Analogies g2 3

Encounterin analogies in different formats helps students become more comfortable with making comparisons b tween words an reinforces the information by showing it in slightly different

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Marianne Tatom Le tts hold s a Ph.D in music theory She ha s

taught at the K-12and college levels and has worked as an

editor and writ e r in e ducational publi s hing for ov e r te n y e ar s.

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Lesson 23: Syno yms in Analogies 33

U nit 1: Shapes and P t e tures

Unit 2: Similari t ies

Lesson 5: Making Groups 1

Lesson 6: Joinin Groups 1

Unit 4 : USer to O~eet

Lesson 17: Tools in Pairs 26

U n it 6: Ant onym s

L sson 28: Antonyms in Analogies 39

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Con t e ts Unloc i ng Analog i es 2 - 3 , SV 97 1419033902

.· ·.· · ·· ·.· · Introduction

What Are Analogies?

Analogies show relationships between words

Working with analogies helps students build

critical-thinking and reasoning skills that

will h lp them in their everyday learning

and also on standardized tests Students are

encouraged to be creative and think outside

the box, strengthening their thinking skills

,across the school curriculum and helping

them in their other life activities

Working with analogies also encourages

students to

• expand their vocabulary

• u dersta d the relationships between

words an ideas

• recognize different meanings for words

• read more carefully

Students can apply the skills they learn

through analogies to other school subjects as

well as to other areas of life

How to Read An a logies

Students are exposed to a vari ty of

formats in which analogies can be given

Ea hformat is explained both when it is

introduced and when it reoccurs Pictures

are used to introduce each new concept

Key words in the explanations and exercises

are underlined or placed in boldface type

in order to reinforce th ir imp rtance to

the analogy Encounterin analogies in

different formats helps students become

more comfortable with making comparisons

b tween words an reinforces the

information by showing it in slightly

different ways

A shark is a type of fish, and a cow is a

type of mammal

Shark is to fish as cow is to mammal

The symbols used in analogies (: and ::)

are explained in several different units The

single colon (:) is read as "is to." The double

colon (::) is read as "as." Thus, happy:

c eerful :: sad: glum is read as

Happy is to cheerful as sad is to glum

How to Use the Book

Breaking down analogies into differenttypes helps students become comfortablewith one type of analogy before they areready to explore another Students graduallyencounter more types of analogies andidentify what comparison is being madebetween the words Each unit also ·provides

different formats for looking at analogies:multiple choice, matching, a d fill in thblank, as well as pictures vers s words

Each unit starts with picture activities toprovide a visual connection with the type

of analogy being presented Once studentsare comfortable making com parisons with

pictures, they can transition smoothly intomaking analogies with words

All materials can be reproduced anddistributed to students to work individually,

as partners, or in small groups

How to Introdu ce St ud e nts

to Typ e s 0* An a l og i es

U nit 1: S hllpe$ and Pictures (pll;es 8 to 11 )

In order to work successfully with analogies,

students must understa d how to categorize

words At this age level, students may feel

more comfortable working with pictures firs

Students are asked to identify simiarities

between shapes' or pictures that mak thempart of the same group

Demonstrate the skill :

CDShow students a variety of pictures of

animals: cat, dog, horse, pig, fish, mouse.Include some different types of eachanimal (dog: golden retriever, dachshund,pug; fish: goldfish, catfish, carp) andpictures of animals at different life stages(cat, kitten; pig, piglet; horse, colt)

@ Ask students what these pictures have incommon (They are all types of animals.)

@ Ask students to identify different ways

to group these animals (pets, barnyardanimals, breeds of one type of animal,family groups, etc.)

@ Lead students to find different ways togroup other items

@ Introduce the analogy format:

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Un it2:Similari t es (pa g es12to 16)

After grouping items in Unit 1, students

can now begin to understand how similar

items are related to each other They can

also begin to com pare items in one group to

items in another

D emons t r ate t he s k ill:

C Show students pictures of a robin, a

parrot, a bulldog, and a poodle Write the

words robin, parrot, bulldog, and poodle

on the board

® Ask students to look at the pictures

and tell how a robin and a parrot are

alike (They are both types of birds.) Ask

students to look at the pictures and tell

how a bulldog and a poodle are alike

(They are both types of dogs.)

