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Creative Ways to Teach Grammar to Young Students

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We are pleased to present this guest post by Sarah Perowne. Enjoy!

Early exposure to grammar and grammatical structures in the ESL classroom is important for fluency and language development. Still, a lot of the advice for young students is about drilling vocabulary and using flashcards. While these activities have their place in the ESL classroom, they are not the only ways to teach grammar and English. Here, we’ll give you some creative ways to teach grammar that can be easily adapted to your classrooms and any age, regardless of whether they’re online or off!

Drama & Theater

Drama and theater are fantastic ways to put grammar instruction into practice. Instead of abstract rules, students see how scripts and stories rely on grammar, emotion, and movement to convey information to the audience. As we all know, being confident in a language means knowing the grammar patterns and how native speakers use them, not just how a grammar book tells us.

Puppetry (Ages 2-8, Groups and Individual)

You can use puppets and storytelling to narrate a simple story that contains examples of the grammar concept you want to teach to keep children engaged. As you tell the story, emphasize and repeat phrases or sentences that illustrate the target grammar. If you’re focusing on the past simple tense, for example, most fairytales are typically told in this tense, like Goldilocks and the Three Bears and Hansel and Gretel.

Mantle Of The Expert (Ages 5+, Small Groups)

I love using Mantle of the Expert to teach grammar. It’s an immersive and inquiry-based teaching strategy designed by Dorothy Heathcote and is a great way to get kids actively participating. Mantle of the Expert works by assigning roles to your students, making them “experts” in a specific grammar topic. Some ideas could be a punctuation detective or an order of adjectives specialist. Once your students have a role, you introduce a problem or challenge. Students then work together to solve the problem using their “expertise” in the field. Encourage them to discuss and apply their grammar knowledge, then hold a reflection session after the activity!

Stick To The Script! (Ages 7+, Pairs and Small Groups)

You can’t have a play without a script, and you can’t have a script without grammar! This one is easy to set up and teaches children the significance of different grammar and punctuation in a written text. Simply get your hands on a script, either printed or projected for the kids to read and then give them another script with the same lines but the grammar altered! For example, a script that reads “Let’s eat Grandma” and “Let’s eat, Grandma” have completely different meanings, and their stories lead in wildly different directions!

Creative Game Ideas

Games are the bread and butter of any ESL grammar lesson for young learners. However, don’t go for something predictable like flashcards or a pop quiz. Here are some creative ways you can use games to teach grammatical structures and topics.

Grammar Review Bingo for (Ages 5+, Any Size Groups)

Create blank bingo cards with separate sentence strips containing your target grammar topic or topics. On the bingo card, get your students to write the grammar topics you want to cover in each square. For example, if you’re working on adjectives, prepositions, and nouns, they can copy the category names onto their bingo card. You will read the sentence strips aloud; each time they identify the correct category from a word in the sentence, they mark or cover the category square on their bingo card. For example, if the sentence contains the word “big,” they would cover the “Adjectives” square.

Top Teachers Tip: Laminate the bingo cards so you can use them again!

Online Digital Worksheets

You can easily gamify worksheets and flashcards and make them more engaging for students when you use them digitally; plus, it saves on printing and paper and is perfect for online teaching. WordTips has a ton of digitized grammar worksheets for ESL teachers, including noun and verb worksheets for beginners, helping verbs worksheets, or parts of speech with digital flashcards.

Mad Libs (Ages 5+, Any Size Groups)

A beloved grammar game that you might not have thought about! Mad Libs allows kids to use grammar to create hilarious stories. Played in groups, start by creating a made-up story, but invite the kids to add their own nouns, verbs, and adjectives as you go! Every story will be completely different, and the silliness continues each time. If capable, the children can lead themselves, providing fresh words for unique twists and a ton of fun!

Grandmother’s Cat (Ages 5+, Any Size Groups)

Grandmother’s Cat is an adverb practice game that requires no tools or preparation. Kids take turns completing the sentence, “My grandmother’s cat is _____,” with adjectives beginning with A, then B, and slowly working your way through the alphabet. You may have tried this yourself on a long car ride or plane journey, and it sometimes goes by the name, The Alphabet Game. It’s super simple to learn but will keep you engaged in grammar in a super fun way!

