teaching resource

Idioms Dominoes

Updated: 15 May 2023

Build vocabulary and have fun with idiom games.

Editable: Google Slides
Non-Editable: PDF
Pages: 6 Pages
Grades: 2 - 5

Curriculum

CCSS.ELA-LITERACY.L.2.5

Demonstrate understanding of word relationships and nuances in word meanings.
CCSS.ELA-LITERACY.RL.3.4

Determine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral language.
CCSS.ELA-LITERACY.L.4.5.A

Explain the meaning of simple similes and metaphors (e.g., as pretty as a picture) in context.
CCSS.ELA-LITERACY.L.4.5.B

Recognize and explain the meaning of common idioms, adages, and proverbs.
CCSS.ELA-LITERACY.L.4.5.C

Demonstrate understanding of words by relating them to their opposites (antonyms) and to words with similar but not identical meanings (synonyms).
CCSS.ELA-LITERACY.RL.5.4

Determine the meaning of words and phrases as they are used in a text, including figurative language such as metaphors and similes.
CCSS.ELA-LITERACY.L.5.5.B

Recognize and explain the meaning of common idioms, adages, and proverbs.

ELAR 3.6

Comprehension skills: listening, speaking, reading, writing, and thinking using multiple texts. The student uses metacognitive skills to both develop and deepen comprehension of increasingly complex texts. The student is expected to: (1) es...
1. TEKS ELAR
2. TEKS ELAR 3
ELAR 3.6(F)

Make inferences and use evidence to support understanding;
ELAR 3.6(G)

Evaluate details read to determine key ideas;
ELAR 3.6(I)

Monitor comprehension and make adjustments such as re-reading, using background knowledge, asking questions, and annotating when understanding breaks down.
ELAR 3.9(D)

Recognize characteristics and structures of informational text, including:
ELAR 3.9(D)(i)

The central idea with supporting evidence;
ELAR 3.9(D)(iii)

Organizational patterns such as cause and effect and problem and solution;
ELAR 3.11(B)(ii)

Developing an engaging idea with relevant details;
ELAR 4.6

Comprehension skills: listening, speaking, reading, writing, and thinking using multiple texts. The student uses metacognitive skills to both develop and deepen comprehension of increasingly complex texts. The student is expected to: (1) es...
1. TEKS ELAR
2. TEKS ELAR 4
ELAR 4.6(I)

Monitor comprehension and make adjustments such as re-reading, using background knowledge, asking questions, and annotating when understanding breaks down.
ELAR 4.7(B)

Write responses that demonstrate understanding of texts, including comparing and contrasting ideas across a variety of sources;
ELAR 4.9(D)

Recognize characteristics and structures of informational text, including:
ELAR 4.11

Composition: listening, speaking, reading, writing, and thinking using multiple texts--writing process. The student uses the writing process recursively to compose multiple texts that are legible and uses appropriate conventions. The student...
1. TEKS ELAR
2. TEKS ELAR 4
ELAR 5.3

Developing and sustaining foundational language skills: listening, speaking, reading, writing, and thinking--vocabulary. The student uses newly acquired vocabulary expressively. The student is expected to: (1) use print or digital resources...
1. TEKS ELAR
2. TEKS ELAR 5
ELAR 5.6

Comprehension skills: listening, speaking, reading, writing, and thinking using multiple texts. The student uses metacognitive skills to both develop and deepen comprehension of increasingly complex texts. The student is expected to: (1) es...
1. TEKS ELAR
2. TEKS ELAR 5
ELAR 5.7(C)

Use text evidence to support an appropriate response;
ELAR 5.9(D)

Recognize characteristics and structures of informational text, including:
ELAR 5.11

Composition: listening, speaking, reading, writing, and thinking using multiple texts--writing process. The student uses the writing process recursively to compose multiple texts that are legible and uses appropriate conventions. The student...
1. TEKS ELAR
2. TEKS ELAR 5
ELAR.6(H)
1. Teks

teaching resource

Idioms Dominoes

Updated: 15 May 2023

Build vocabulary and have fun with idiom games.

Editable: Google Slides
Non-Editable: PDF
Pages: 6 Pages
Grades: 2 - 5

Build vocabulary and have fun with idiom games.

Toss the Worksheet on Idioms! Let’s Play Dominos!

🤙🏽Calling all grammar teachers, reading specialists, and other educators! This domino game is the perfect way to help them practice identifying the meaning of common idioms for kids.

Don’t pass out another worksheet on idioms! Let your students practice the same skills with a fun idiom game instead. The cards feature a variety of standard idioms, including

Hold your horses
Cool as a cucumber
Having second thoughts
When pigs fly
In hot water

🎲To play, students use traditional domino rules, matching the idiom with its meaning.

Through this activity, students will show an increased understanding of idioms in the English language.

