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Literacy 4-6

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Literacy 4-6 > Strategies > Accessible Syntax

Accessible Syntax

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Overview

Teachers can support language development by using and providing Syntax that is appropriately leveled (e.g., short, simple structure for young students). By modeling Syntax in daily language, teachers repeatedly expose students to sentence structures that they can adopt in their own speech, which is especially valuable for students whose Primary Language is not English.

Use It in the Classroom

  • In addition to speech, teachers can provide written and/or verbal sentence starters to support student development of more complex Syntax (e.g., "I agree with __ because __…"). In contrast, teachers can simplify their Syntax to relieve students' cognitive load in Working Memory.

    • Design It into Your Product

    Videos are chosen as examples of strategies in action. These choices are not endorsements of the products or evidence of use of research to develop the feature.

    Watch how Newsela provides nonfiction texts at adaptive reading levels, which allows learners to read content that is interesting to them at their appropriate lexile level.

  • Products can provide adaptive language that adjusts to the appropriate Syntax complexity that can be read and understood by learners.
    • View References

    Resources

    Below are additional examples, research, and professional development. These resources are possible representations of this strategy, not endorsements.
    Examples

    Choosing Words to Teach

    Reading Rockets' tips for selecting vocabulary words to explicitly teach

    Examples

    Using Language Accessible to All

    Tips on using accessible language

    Factors Supported by this Strategy

    Literacy
    Syntax
    Cognition
    Short-term Memory
    Working Memory
    Social and Emotional Learning
    Student Background
    Adverse Experiences
    Physical Well-being
    Primary Language
    Safety
    Sleep
    Socioeconomic Status

    More Teacher Modeling & Support Strategies

    Accessible Vocabulary

    Teachers support language development by using and providing Vocabulary that is appropriately leveled (e.g., using word wall words).

    Brief Instruction Steps

    Content that is provided in clear, short chunks can support students' Working Memory.

    Building Trusting Relationships

    Building positive and trusting relationships with learners allows them to feel safe; a sense of belonging; and that their academic, cognitive, and social and emotional needs are supported.

    Discussing Emotions

    Teaching students how to label, identify, and manage emotions helps them learn Inhibition & Self-Regulation skills.

    Encourage Student Self-advocacy

    Overtly encouraging all students to seek support and ask questions creates a safe space for risk-taking and skill development.

    Feedback on Writing

    Providing constructive feedback supports students' writing development by letting them know how to improve their writing.

    Foster Growth Mindset

    Teachers can help students understand that learning involves effort, mistakes, and reflection by teaching them about their malleable brain and modeling their own learning process.

    Growth Mindset Feedback

    Providing feedback that focuses on the process of developing skills conveys the importance of effort and motivates students to persist when learning.

    Incorporate Students' Cultural Practices

    Learning about students' cultures and connecting them to instructional practices helps all students feel like valued members of the community, which improves Motivation.

    Model Positive Connections to Literacy

    By sharing their own reading and writing, teachers can create a literacy community that supports students in finding meaning in their own work.

    Model the Assignment or Skill

    By talking through their thinking at each step of a process, teachers can model what learning looks like.

    Predictability: Environment & Structure

    Maintaining consistent classroom routines and schedules ensures that students are able to trust and predict what will happen next.

    Read-alouds

    Reading aloud regularly exposes students to new and familiar Vocabulary and texts.

    Read-alouds: Deliberate Topics

    Reading aloud books about skills children are learning provides another model for their development.

    Student Choice

    Providing students a voice in their learning is critical for making learning meaningful.

    Wait Time

    Wait time, or think time, of three or more seconds after posing a question increases how many students volunteer and the length and accuracy of their responses.

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