Use The World Around You

Explore The Outdoors (Any Age, Groups, and Individual)

Teaching grammar through outdoor exploration engages children in a hands-on way. For example, scavenger hunts can teach nouns and adjectives as kids search and describe the objects they find. Nature walks can inspire sentence formation and storytelling as kids try to describe the world around them. When it comes to the outside, you’re only limited by your imagination!

Music & Singing (Any Age, Groups, and Individual)

Music is an international language, and using it to teach grammar is a fantastic way to engage young kids. Song lyrics contain so many grammatical elements, such as verbs, nouns, order of adjectives, and adverbs. Analyzing lyrics or creating song parodies can reinforce these ideas and make learning more enjoyable. Singing also helps pronunciation and listening skills, exploring grammar through rhythm and melody in the most fun way!

Anywhere And Everywhere (Any Age, Group, and Individual)

Grammar is everywhere, literally. Any text, speech, recording, or sound can teach kids about language. Whether observing street signs and creating sentences using them or describing the animals you see on a trip to the store, grammar can be taught and learned anywhere. By integrating grammar into real-world scenarios, children connect language to the world they exist in, making learning engaging, practical, and more obviously valuable.

Word Games (Any Age, Group, and Individual)

Word games are a fantastic way to teach kids English grammar because they’re fun and competitive. Try using Scrabble pieces to create words and order sentences or to practice CVC fluency and word patterns. Another idea could be to use an online word finder when you’re running out of planning time to generate a targeted vocabulary list for your grammar quizzes. You could show students the tool, give them a list of letters, and have them sort the generated words into grammar categories. Once they’ve done this, they can use the categories in many ways.

  • Grammar rule presentations.
  • A whole group discussion about specific grammar patterns and rules.
  • Grammar challenges where students create original sentences or stories using the generated words and categories.
  • Grammar treasure hunt.

With careful planning and a little outside-the-box thinking, there are tons of creative ways to teach grammar. So, we hope we’ve inspired you to make English a lot more fun for your youngest students beyond traditional flashcards and teacher-talk instruction.

The Science of Reading

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The Science of Reading Kinney Brothers Publishing Blog

The Science of Reading is a dynamically-evolving field of study, encompassing a wide range of research with the focus on understanding how humans learn to read and write. Exploring the cognitive, psychological, and linguistic processes involved in reading and writing, researchers are developing more effective approaches to teaching and learning these skills. This body of scientifically-based research, conducted over the last five decades across the world, is derived from studies in multiple languages and within inter-disciplinary fields, such as linguistics, cognitive psychology, neuroscience, and educational research. As a science-based approach not limited to native-language speakers, the evidence informs how proficient reading and writing skills develop and can be applied in second-language programs, such as ESL courses.

One of the main findings of this body of research is that learning to read is not a single, unified process, but rather a complex and dynamic set of skills and strategies that include phonological awareness, decoding, comprehension, and fluency. When these skills and applied  teaching strategies are understood, researchers are better able to evaluate and improve teaching methods and curricular materials.  Instead of a “one size fits all” method, the science can be highly individualized, where different readers and writers may have discrete needs and preferences, lending itself to varied approaches to learning.

Because reading is a complex process with many different components and stages, for young children, the learning process is long and gradual, requiring patience and the right support from parents and teachers. Long before a child’s first primary steps toward learning to read, the influence of reading aloud to very young children cannot be underestimated. Exploring text and images, pointing to words and pictures as they are read, begins the process of understanding language through text. For the young mind, phonemic awareness is the first step that leads toward an understanding of the association with the text, the concept of word, and comprehension.

Phonemic awareness is the ability to recognize the individual sounds that make up words. Through picture books, games, and activities such as rhyming, sound matching, and songs, a child develops an awareness of text to sound and conceptual associations working in tandem toward a cohesive comprehension. In the case of teaching young language learners, the physical milieu is no less important. When reading to children, having them physically close allows students to hear and feel the resonance of the teacher’s voice with sounds they would otherwise not be exposed to or have the opportunity to imitate. Encouraging students to imitate these new sounds is necessary to expand their vocal repertoire in the new language. In the earliest stages of language acquisition, if children cannot hear and sense how the sounds are produced, they won’t be able to phonemically individuate, replicate, and associate the sounds to text.