@ Ask students to explore other ways·that

things can be alike, such as part of the

same group or where they are found

Un it 3 : Par t to W hol e ( p a ge s1 t o 22)

Unit 3 introduces students to the concept

of part-to-whole relationships An important

type of analogy is one that compares parts

to a whole

Demons t rate t h e skill:

CD Discuss part-to-whole relationships with

students Show students a picture of a

face and write the following words on

the board: eyes, nose, mouth, ears Ask

students what these words are part of

® Have students name other wholes that

can be divided into parts and draw

pictures of them

@ Introduce the analogy forma

Finger is to hand as toe is to foot

@ Discuss how to interpret the analogy: A

finger is part of a hand, and a toe is part

of a foot

@ Introduce students to the symbols used

in analogies (: and ::) and continue the

comparison using the analogy symbols

finger: hand :: toe: foot

@ Point out that if the first pair of words are

parts of a whole, then the second pair of

words must be parts of a wh le as well

However, all the words do not have to be

related to each other or be parts of the

(j) Also empha ize that the order of words

in analogie is important

Unit4:User to O~eet (pages23 to 28)

Unit 4 introduces students to the concept ofuser-to-object relationships

Demonstrat e the sk il l

C Discuss userto-object relationships with

students Show students a picture of aconstruction worker and ask them toname tools he or she uses (hammer, saw,

wrench, screwdriver) Write the names ofthe tools on the board and ask students

to draw pictures of them

® Have students name other jobs peoplehave and the kinds of tools they use to

do their work Students can choose a

job and illustrate it along with the toolsneeded

@ Introduce the use of user-to-objectrelationships in analogies Point out that

if the first pair of words are a user and

an object, then the second pair of words

must be a user and an object as well.However, all the words do not have to berelated to each other

Bicycle rider is to bike as swimmer is

to pool

U ni t5:S~on~ms (pages2 to 34)

In Unit 5, students are introduced to theconcept of synonyms, words that are similar

in meaning to each other

Demo n st r ate the skill :

C Discuss synonyms with students Showstudents pictures of some things that

are hot (fire, sun, stovetop) Ask them tothink of as many words that mean thesame thing as hot as they can (w a r m ,

the board

® Ask students to choose an adjective,

draw pictures of things that represent it

other adjectives that could be used todescribe the picture ( gi a nt , big , high )

@ Introduce the use of synonym p ir in

analogies Point out that if th first p ir

of words are synonyms, then the second

pair of words must be synonyms as well.However, all the words do not have to besynonyms for each other

Un i t 6 : A ntony m s (p a ges 35 to 40)

Unit 6 introduces students to the concept of

a tonyms, words that mean th opposite of

e c other

G) Discuss antonyms with students Show

students pictures of some things that are

hot (fire, sun, stovetop) Then ask them

to think of as many words that mean the

opposite of hot as they can Record their

answers on the board

® Ask students to draw pictures of things

that are opposites (summer/winter, tall!

short, light/dark) and write the words

associated with them

@ Introduce the use of antonym pairs in

analogies Point out that if the first pair

of words are antonyms, then the second

pair of words must be antonyms as well

Hot is to cold as ~ is to cool

In Unit 7, students are introduced tothe concept of analogies using names

a d descri tions In order to understandthis type of analogy, students must becomfortable using nouns and adjectives

G) Show students pictures of animals

(sheep, giraffe, chick) Ask students toname words that describe the animals

(sheep: w oolly; giraffe: tall ; chic : downy )

Discuss with students the differencebetween nouns (names of animals) and

adjectives (words that describe theanimals);

® Have students draw another animal and

lst words to describe it Ask them toidentify the noun (naming word) andadjectives (describing words)

@ Introduce the type of analogy that usesnames and descriptions Point out that

if the first pair of words give a nameand a descri tion, then the second pair

of words must also give a name and adescription

Elephant is to !llil as mouse is to small

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Lesson I: The Right - Shape ••••.•.• •.• •••

S hap es can b elon g t o i fferent g r ou p s

Th~ trial \ llle d ~ n·t heiol\ll in this IJroupof ctrele s

K e t ' o Solving Oneof the s'hapes in this «roup doesn't belonf.

Which hape doe n ·t belol\ll1

o

Directions: Find the sha p i n eac h gr o up t hat do esn '

b l o ng C r oss i t out a d t h d r aw i t In t h e g rou p w h r e i t does belong.

The analogies arepresented in ascaffolded approach,

and the reviews cover

all types of analogies

introduced untilthat point

the back of the book

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I "'pl' t e : lc l sso r ' - !lO I

Na m e _ D a t e _

Assessment ••••••••••••••••••••••••••••••••••• • ••••

analogy.