Tips for Differentiation + Scaffolding

A team of dedicated, experienced educators created this resource to support your English Language Arts and Vocabulary lessons.

In addition to individual student work time, use this game to enhance learning through guided writing groups, whole class lessons, or remote learning assignments.

Support students who need help understanding the concepts by pairing students to play the idiom game together.

Easily Prepare This Resource for Your Students

Use the dropdown icon on the Download button to choose between the color or blackline PDF or editable Google slides versions of this resource.

Print on cardstock for added durability and longevity. Place all pieces in a folder or large envelope for easy access.

This resource was created by Lindsey Phillips, a teacher in Michigan Teach Starter Collaborator.

Don’t stop there! We’ve got more activities and resources that cut down on lesson planning time:

teaching resource

Idioms: What Are They and What Do They Mean? PowerPoint

An editable PowerPoint presentation to use when teaching idioms.

teaching resource

Idioms Go Fish Card Game

Understand the meaning of common idioms with a classroom game of Idioms-Go Fish!

teaching resource

Idioms Poster

A poster giving the definition for and examples of idioms.

Curriculum

CCSS.ELA-LITERACY.L.2.5

Demonstrate understanding of word relationships and nuances in word meanings.
CCSS.ELA-LITERACY.RL.3.4

Determine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral language.
CCSS.ELA-LITERACY.L.4.5.A

Explain the meaning of simple similes and metaphors (e.g., as pretty as a picture) in context.
CCSS.ELA-LITERACY.L.4.5.B

Recognize and explain the meaning of common idioms, adages, and proverbs.
CCSS.ELA-LITERACY.L.4.5.C

Demonstrate understanding of words by relating them to their opposites (antonyms) and to words with similar but not identical meanings (synonyms).
CCSS.ELA-LITERACY.RL.5.4

Determine the meaning of words and phrases as they are used in a text, including figurative language such as metaphors and similes.
CCSS.ELA-LITERACY.L.5.5.B

Recognize and explain the meaning of common idioms, adages, and proverbs.

ELAR 3.6

Comprehension skills: listening, speaking, reading, writing, and thinking using multiple texts. The student uses metacognitive skills to both develop and deepen comprehension of increasingly complex texts. The student is expected to: (1) es...
1. TEKS ELAR
2. TEKS ELAR 3
ELAR 3.6(F)

Make inferences and use evidence to support understanding;
ELAR 3.6(G)

Evaluate details read to determine key ideas;
ELAR 3.6(I)

Monitor comprehension and make adjustments such as re-reading, using background knowledge, asking questions, and annotating when understanding breaks down.
ELAR 3.9(D)

Recognize characteristics and structures of informational text, including:
ELAR 3.9(D)(i)

The central idea with supporting evidence;
ELAR 3.9(D)(iii)

Organizational patterns such as cause and effect and problem and solution;
ELAR 3.11(B)(ii)

Developing an engaging idea with relevant details;
ELAR 4.6

Comprehension skills: listening, speaking, reading, writing, and thinking using multiple texts. The student uses metacognitive skills to both develop and deepen comprehension of increasingly complex texts. The student is expected to: (1) es...
1. TEKS ELAR
2. TEKS ELAR 4
ELAR 4.6(I)

Monitor comprehension and make adjustments such as re-reading, using background knowledge, asking questions, and annotating when understanding breaks down.
ELAR 4.7(B)

Write responses that demonstrate understanding of texts, including comparing and contrasting ideas across a variety of sources;
ELAR 4.9(D)

Recognize characteristics and structures of informational text, including:
ELAR 4.11

Composition: listening, speaking, reading, writing, and thinking using multiple texts--writing process. The student uses the writing process recursively to compose multiple texts that are legible and uses appropriate conventions. The student...
1. TEKS ELAR
2. TEKS ELAR 4
ELAR 5.3

Developing and sustaining foundational language skills: listening, speaking, reading, writing, and thinking--vocabulary. The student uses newly acquired vocabulary expressively. The student is expected to: (1) use print or digital resources...
1. TEKS ELAR
2. TEKS ELAR 5
ELAR 5.6

Comprehension skills: listening, speaking, reading, writing, and thinking using multiple texts. The student uses metacognitive skills to both develop and deepen comprehension of increasingly complex texts. The student is expected to: (1) es...
1. TEKS ELAR
2. TEKS ELAR 5
ELAR 5.7(C)

Use text evidence to support an appropriate response;
ELAR 5.9(D)

Recognize characteristics and structures of informational text, including:
ELAR 5.11

Composition: listening, speaking, reading, writing, and thinking using multiple texts--writing process. The student uses the writing process recursively to compose multiple texts that are legible and uses appropriate conventions. The student...
1. TEKS ELAR
2. TEKS ELAR 5
ELAR.6(H)
1. Teks

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