The letter/sound connection is the first step in understanding how text is coded and how the teacher or parent translates text as spoken sounds associated with letters that make up words.  Activities using magnetic letters, letter tracing, and primary ABC writing practice are strategies to lead young students toward phonemic awareness.  In ESL courses, educators have the dual charge of teaching phonetic associations as well as the vocabulary associated with those sounds, e.g., CAT, DOG, and RUN.  It is vitally important that teachers plan early by introducing a phonetically-associated vocabulary base that will eventually become the foundation for future spelling practice. 

For the second-language learner, the leap from ABCs and phonetic associations to reading short CVC (consonant-vowel-consonant) words must be taught with deliberate and varied practice. Instructors may have students whose native-language orthographies define the concept of word very differently, e.g, syllabaries and hieroglyphics. In English, segmenting and blending are important skills that can be taught with worksheets and task cards. Once students are comfortable with sounding out letters to form words and understand their meaning, it’s time to begin putting the words into a context in sentences.

When you begin putting words in context and ask students to derive meaning, it is inevitable that you will encounter sight words. Sometimes called ‘popcorn’ words, they are commonly used words that children are encouraged to memorize as a whole by sight, such as the, is, and of. For example, teaching “A cat on a mat.” necessitates introducing children to sight words that give context and meaning. Because of the frequency of sight words in the English language, once introduced, they become an integral part of the next steps in reading fluency.

As you move from the ABCs through emergent reader activities, you’ll want to have reading goals in place.  As a teacher, it is important to be able to recognize when a student has a command of the sounds of the alphabet, achieves the concept of word, is displaying rudimentary reading ability, and finally, capable of decoding and deriving meaning from connected text.  These concepts must be developed in this order and practiced to achieve reading fluency.  The habits that you build into the children’s learning activities will help them to acquire new words more quickly, build on their knowledge base to infer meaning, and progress more confidently in their studies.

The last step is to help the child develop fluency. This is the ability to read words quickly and accurately while maintaining a collective and concurring comprehension. Children can practice fluency through their own reading time, reading aloud, choral reading, and reading to a partner. Nurturing fluency must be just as deliberate as early CVC word practice. Silent e, digraphs, diphthongs, and categories of words that change with grammar, like pronouns and verbs, must be explicitly taught. The cumulative effect is a fluency that pushes students toward increasingly complex texts and greater academic achievement.

If you are interested in a more detailed discussion on teaching children to read, check out Teaching Sight Words in the ESL Classroom and Teaching CVC Words – How, When, and What.  Looking for classroom materials aligned to the science of reading? See the full lineup of phonics-based learning materials from Kinney Brothers Publishing.

In the video below, Prof. Stanislas Dehaene, a French cognitive neuroscientist, discusses how the brain learns to read at the World Innovation Summit for Education (WISE).  The main body of his presentation occurs in the first 18 minutes of the video with a discussion towards the end.  I recommend jumping 2:55 where he begins discussing how the brain processes reading as a function.

In summary, and to quote The Reading League website, “this research has been conducted over the last five decades across the world, and it is derived from thousands of studies conducted in multiple languages.  The science of reading has culminated in a preponderance of evidence to inform how proficient reading and writing develop; why some have difficulty; and how we can most effectively assess and teach and, therefore, improve student outcomes through prevention of and intervention for reading difficulties.”  I highly recommend downloading their free ebook to learn more about the science of reading.

Fun Facts About English #59 – Words of Spanish Origin

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Fun Facts About English 59 Kinney Brothers Publishing

All of the highlighted words in the story below came into the English language via Spanish.

The English language is an amazing amalgamation of many European and other languages. Check out these posts about the linguistic influence of Native American languages, French, and classical languages like Greek and Latin!

