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6 products

Figurative Language, Similes & Metaphors SCOOT TASK CARDS ELA Game - Grade 4

Type: TASK CARDS for SCOOT

Figurative Language, Similes & Metaphors SCOOT TASK CARDS ELA Game - Grade 4

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Figurative Language, Similes & Metaphors THE TERRIBLE GAME - Grade 4 ELA Review

Type: The TERRIBLE Game

Figurative Language, Similes & Metaphors THE TERRIBLE GAME - Grade 4 ELA Review

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Figurative Language, Similes & Metaphors BUMP ELA Game - No Prep Grade 4 Review

Type: BUMP

Figurative Language, Similes & Metaphors BUMP ELA Game - No Prep Grade 4 Review

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Figurative Language, Similes & Metaphors FRAZZLED ELA Game - No Prep Grade 4

Type: FRAZZLED

Figurative Language, Similes & Metaphors FRAZZLED ELA Game - No Prep Grade 4

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Figurative Language, Similes & Metaphors BIG TERRIBLE GAME - Grade 4 ELA Review

Type: The BIG TERRIBLE Game

Figurative Language, Similes & Metaphors BIG TERRIBLE GAME - Grade 4 ELA Review

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Figurative Language, Similes & Metaphors TRASHKETBALL ELA Game - No Prep Grade 4

Type: TRASHKETBALL

Figurative Language, Similes & Metaphors TRASHKETBALL ELA Game - No Prep Grade 4

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Explore 6 Identify Figurative Language Such as Similes & Metaphors review games designed by a teacher to engage students and reinforce curriculum.

  • The BIG TERRIBLE Game keeps the whole class involved as up to eight teams answer together and watch their scores swing above and below zero.
  • In The TERRIBLE Game, teams answer questions to reveal mystery scores, then decide who gets the points as everyone battles to finish closest to zero.
  • Keep students on their toes with FRAZZLED, where every answer can reveal points, help the opposing team, or uncover a bomb that resets the score to zero.
  • SCOOT gets students out of their seats and moving around the classroom as they rotate from desk to desk answering task cards.
  • BUMP gets teams racing to answer correctly, then gives them a chance to score points by knocking other teams off the platform.
  • In TRASHKETBALL™, students compete to answer questions quickly and correctly to earn chances to shoot and score for their team.

I’ve always found that students are much more willing to review when they feel like they’re playing instead of studying. Students get focused, talk through answers with their teammates, and suddenly everyone wants to be the one who gets the next question right. Over time, that excitement carries beyond the game itself, as students start preparing because they want their team to have a better chance of winning next time.

Games may feel like fun to students, but research shows they can be serious learning tools, with measurable benefits for achievement, retention, and engagement. See the research.