -tial, -able, -ible based on New Bloom’s Taxonomy. After completing this lesson students will be able to: Provide examples for common suffixes based on their sound and meanings. Add suffices to root words (nouns or verbs) to form adjectives based on the spelling rules. Use common suffixes to form words ending in –tious and -cious (shus sound) and determine the meaning of new words. Use common suffixes to form words ending in –cial and –tial (shul sound) and use roots as clues to the meaning of new words. Use common suffixes to form words ending in –able and –ible and correct the inappropriate use of suffixes in forming new words. Create new word patterns with words ending in shus, shul and able sounds and frame sentences. This download includes: EXERCISE 1: Provide examples for common suffixes based on their sound and meanings. EXERCISE 2: Add suffices to root words (nouns) to form adjectives based on the spelling rules. EXERCISE 3: Add suffices to root words (verbs) to form adjectives based on the spelling rules. EXERCISE 4: Use common suffixes to form words ending in –tious (shus sound) and determine the meaning of new words. EXERCISE 5: Use common suffixes to form words ending in –cious (shus sound) and determine the meaning of new words. EXERCISE 6: Use common suffixes to form words ending in –tial (shul sound) and use roots as clues to the meaning of new words. EXERCISE 7: Use common suffixes to form words ending in –cial (shul sound) and use roots as clues to the meaning of new words. EXERCISE 8: Use common suffixes to form words ending in –ible and correct the inappropriate use of suffixes in forming new words. EXERCISE 9: Use common suffixes to form words ending in –able and correct the inappropriate use of suffixes in forming new words. EXERCISE 10: Create new word patterns with given suffixes and frame sentences with them. EXERCISE 11: Use a –cious word from the list to complete each of the sentences below. EXERCISE 12: Use a –tious word from the list to complete each of the sentences below. EXERCISE 13: Use the root words to create adjectives with the suffixes –cial or –tial. EXERCISE 14: Add –cial or –tial to complete each of these stem words. EXERCISE 15: Add the suffix –ible to form adjectives from the root words. EXERCISE 16: Use verbs as root words to form nouns and the suffix –ible to form adjectives. EXERCISE 17: Add the suffix –able to form adjectives from the root words. EXERCISE 18: Use verbs as root words to form nouns and the suffix –able to form adjectives. EXERCISE 19: Use –ible words from the list to complete the sentences below. EXERCISE 20: Use –able words from the list to complete the sentences below. RUBRICS: Spelling Rubrics

A ready to use PowerPoint presentation that presents teaching and learning resources of a grammar lesson on subject-verb agreement based on New Bloom’s Taxonomy. After completing this unit students will be able to: Identify the parts of a sentence (subject and verb). List and explain the basic rules of subject-verb agreement. Examine and discover the agreement of subject and verb in a sentence. Explain the organisation of subject and verb in a sentence pattern. Verify and correct the mistaken subject and deceptive agreement. Create and compose new sentence patterns with subject-verb concordance. This download includes: SESSION 1: REMEMBERING EXERCISE 1: Match the terms (1-10) with their meanings (A-J). EXERCISE 2: Identify subjects and verbs as used in the given sentences. SESSION 2: UNDERSTANDING EXERCISE 3: Watch the video - Subject-VerbAgreement - to fill in the correct form of the verbs in the brackets. EXERCISE 4: List and explain the basic rules of subject-verb agreement with examples. SESSION 3: APPLYING EXERCISE 5: Supply an appropriate linking verb that agrees with the subject in each of the sentences and the visuals. EXERCISE 6: Examine and discover the agreement of subject and verb in a sentence – Part 1. EXERCISE 7: Examine and discover the agreement of subject and verb in a sentence – Part 2. SESSION 4: ANALYSING EXERCISE 8: Explain the organisation of subject and verb in a sentence pattern. SESSION 5: EVALUATING EXERCISE 9: Verify and correct the mistaken subject and deceptive agreement – Part 1. EXERCISE 10: Verify and correct the mistaken subject and deceptive agreement – Part 2. SESSION 6: CREATING EXERCISE 11: Create and compose new sentence patterns with subject-verb concordance. DIFFERENTIATION: EXERCISE 12: Demonstrate the mastery of the use of subject-verb agreement in writing. ASSESSMENT CRITERIA: Subject-Verb Agreement Rubrics HOME LEARNING: EXERCISE 13: Correct the errors in subject-verb agreement in the following paragraph. EXERCISE 14: Circle the correct verb in each of the sentences.