See the previous or next Fun Facts About English

Donald's English Classroom

A good set of flashcards is worth its weight in gold! Check out all the vocabulary-building flashcard sets in Donald’s English Classroom!

Teaching Plurals

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Teaching Plurals Banner 1 Kinney Brothers Publishing

In speaking exercises, I teach my ESL kids plurals early on, for the main reason that it can’t be avoided for very long when teaching even the simplest phrases, such as I like… or I have… Importantly, when I teach kids plural sounds, I’m also preparing them for future lessons using the same morphological rules governing third-person verbs and possessives. My goal is to start the exposure early, be intentional in its roll out, and use the vocabulary as much as possible in later lessons.

Plural Rules Kinney Brothers Publishing

Looking at the rules above, it’s a LOT to take in. Even I can’t remember all the letter-to-sound associations! It’s like trying to remember the order of stacked adjectives! Ugh! It’s much easier to get students used to using the language rather than memorizing and then applying the rules.

The Roll Out

My youngest pre-school kids get their first exposure to plurals with picture books, songs, and chants that focus on counting. Then, when I begin formally teaching plurals, I remind them that they’ve already been using the language.

Chants Kinney Brothers Publishing

When teaching plurals to my kindergarten and early elementary school students, I don’t teach pronunciation as a set of rules, but instead, stress awareness of the sounds made when modifying nouns to make them plural; the three sounds being /s/, /z/, and /ɨz/. I break this down into a series of lessons that 1) introduce listening to the differences in singular and plural words grouped by final consonant sounds, 2) identifying the voiced and unvoiced sounds with simple interactive activities that include practice making the sounds, and 3) employing plurals in games and activities – all in that order.

I start with singular and plural flash card examples, saying each word and asking students if they can identify where the words are different and what that different sound is. Reading them again, I have students identify which word is being said, sometimes with eyes closed. Next we do the same activity using simple sentences students are already familiar with, e.g., I like cats or I have one cat. A simple Missing Word activity is perfect for getting students to use the words in the context of a game.

Plural Flash Cards Kinney Brothers Publishing

Soon after this, I introduce vocabulary with the -z sound and we compare the final sounds of the words from the previous lessons. How are they different? Can you make the two different sounds? Can you feel the difference in the voiced and unvoiced sounds when you touch your throat?

When the class is ready, I add –ez words. I ask students how the last sounds of cats, dogs, and foxes are different and we practice making the sounds. Once again, I get the kids using the vocabulary with simple flashcard activities such as a Circle Pass amongst students. Be sure to check out my 50+ Flash Card Activities if you’re looking for more game ideas.

Plural Flash Cards 2 Kinney Brothers Publishing

Importantly, leave the cards on a board or table accessible to students during the weeks you are teaching these lessons. This allows kids to experiment on their own without a teacher hovering over them.

Plural Vibes

The reason we use -s and -z sounds is a matter of language efficiency when speaking. You can teach kids to be aware of the vibration (voiced) or lack thereof (unvoiced) in the sound of the last consonant by having them touch their throats when saying the words. In words like cat, there is no vibration (unvoiced) in the last consonant, and the –s continues this non-vibrating sound into the plural. The final g in dog has a vibration (voiced) and, for efficiency in speaking, the –z sound of the plural continues this vibration as a plural. For native speakers, this is one of those “default” rules we employ without even realizing it, but will readily recognize if misspoken. For more on this, check out the video below from the Elemental English Youtube channel.

The effect of these lessons is to build a physical and aural language experience that students can draw from as in Jean Berko Gleason‘s Wug Test below. Keep in mind, this isn’t going to happen without extensive exposure and practice.

J.B. Gleason devised the Wug Test as part of her earliest research (1958), which used nonsense words to gauge children’s acquisition of morphological rules‍—‌for example, the “default” rule that most English plurals are formed by adding an /s/, /z/ or /ɨz/ sound depending on the final consonant, e.g., hat–hats, eye–eyes, witch–witches. A child is shown simple pictures of an imaginary creature or activity, with a nonsense name, and prompted to complete a statement about it: This is a WUG. Now there is another one. There are two of them. There are two________. The Wug Test also includes questions involving verb conjugations, possessives, and other common derivational morphemes.

