Sentence Structure & Syntax (HOW K-6)
The HOW of sentence structure and syntax
Elementary: HOW we teach sentence structure and syntax
Explicit sentence instruction does not mean going back to grammar drills. It is about guiding students to notice, play with, and apply sentence patterns as part of real writing.
In our last newsletter, we explored how hearing strong sentences builds an “auditory loop” that supports fluent writing. This week, we dive into one of the most effective (and fun) ways to strengthen that connection: sentence imitating. It builds syntactic awareness, rhythm, and control, all through meaningful language play.
Strategy: SENTENCE IMITATING!
Choose a mentor sentence from a read-aloud or text students have recently read or heard. Break the sentence into chunks that make sense for your learners. We often use the language of WHO, WHAT (or DO), WHEN, WHERE (we draw inspiration from The Writing Revolution & The Syntax Project).
Tip: Working from context, like a read-aloud, supports understanding and transfer.
Model how you would imitate the sentence. Think-aloud as you change one or more elements, while keeping the general structure of the sentence the same.
Students imitate the sentence in small groups. They can change just one part of the sentence, or reimagine the whole thing, while keeping the structure the same.
Tip: This can be done verbally, before moving to written versions.All groups share & celebrate
Tip: Having each group share their sentence strengthens that “auditory loop” and helps students internalize sentence variety, flow, and more complex language.
Below are 2 examples we have used in elementary classrooms, paired with our favourite student imitations! The first is from grade 1, where we limited the number of steps, and the second is grade 6, where students had free rein to get as creative as they liked. Enjoy!
Sample from grade 1, Oh No, George! (Chris Haughton)
Sample from grade 6, Duck For President (Doreen Cornin)
Try it out!
Pull a sentence from your current read-aloud or shared text.
Ask: “What can we change while keeping the general structure the same?” Then, listen as students play with new ideas and hear how rhythm, structure, and meaning start to click.