A compact review of 10 basic rules of subject-verb agreement for a quick referencing. After studying this scaffolding notes students will be able to: Identify the parts of a sentence (subject and verb). List and explain the basic rules of subject-verb agreement. Examine and discover the agreement of subject and verb in a sentence. Explain the organisation of subject and verb in a sentence pattern. Verify and correct the mistaken subject and deceptive agreement. Create and compose new sentence patterns with subject-verb concordance. This download includes: Scaffolding Notes 1: Vocabulary Overview Scaffolding Notes 2: Parts of a Sentence Scaffolding Notes 3: Subject-Verb Agreement Rules Scaffolding Notes 4: Subject-Verb Agreement Rubrics Here are some possible uses for these in your classroom: To challenge early finishers For effective tutoring As ESL stations and sub tubs As holiday work and homework For small group collaborations For an end of unit assessments For reinforcement and enrichment

These Boom Cards are perfect for teaching Words Ending in -ent, -ence and -ency. These no prep activities would be great for ELA lessons or ELA centers. Your students will love these self-grading exercises that are gamified for student engagement. After attempting these New Bloom’s Taxonomy based Boom Cards students will be able to: Use suffixes based on the spelling rules and meanings to form nouns and adjectives from the given verbs. Use the root words (verbs and nouns) to form –ent, -ence and –ency words. Add the correct suffixes –ent, -ence or -ency to complete the stem words. Use suffixes –ent, -ence and –ency to form words and use roots as clues to the meaning of new words. Assess and evaluate the correct use of suffixes –ent, -ence and –ency in forming new words. Create new word patterns with words ending in –ent, -ence and –ency to use in writing. These digital task cards: Would be great on a Laptop, Desktop, Chromebook or Tablet; Can be used on any other mobile device that can access the internet; Can even be used on your Smart Board. Here are some possible uses for these in your classroom: To challenge early finishers For effective tutoring As ESL stations and sub tubs As holiday work and homework For small group collaborations For an end of unit assessments For reinforcement and enrichment More about Boom Learning: To use Boom Cards, you must be connected to the Internet. Boom Cards play on modern browsers (Chrome, Safari, Firefox, and Edge). Apps are available for Android, iPads, iPhones, and Kindle Fires. For security and privacy, adults must have a Boom Learning account to use and assign Boom Cards. You will be able to assign the Boom Cards you are buying with “Fast Pins,” (play provides instant feedback for self-grading Boom Cards). Fast Play is always a free way for students to engage with Boom Cards decks. For additional assignment options you’ll need a premium account. If you are new to Boom Learning, you will be offered a free trial of our premium account. Readhere for details: http://bit.ly/BoomTrial.