Review, review review!

Once the lessons have been introduced, it’s time to find opportunities to use them! Review activities and additional vocabulary will keep the lessons fresh in students’ minds.

Monotonously flipping through flashcard decks isn’t the only way to review. Games are great for keeping your students’ skills up. As your kids get older, you can up-cycle the games you played when they were younger coupled with the new lessons. Vocabulary review activities like Bingo and I Have/Who Has are perfectly adaptable. Be sure to give students the opportunity to practice the language before playing the games.

Plural Games Kinney Brothers Publishing Donald's English Classroom

Charts are another capital way of keeping the vocabulary in front of your students. Include them in interactive notebooks or tack charts on a classroom board to provide students with references that can be used when speaking and writing.

Plural Charts Kinney Brothers Publishing Donald's English Classroom

Later on, my kids are reintroduced to plurals in their Phonics & Spelling books. Being already familiar with nouns as plurals, they’re prepared to create sentences with new vocabulary in context, like these are and those are.

Phonics Plural Lessons Kinney Brothers Publishing Donald's English Classroom

For older students and adults who already have vocabulary at their command, check out this plural set of readings and activities when reviewing or planning your next pronunciation boot camp lessons.

Pronunciation Bingo and I Have Who Has activity sets

Forward Teaching

Again, these early lessons are going to be helpful when you get ready to teach third-person verb conjugations and possessives, as the morphological rules that apply to the ending sounds of verbs are exactly the same as plurals. Remind your students of this simple pronunciation fact!

  • eat – eats
  • run – runs
  • dance – dances
  • it – its
  • her – hers
  • watch – watch’s

From their first exposure with counting books and plural pronunciation activities, your students’ lessons should build toward future fluency goals. Begin early and loop review activities into your lesson plans as students build their language skills. And don’t forget to have fun!

As always, best of luck in your classes!

Donald Kinney
Kinney Brothers Publishing

Teaching Stacked Adjectives

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stacked adjectives kinney brothers publishing

What are stacked adjectives?

Nothing made me feel more inculcated into my own language than the idea of stacked adjectives. As native English speakers, it’s not something we often consciously think about.  Nonetheless, I’ve learned that teaching my youngest ESL students adjectival order is not only beneficial to their long-term studies, I’ve discovered a pleasurable approach that insures the lessons stick in their memory.  Unlike native speakers, it has to be taught intentionally.

In an English speaker’s subconscious mind, multiple adjectives have a specific order. When they fall out of that learned order, the brain glitches and the meaning can be lost, confused, or even misconstrued.

Let me quote from Katy Waldman’s The Secret Rules of Adjective Order:

Though red big barns and big red barns are semantically identical, the second kind pleases our ears more.  These tricky situations – neither pure correlation nor accumulation – generally occur when you cross the border between adjectival regions, such as size and color.  When that happens, an invisible code snaps into place, and the eight categories shimmy into one magistral conga line:  general opinion, then specific opinion then size then shape then age then color then provenance then material.

Thank you Katy!  Think about the following sentences:

A cat.

A black cat.

A big black cat.

A big black plastic cat.

A beautiful big black plastic cat.

A beautiful big old black plastic cat.

A beautiful big old black French plastic cat.

Even the simple sentence, “A black big cat” is a language pothole, difficult for an English speaker to mentally ignore, let alone read when the adjectives are out of their stacked order (did you miss it or did your brain reorder the sentence?)  Figure this one out:

A yellow cotton handsome Indian new jacket.

It’s difficult to even say, much less discern what the sentence is trying to convey, coming off more like a word salad to an English speaker’s way of ordering meaning.  In their proper sequence, the adjectives should be aligned thusly:

A handsome new yellow Indian cotton jacket.

How did it happen that, without any memory of having learned this, I expect my adjectives to be in a choreographed line dance with each other?  It begins when we’re very young and is reinforced in numerous story and picture books, like Lillie’s Purple Plastic Purse, or The Giant Jam Sandwich.

