Building Brain Power with Metaphors, Analogies, and Similes

We probably all remember using metaphors, analogies, and similes in school.  BUT….when I tried to think of how I used this strategy in my room, I had a hard time. Marcia tells us that “of all 20 strategies, this one is probably one of the most effective.” WOW! And I’m not even sure if I am using it?!
So here goes my best attempt…I am really anxious to read the post of other kindergarten teachers to see how they are using this strategy…We have some work to do on this one, for sure!
We read, “Metaphors use the familiar to explain something unfamiliar and describes the conceptual using something tangible.”
As I have written the non-fiction text for our monthly guided reading units, I have found myself saying things like, “That’s as long as a sub sandwich.” when I was trying to give them a picture of how long a groundhog is. But, surely, there is more that I can do.

So maybe we are hitting this strategy when we teach that finding a good fit book is like finding a pair of shoes that are a good fit? Or, what about when we teach our kids the reading strategies and link them to the tools in a carpenter’s tool box?

Or, maybe we are using the strategy when we link beginning sounds to “It’s the same sound as ____’s name.”?

Maybe in our back to school welcome gifts when we tell them how they are like an eraser, like a smartie, etc?

Or, maybe when we talk about Bats and we talk about their sense of hearing? Then when we say, “Are you listening like a bat?” when we want them to really listen?
We also read that “when students connect what they are learning in mathematics with other content areas, math is viewed as more useful and interesting than when math is taught as a separate subject.”
How about when we have children think of number in their everyday life? Are they making connections between the real world in a way that will help them remember that number when they are referenced to that item?

Or, when we learning shapes and we teach them that a triangle is like a tent, or a rectangle is like a door?

Or how about when we bring math to their every day life in a way that they can later remember, “Oh, I remember, it was like when we….”?
As you can see, this entire post is a question. Because I’m really not sure if I have the right idea. This is a chapter that I have marked in the book, to read and read again. To read what other teachers are doing. To find ways that we can start using this strategy NOW!
Be sure and hop on over to  Cara’s blog to see what other teachers are sharing for this chapter. I can’t wait to read!