Ready to use Google Slides that present teaching and learning resources of a spelling lesson on suffixes based on New Bloom’s Taxonomy. After working with these Google Slides students will be able to: Match the terms associated with suffixes with their meanings. Add suffixes to high frequency and other studied words. Create new words with common suffixes based on their meanings. Use suffixes to form words and use roots as clues to the meaning of new words. Assess and evaluate the correct use of suffixes in forming new words. Create new word patterns with words beginning and ending in common suffixes and frame sentences. This download includes: SESSION 1: REMEMBERING EXERCISE 1: Match the TERMS (1-4) with their MEANINGS (A-D). SESSION 2: UNDERSTANDING EXERCISE 2: Match the SUFFIXES with their MEANINGS. SESSION 3: APPLYING EXERCISE 3: Tick the correct option to find meaning for the common suffixes. EXERCISE 4: Create new words with each of the Greek suffixes based on their meaning. EXERCISE 5: Create new words with each of the noun suffixes based on their meaning. EXERCISE 6: Create new words with each of the adjective suffixes based on their meaning. EXERCISE 7: Create new words with each of the verb and adverb suffixes based on their meaning. EXERCISE 8: Create new words with common suffixes used in Mathematics, Science and Social Studies Curriculum. SESSION 4: ANALYSING EXERCISE 9: Interpret and verbalise the graphics by adding suffixes to the root words. EXERCISE 10: Use suffixes to form words and use roots as clues to the meaning of new words – Part 1. EXERCISE 11: Use suffixes to form words and use roots as clues to the meaning of new words – Part 2. EXERCISE 12: Use suffixes to form words and use roots as clues to the meaning of new words – Part 3. EXERCISE 13: Use suffixes to form words and use roots as clues to the meaning of new words – Part 4. EXERCISE 14: Use suffixes to form words and use roots as clues to the meaning of new words – Part 5. SESSION 5: EVALUATING EXERCISE 15: Assess and evaluate the correct use of suffixes in forming new words. SESSION 6: CREATING EXERCISE 16: Demonstrate the mastery of using SUFFIXES in writing. Focus on remembering, understanding, analysing and creating of suffixes as suggested by the RUBRICS. RUBRICS: Suffixes Rubrics HOME LEARNING: EXERCISE 17: Choose the correct suffix to fill in the blanks: -less, -ment, -ing, -ly, -able. EXERCISE 18: Make words using the given suffixes to go with the meaning…

Interactive, self-grading and paperless boom cards on teaching and learning resources of prefixes based on New Bloom’s Taxonomy. After attempting these boom cards students will be able to: Match the terms associated with prefixes with their meanings. Add prefixes to high frequency and other studied words. Create new words with common prefixes based on their meanings. Use prefixes to form words and use roots as clues to the meaning of new words. Assess and evaluate the correct use of prefixes and suffixes in forming new words. Create new word patterns with words beginning and ending in common prefixes and frame sentences. These digital task cards: Would be great on a Laptop, Desktop, Chromebook or Tablet; Can be used on any other mobile device that can access the internet; Can even be used on your Smart Board. Here are some possible uses for these in your classroom: To challenge early finishers For effective tutoring As ESL stations and sub tubs As holiday work and homework For small group collaborations For an end of unit assessments For reinforcement and enrichment More about Boom Learning: To use Boom Cards, you must be connected to the Internet. Boom Cards play on modern browsers (Chrome, Safari, Firefox, and Edge). Apps are available for Android, iPads, iPhones, and Kindle Fires. For security and privacy, adults must have a Boom Learning account to use and assign Boom Cards. You will be able to assign the Boom Cards you are buying with “Fast Pins,” (play provides instant feedback for self-grading Boom Cards). Fast Play is always a free way for students to engage with Boom Cards decks. For additional assignment options you’ll need a premium account. If you are new to Boom Learning, you will be offered a free trial of our premium account. Readhere for details: http://bit.ly/BoomTrial.

A ready to use PowerPoint presentation with 6 sessions on teaching and learning resources of prefixes based on New Bloom’s Taxonomy. After completing this unit students will be able to: Match the terms associated with prefixes with their meanings. Add prefixes to high frequency and other studied words. Create new words with common prefixes based on their meanings. Use prefixes to form words and use roots as clues to the meaning of new words. Assess and evaluate the correct use of prefixes in forming new words. Create new word patterns with words beginning and ending in common prefixes and frame sentences. This download includes: SESSION 1: REMEMBERING EXERCISE 1: Match the TERMS (1-4) with their MEANINGS (A-D). SESSION 2: UNDERSTANDING EXERCISE 2: Match the PREFIXES with their MEANINGS. SESSION 3: APPLYING EXERCISE 3: Tick the correct option to find meaning for the common prefixes. EXERCISE 4: Create new words with each of the Latin prefixes based on their meaning. EXERCISE 5: Create new words with each of the Greek prefixes based on their meaning. EXERCISE 6: Create new words with each of the negative prefixes based on their meaning. EXERCISE 7: Create new words with each of the preposition prefixes based on their meaning. EXERCISE 8: Create new words with common prefixes used in Mathematics, Science and Social Studies Curriculum. SESSION 4: ANALYSING EXERCISE 9: Use prefixes to form words and use roots as clues to the meaning of new words – Part 1. EXERCISE 10: Use prefixes to form words and use roots as clues to the meaning of new words – Part 2. EXERCISE 11: Use prefixes to form words and use roots as clues to the meaning of new words – Part 3. SESSION 5: EVALUATING EXERCISE 12: Assess and evaluate the correct use of prefixes in forming new words. SESSION 6: CREATING EXERCISE 13: Demonstrate the mastery of using PREFIXES in writing. Focus on remembering, understanding, analysing and creating of prefixes as suggested by the RUBRICS. RUBRICS: Prefixes Rubrics HOME LEARNING: EXERCISE 14: Choose the correct prefix to fill in the blanks: inter-, auto-, mis-, under-, super-. EXERCISE 15: Make words using the given prefixes to go with the meaning.