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Nam e _ Date _

Key " to Solvin~

One of the shapes in this group doesn't belong.

Which shape doesn't belong?

The triangle doesn't belong in this group of circles.

1.

Directions: Find the shape in each group that doesn't

does belong.

2.

o

Name Date _

1.

Look at these two shapes How are they related?

They are both circles One is big, and one is small.

They are both triangles One is big, and one is small.

An analogy can compare the four shapes.

Make your own analogy using shapes.

Trade with a classmate to solve

Name _ Dat e _

L esson 3: Picture This •••••••••••••••••••••••••

How are these pictures related? U 0

They are both ~ One is big, and one is small.

How are these pictures related? 0 0

They are both oranges One is big, and one is small You can use analogies to compare the four pictures.

Make your own analogy using pictures.

Trade with a classmate to solve

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10

I

Items in a group are alike in some way.

One of the pictures in this group does not belong Which picture does not belong? How are the other pictures in the group related?

The carrot does not belong to this group An apple and a bananaare both fruit A carrot is a vegetable.

Directions: Find the picture in each group that does

not belong Cross it out and then write its name where

Name Da t e _

L esson 5: Making Groups ••••••••••••••••••••••

Th i ngs that are al i ke can be put into the sam e group.

What groups can you make?

Puppy and goldfish are animals or pets.

Doll and truck are tOYS.

Banana and apple are types of fruit.

Directions: E a c h pictur e on the right go es in on e g r o up

on the l eft Find the group that each pictur e b e l o n gs t o

and write the letter of th e picture on the co rr ec t li ne

Name _ Date _

How are these things alike?

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Un i t 2 : Si mi l ari ti s

U n l ock i ng Ana l og ie s 2 - 3 , SV 978 1 1 9033902

Name _ D a t e _

Key " to Solving

Which of these thin~s does not belon~?

Parrot, swan, robin, and ~oose are all birds A

mouse doeS not belon~ to this ~roup.

Name _ Date _

All of these things are found in a classroom.

Directions: Write the words from the box under the word that

tells where each thing would be found.

food

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U n i t 2: S i m i lar i t i es

Name D a te _

The words in each word web name things in a group.

Choose a word from the box that describes the group

Write the word to finish the web

family tools sports food furniture clothes

Na m e _ D ate _

Key to Solving

What do these parts makeup?

••

Eye, ear, mouth, and nose are all parts of a face.

Directions: Write the letter of the part next to the whole.

Nam e _ D a t e _

What parts make up a horse?

Hooves, a mane, and a tail are all parts

classmate to name the parts of a whole

Name _ Date _

Hand is to finger as foot is to toe.

Directions: Write the word from the box that best

completes each sentence.

1 A paw is part of a dog, and a hoof is part of a

3 A desk is part of a classroom, and a stove is part of a

Name another part for each whole listed above

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Name _ Date _

Lesson 12: Parts in Rairs •••••••••••••••••••••••

parts of another.

Key to Solvin,!

How are these words related?

fish school bird flock

A fish is part ofa school A bird is part of a flock Fish is to school as bird is to flock.

Directions: Read the first word pair Then darken the circle

Read your answers to a partner Explain why you chose the words you did.

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Un it 3: P a r t to Who l e

U n locking An alo g i es 2 - 3, SV 9 8 141 9033902 20

Lesson 13: Parts in Analogies • • •

Read the analogy as "Cow is to herd as dog is to pack."

each analogy.

Read each a n a l ogy ou t l oud t o a pa r tne r For the co l o n symb ol :, say " i s t o." Fo r

the double co l on symbo l ::, s a y "as."

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U n it 3 : Pa rt t o W h l e

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Name _ Date _

Unit 3 Review ••••••• • • • • • •• •••••••••••••••••••••••

Darken the circle for the word that best completes

each analogy.

1 Car is to truck as canoe is to _ _

2 Thread is to shirt as yarn is to

® blanket ® sewing © ball

3 Cheese is to pizza as flour is to

4 : Mother is to father as sister is to

® brother ® friend © teacher

5 Bee is to ant as ' frog is to _ _

6 Stem is to plant as trunk is to _ _

7 Fur is to animal as hair is to _ _

8 Grape is to pear as milk is to

Tell if the analo~ies describe thin~s that ~o to~ether or parts of a whole

Na me _ D a t e _

P eo pl e u se t oo l s to do differ e nt things

Key - to Solving

Which tool would a farmer use?

Directions: Find two tools that each person would use.

Write th e l e tt e r s on the correct lines.