So, don’t be afraid to start exposing your ESL students to adjectival order.  In fact, I recommend that you start off very young – even before they learn how to read.  With a bit of forward-thinking, it will make their elementary and junior high school English classes a little easier.  If you’ve been doing chants such as, “Five Little Monkeys” or “Five Little Ducks,” you’re not only priming your kids to hear the sounds associated with numbers and plurals, but stacked adjectives as well!

Making Sentences Without Words

Start with simple nouns that begin with a consonant, like ‘cat.’  Pull out an ‘A’ card from your ABC deck.  Then grab a few of your number, color, size, and emotions cards as well. (Download color and number flashcards from my online store for free!)

Start with a simple minor sentence.  Then add a color adjective.  Once kids understand this easy pattern, mix the cards up, and have students reorder or make new sentences themselves.  It may be helpful to teach your kids that ‘A’ means ‘1’ in this context.*  Don’t forget to make a small ‘period’ or ‘full stop’ card as well.  And there’s no need to be all academic when explaining it!  There will be plenty of time for that in their little futures.  Teach a ‘period’ as a ‘bliiiing!’ or ‘ker-dunk’ or a Khoisan click of your tongue and I promise your kids will never forget to include it – to the point of annoyance.

Now, let’s add some more adjectives.

With emotions, colors, size, and an ‘A’ card, your kids have learned to make their first stacks of adjectives – and they can’t even read yet!  You’re also teaching them to recognize ‘A’ as their first sight word.  Like many teachers, you’ve probably been drilling a lot of vocabulary in separate flashcard sets.  This exercise brings that vocabulary together into coherent and ordered meaning that visually mimics language and text.  Later on, as your students move from speech to text recognition, and then to decoding language in connected text, it will be helpful to remind them of this simple exercise and the songs they used to sing when little.  Let the kids make their own sentences or dictate sentences for an excellent listening exercise.  Always ask the students to ‘read’ their sentences and help students who don’t yet understand that the correct order is important.

Upping the Ante

Once students are confident with ordering simple adjectives, start throwing numbers into the mix. By necessity, you’ll also be putting an emphasis on the ‘s’ sounds of plurals that they’re likely already using in songs and regular verbal exercises, like “Five Little Monkeys?” and “I’m four years old.”  For more on this topic, be sure to check out my post on teaching plurals to ESL students!

Now that you’ve introduced these concepts to your kids, keep a board or table available with cards so that students can make sentences on their own.  You may be surprised at what they put together!  It also pays to have a bit of sympathy and patience. Trying to consciously LEARN this order must be terrible!  I’m glad I have no memory of it – a sort of potty training of the brain.  If you introduce this concept early on, it’s going to be easier as their studies become more sophisticated.

If you’re teaching older students, download a stacked adjective worksheet page from Stories For Young Readers, Book 2, a full textbook available on David Paul’s ETJ Book Service  or the Kinney Brothers Publishing web site.  The worksheet is very helpful when learning to do the Adjective Conga and includes an answer key.  Again, color, number, and more flashcards are available from my Teachers-Pay-Teachers store.  Please feel free to visit and download!

To learn more about early reading skills, check out my previous posts Sight Words: What, When, and How and Teaching CVC Words.  You might also be interested to learn about the most common adjectives, why Big Bad Wolf follows a different adjectival order, or test your knowledge of stacked adjectives.

Good luck and enjoy!

Donald Kinney

Kinney Brothers Publishing

*OK, you grammar mavens – let’s keep it simple. I understand that ‘a’ is a special kind of adjective called an indefinite article that refers to a singular noun whose specific identity is not known to the listener or reader.  Unfortunately, at their age, my kids aren’t going to get that as an explanation – nor should they be expected to.  I also use numbers instead of written words in sentences until they learn to read the numbers as sight words.  I’m aware that this is a grammatical infraction, but I pay little heed to academic imperatives when it comes to teaching my youngest English learners.  Using easy-to-understand concepts (reduced though they may be) to teach young learners is not damaging anyone.  If you are so inclined to always be aligned to Elements of Style, simply put the words on the front of all your cards and you’ll be covered.