Ready to use Google Slides that present teaching and learning resources of a spelling lesson on prefixes based on New Bloom’s Taxonomy. After working with these Google Slides students will be able to: Match the terms associated with prefixes with their meanings. Add prefixes to high frequency and other studied words. Create new words with common prefixes based on their meanings. Use prefixes to form words and use roots as clues to the meaning of new words. Assess and evaluate the correct use of prefixes in forming new words. Create new word patterns with words beginning and ending in common prefixes and frame sentences. This download includes: SESSION 1: REMEMBERING EXERCISE 1: Match the TERMS (1-4) with their MEANINGS (A-D). SESSION 2: UNDERSTANDING EXERCISE 2: Match the PREFIXES with their MEANINGS. SESSION 3: APPLYING EXERCISE 3: Tick the correct option to find meaning for the common prefixes. EXERCISE 4: Create new words with each of the Latin prefixes based on their meaning. EXERCISE 5: Create new words with each of the Greek prefixes based on their meaning. EXERCISE 6: Create new words with each of the negative prefixes based on their meaning. EXERCISE 7: Create new words with each of the preposition prefixes based on their meaning. EXERCISE 8: Create new words with common prefixes used in Mathematics, Science and Social Studies Curriculum. SESSION 4: ANALYSING EXERCISE 9: Use prefixes to form words and use roots as clues to the meaning of new words – Part 1. EXERCISE 10: Use prefixes to form words and use roots as clues to the meaning of new words – Part 2. EXERCISE 11: Use prefixes to form words and use roots as clues to the meaning of new words – Part 3. SESSION 5: EVALUATING EXERCISE 12: Assess and evaluate the correct use of prefixes in forming new words. SESSION 6: CREATING EXERCISE 13: Demonstrate the mastery of using PREFIXES in writing. Focus on remembering, understanding, analysing and creating of prefixes as suggested by the RUBRICS. RUBRICS: Prefixes Rubrics HOME LEARNING: EXERCISE 14: Choose the correct prefix to fill in the blanks: inter-, auto-, mis-, under-, super-. EXERCISE 15: Make words using the given prefixes to go with the meaning.

