Accessible Syntax

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 PRO provides texts at adaptive reading levels, which allows learners to read content that is interesting to them at the appropriate syntax 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

Using Language Accessible to All

Tips on using accessible language

Factors Supported by this Strategy

Literacy

Syntax

Cognition

Short-term Memory

Working Memory

Student Background

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.

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

Attributing results to controllable aspects (strategy and effort) fosters students' beliefs in self.

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.

Literacy 4-6

Accessible Syntax

Overview

Use It in the Classroom

Design It into Your Product

Resources

Factors Supported by this Strategy

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