Simile is one of the most important concepts of teaching poetry. However, in most literature classes, simile is taught as simple as a kind of figure of speech that is connected by two words such as ‘like’, ‘as’, or etc. I classified simile into different styles according to syntactic and semantic structure in this paper and investigated reading methods of simile text in terms of levels and strategies of text reading. Based on this argument, in following papers, there will be practical discussions on contents and methods of teaching ‘how to read the simile text’. Accordingly, rediscovery of the value of simile and systematization of substances of poetry education are expected. To summarize this paper：(1) Simile, by syntax, can be categorized into following 3 subclasses；<2 terms simile－3 terms simile>, , and . (2) The vector of embodying poetic meaning, in a perspective of semantics, acts from vehicle to tenor in simile text. This relationship is again classified into 4 categories according to abstractness(Ab) and concreteness(Co) of vehicle and tenor；Co→Co, Co→Ab, Ab→Co, Ab→Ab styles. (3) While reading simile text, readers reconstruct the ‘predicate’ in terms of stanza, analyze the vector of simile in terms of text, and finally figure out the cultural meaning of simile in terms of context. (4) Readers utilize two strategies as reading simile text；overcoming the confliction of two fields of meaning-of tenor and of vehicle-in order to reconstruct the predicate, and remarking the vector of simile as they go through the text reading.