Onomatopoeia

  • Grade: Year 4
    Activity type: Interactive Activity

Onomatopoeia

Course
English
Grade
Year 4
Section
Grammar
Outcome
Onomatopoeia
Activity Type
Interactive Activity
Activity ID
22739

Testimonials

What a brilliant site you have!!! I love it, especially as it saves me hours and hours of hard work. Others who haven't found your site yet don't know what they are missing!

It is quite frankly the best money I have ever spent on my child. I really cannot thank you enough for providing this, it really is brilliant.

You have the most amazing program. Everybody loves it and the student's results have been in the high 90%'s, it's definitely due to your program.

aasl award

Awarded June 2012
“Best Educational Website
for Teaching and Learning”


  • Y3 – Year 3
    • Y3.W – Writing
      • They draw on knowledge and skills that include:

        • Y3.W.1 – Using increasingly specific words and phrases (e.g., adjectives and more precise nouns and verbs) that are appropriate to the content of the text

        • Y3.W.4 – Using simple written language features (such as alliteration) and visual language features (such as labelled diagrams) to support meaning

        • Y3.W.2 – Using their visual memory to spell personal vocabulary and high-frequency words (e.g., many words from essential lists 1-4 and some from list 5 and list 61)

        • Y3.W.7 – Using both simple and compound sentences that vary in their beginnings and lengths (and in the simple conjunctions used) and that are usually grammatically correct

        • Y3.W.10 – Using capital letters, full stops, question marks, and exclamation marks correctly

  • Y4 – Year 4
    • Y4.W – Writing
      • They draw on knowledge and skills that include:

        • Y4.W.2 – Using vocabulary (in particular, nouns, verbs, adjectives, and adverbs) that clearly conveys ideas, experiences, or information

        • Y4.W.5 – Using written language features (such as similes and onomatopoeia) and visual language features (such as illustrations and diagrams) to support meaning

        • Y4.W.3 – Encoding (spelling) by:

          • Y4.W.3.b – Using their visual memory to help them spell personal vocabulary and high-frequency words correctly (the high-frequency words include most words from essential lists 1-4 and many from essential lists 5-71)

  • Year 3
    • Literature
      • Examining literature

        • ACELT1600 – Discuss the nature and effects of some language devices used to enhance meaning and shape the reader's reaction, including rhythm and onomatopoeia in poetry and prose

    • Literacy
      • Creating texts

        • ACELY1683 – Reread and edit texts for meaning, appropriate structure, grammatical choices and punctuation

This activity is not included in United Kingdom – National Curriculum.

You can go to an overview of all the curricula here.

  • 2 – Grade 2
    • L.2 – Language
      • Literacy

        • L.2.6 – Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe (e.g., When other kids are happy that makes me happy).

        • L.2.4 – Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 2 reading and content, choosing flexibly from an array of strategies.

          • L.2.4.a – Use sentence-level context as a clue to the meaning of a word or phrase.

      • Literacy

        • L.2.3 – Use knowledge of language and its conventions when writing, speaking, reading, or listening.

          • L.2.3.a – Compare formal and informal uses of English.

  • 3 – Grade 3
    • L.3 – Language
      • Literacy

        • L.3.1 – Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

          • L.3.1.a – Explain the function of nouns, pronouns, verbs, adjectives, and adverbs in general and their functions in particular sentences.