A ready to use unit lesson plan with 6 sessions on teaching and learning resources of prefixes based on New Bloom’s Taxonomy. After completing this unit students will be able to: Match the terms associated with prefixes with their meanings. Add prefixes to high frequency and other studied words. Create new words with common prefixes based on their meanings. Use prefixes to form words and use roots as clues to the meaning of new words. Assess and evaluate the correct use of prefixes in forming new words. Create new word patterns with words beginning and ending in common prefixes and frame sentences. This download includes: SESSION 1: REMEMBERING EXERCISE 1: Match the TERMS (1-4) with their MEANINGS (A-D). SESSION 2: UNDERSTANDING EXERCISE 2: Match the PREFIXES with their MEANINGS. SESSION 3: APPLYING EXERCISE 3: Tick the correct option to find meaning for the common prefixes. EXERCISE 4: Create new words with each of the Latin prefixes based on their meaning. EXERCISE 5: Create new words with each of the Greek prefixes based on their meaning. EXERCISE 6: Create new words with each of the negative prefixes based on their meaning. EXERCISE 7: Create new words with each of the preposition prefixes based on their meaning. EXERCISE 8: Create new words with common prefixes used in Mathematics, Science and Social Studies Curriculum. SESSION 4: ANALYSING EXERCISE 9: Use prefixes to form words and use roots as clues to the meaning of new words – Part 1. EXERCISE 10: Use prefixes to form words and use roots as clues to the meaning of new words – Part 2. EXERCISE 11: Use prefixes to form words and use roots as clues to the meaning of new words – Part 3. SESSION 5: EVALUATING EXERCISE 12: Assess and evaluate the correct use of prefixes in forming new words. SESSION 6: CREATING EXERCISE 13: Demonstrate the mastery of using PREFIXES in writing. Focus on remembering, understanding, analysing and creating of prefixes as suggested by the RUBRICS. RUBRICS: Prefixes Rubrics HOME LEARNING: EXERCISE 14: Choose the correct prefix to fill in the blanks: inter-, auto-, mis-, under-, super-. EXERCISE 15: Make words using the given prefixes to go with the meaning.

Ready to use worksheets with answer key on teaching and learning resources of prefixes based on New Bloom’s Taxonomy. After working with these worksheets students will be able to: Match the terms associated with prefixes with their meanings. Add prefixes to high frequency and other studied words. Create new words with common prefixes based on their meanings. Use prefixes to form words and use roots as clues to the meaning of new words. Assess and evaluate the correct use of prefixes in forming new words. Create new word patterns with words beginning and ending in common prefixes and frame sentences. This download includes: EXERCISE 1: Match the TERMS (1-4) with their MEANINGS (A-D). EXERCISE 2: Match the PREFIXES with their MEANINGS. EXERCISE 3: Tick the correct option to find meaning for the common prefixes. EXERCISE 4: Create new words with each of the Latin prefixes based on their meaning. EXERCISE 5: Create new words with each of the Greek prefixes based on their meaning. EXERCISE 6: Create new words with each of the negative prefixes based on their meaning. EXERCISE 7: Create new words with each of the preposition prefixes based on their meaning. EXERCISE 8: Create new words with common prefixes used in Mathematics, Science and Social Studies Curriculum. EXERCISE 9: Use prefixes to form words and use roots as clues to the meaning of new words – Part 1. EXERCISE 10: Use prefixes to form words and use roots as clues to the meaning of new words – Part 2. EXERCISE 11: Use prefixes to form words and use roots as clues to the meaning of new words – Part 3. EXERCISE 12: Assess and evaluate the correct use of prefixes in forming new words. EXERCISE 13: Demonstrate the mastery of using PREFIXES in writing. Focus on remembering, understanding, analysing and creating of prefixes as suggested by the RUBRICS. EXERCISE 14: Choose the correct prefix to fill in the blanks: inter-, auto-, mis-, under-, super-. EXERCISE 15: Make words using the given prefixes to go with the meaning.

Interactive, self-grading and paperless boom cards on teaching and learning resources of suffixes based on New Bloom’s Taxonomy. After attempting these boom cards students will be able to: Match the terms associated with suffixes with their meanings. Add suffixes to high frequency and other studied words. Create new words with common suffixes based on their meanings. Use suffixes to form words and use roots as clues to the meaning of new words. Assess and evaluate the correct use of suffixes in forming new words. Create new word patterns with words beginning and ending in common suffixes and frame sentences. These digital task cards: Would be great on a Laptop, Desktop, Chromebook or Tablet; Can be used on any other mobile device that can access the internet; Can even be used on your Smart Board. Here are some possible uses for these in your classroom: To challenge early finishers For effective tutoring As ESL stations and sub tubs As holiday work and homework For small group collaborations For an end of unit assessments For reinforcement and enrichment More about Boom Learning: To use Boom Cards, you must be connected to the Internet. Boom Cards play on modern browsers (Chrome, Safari, Firefox, and Edge). Apps are available for Android, iPads, iPhones, and Kindle Fires. For security and privacy, adults must have a Boom Learning account to use and assign Boom Cards. You will be able to assign the Boom Cards you are buying with “Fast Pins,” (play provides instant feedback for self-grading Boom Cards). Fast Play is always a free way for students to engage with Boom Cards decks. For additional assignment options you’ll need a premium account. If you are new to Boom Learning, you will be offered a free trial of our premium account. Readhere for details: http://bit.ly/BoomTrial.

This compact review of rhetorical comparison devices for quick referencing is perfect for teaching Simile, Metaphor, Hyperbole and Analogy. These no prep scaffolding notes would be great for ELA lessons or ELA centers. Your students will love this information that is well-planned for student engagement. After studying these students will be able to: Note the definitions, purposes and quick memory tips to interpret and verbalise the rhetorical comparison devices in the graphics. Compare and contrast rhetorical comparison devices and find their similarities and differences with examples. Form rhetoric statements to go with the graphics that exemplify the rhetorical comparison devices. Analyse and state what is being compared in the text using rhetorical comparison devices. Identify the impact of the use of rhetorical comparison devices in the given text. Create expressions for the rhetorical comparison devices using the given patterns. This Resource Includes: SN 1: Vocabulary Overview SN 2: Rhetorical Device Types SN 3: Rhetorical Comparison Devices – Definitions and Purposes SN 4: Rhetorical Comparison Devices – Similarities and Difference SN 5: Rhetorical Comparison Devices – Patterns SN 6: Rhetorical Comparison Devices – Rubrics Here are some other possible uses for these in your classroom: To challenge early finishers For effective tutoring As ESL stations and sub tubs As holiday work and homework For small group collaborations For an end of unit assessments For reinforcement and enrichment

A package of 9 task cards on comparison rhetorical devices. This resource includes exercises on: Comparing two unlike things Forming rhetorical statements Completing the analogy Identifying what is exaggerated Demonstrating comparison devices knowledge in writing Determining simile or metaphor Teachers can use these task cards to enhance the vocabulary, reading, language, reading, and writing skills of the learners. Here are some other possible uses for these in your classroom: To challenge early finishers For effective tutoring As ESL stations and sub tubs As holiday work and homework For small group collaborations For an end of unit assessments For reinforcement and enrichment

These Boom Cards are perfect for teaching Rhetorical Sound Devices – Alliteration, Assonance, Consonance, Sibilance, Onomatopoeia, Repetition, Rhyme and Meter. These no prep activities would be great for ELA lessons or ELA centers. Your students will love these self-grading exercises that are gamified for student engagement. After attempting these New Bloom’s Taxonomy based Boom Cards students will be able to: Match the terms associated with rhetorical sound devices with their meanings. Identify the words that exemplify the rhetorical sound devices in the text. Form rhetoric statements to go with the graphics that exemplify the rhetorical sound devices. Interpret the rhetorical sound devices used in the text and explain the author’s purpose in using them. Identify the impact of the use of rhetorical sound devices in the given text. Analyse the given text to interpret the rhetorical sound devices used in them. These digital task cards: Would be great on a Laptop, Desktop, Chromebook or Tablet; Can be used on any other mobile device that can access the internet; Can even be used on your Smart Board. Here are some possible uses for these in your classroom: To challenge early finishers For effective tutoring As ESL stations and sub tubs As holiday work and homework For small group collaborations For an end of unit assessments For reinforcement and enrichment More about Boom Learning: To use Boom Cards, you must be connected to the Internet. Boom Cards play on modern browsers (Chrome, Safari, Firefox, and Edge). Apps are available for Android, iPads, iPhones, and Kindle Fires. For security and privacy, adults must have a Boom Learning account to use and assign Boom Cards. You will be able to assign the Boom Cards you are buying with “Fast Pins,” (play provides instant feedback for self-grading Boom Cards). Fast Play is always a free way for students to engage with Boom Cards decks. For additional assignment options you’ll need a premium account. If you are new to Boom Learning, you will be offered a free trial of our premium account. Readhere for details: http://bit.ly/BoomTrial.