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Syntax are the rules of how grammar is used in sentences. Syntax helps make our sentences complete and provide meaning (Linguistics, N.D.) Syntax is important in language because it helps make our sentences make sense. It is important ELL students who are learning English to understand syntax so when they will know how to properly speak to others.

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Semantics is the study of the meaning of language (Linguistics, N.D.). Semantics helps give us a better understanding of what the words mean. This gives depth to language. ELL students need to understand words and vocabulary to be able to express themselves and communicate properly.

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Pragmatics is the study of language used in social and written contexts (Linguistics (N.D.) It's the study of real people in real time in their cultural environments (Linguistics, N.D.). It is important to know how people interact socially and in a written context. It is also important to know social and academic English. ELL students need understand both and which ways are formal and informal ways to communicate with others.

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Morphology is the study of words structures and how it is formed (Linguistics, N.D.). Morphology helps people understand how to use the words and gives them meaning. It is important for ELL students to understand Morphology and how words are formed to help them make the connections and be able to use the words correctly.

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Teaching high frequency site words (Linguistics, N.D.). Students can read write and repeat these words. This strategy can be differentiated by proficiency level by teaching and choosing vocabulary words that are appropriate for their skill level.

Teaching students' words structures and morphemes (Linguistics, N.D.). This can be done through finding patterns in words and creating matching games (Linguistics, N.D.). This can be differentiated by proficiency levels in ELL students by using smaller words for lower-level ELLS and using larger words with different affixes and prefixes for higher level ELLs in matching games.

Teaching affixes and prefixes to and structures of how the word in formed. This can be done by creating a "foldable", this can be a piece of paper folded a few times and when moving it different ways it can show the students different parts of the words (Stowe, 2024.). Depending on the proficiency level you can start with just affixes and the higher the proficiency level is you can add both affixes and prefixes.

Making connections to their native language can help students learn morphology (Linguistics, N.D.) For higher level ELL students make this instruction and connections explicit. For lower-level ELLs be flexible and make connections through visuals.

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Syntax Instructional Activities for the Classroom.

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Syntax Instructional Activities for the Classroom.

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When teaching grammar do so in a manner that does not hinder learning or communication (Linguistics, N.D.) Encourage students to engage in activities and be careful of corrections. Encourage critical thinking skills. Lower-level ELL students you can help them through critical thinking skills to help teach grammar skills. Higher level ELLS could engage with other students and work together and think critically.

Give explicit grammar rules through different activities in large or small group (Linguistic, N.D.). Higher level ELL students will need to learn more detailed grammar structures and routines while the lower level will need to start at the basics.

Teach students how to properly use prepositions and pronouns (Linguistics, N.D.). The lower-level ELL students can learn prepositions is a more concrete manner learning about one area. Where higher level ELL students can learn more in depth about the topics.

Listen and learn grammar through different ethnic sources such as film, literature, videos (Linguistics, N.D.) This can be done for all proficiency levels using age-appropriate materials and exposing them to different forms of grammar.

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Morphology can be done at home by reading a book and pointing out site words. Depending on the proficiency level students can write the words out and try to add a prefix or suffix. Lower-level students can an identify the word and morpheme with their adult.

What are sight words?

Phonology can be practiced at home by playing phonics games. You can play the repeat game where you say a word and the child repeats it. Family members can play I Spy and give the first sound of the word you see. For lower-level ELL students the adults can be the teachers but for higher level ELL students they can be the leader, or this activity and the parents can be the students. This can give the ELL student the chance to feel in charge of their learning.

10 Tips for Parents Teaching Phonics at Home - Phonics.org

Syntax can be done at home simply by reading with your child. Doing so they will hear and see different grammar skills. Not only are you helping them you are bonding with them. This can be done at all skill level just choose the appropriate book for your child's age and level.

Reading to children is so powerful, so simple and yet so misunderstood | National Literacy Trust

Semantics can be done at home by going out in the community and speaking to others or even just watching and listening on how others speak or take your child to the playground or library and encourage play and learning through conversations. Socialization can be done in any proficiency level the more exposure the stronger they will get in learning English.

Power of Play in Early Childhood

Pragmatics can be done at home by intentionality. Families can do activities such as painting and then use descriptive language and can give instructions to others. Playing sport is another way to learn pragmatics. Children are following rules by listening and are given instructions. They have to properly communicate with teammates and coaches. Lower-level ELLs can participate in both activities but with the guidance of an adult to help model different ways of spoken language. Higher level ELLS need exposure and practice. They can also learn from modeling and positive corrections.

5 Activities to Improve Pragmatic Language Skills in Children

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At a glance

Sight words are common words that kids recognize instantly without sounding them out.

Recognizing words by sight helps kids become faster, more fluent readers.

Many sight words are tricky to read and spell - they aren't spelled the way they sound.

Sight words are common words that schools expect kids to recognize instantly. Words like the, it, and and appear so often that beginning readers reach the point where they no longer need to try to sound out these words. They recognize them by sight.

Building up a large base of sight words helps kids become faster, more fluent readers. When kids master a sight word, they no longer have to pause to blend its letter-sounds together. And they don't have to think about spelling rules.

Some schools call sight words high-frequency words. Other terms for sight words include star words, core words, and popcorn words. Why popcorn? Because these words "pop up" so frequently in reading and writing.

About the author

About the author

Julie Rawe is the special projects editor at Understood.

Reviewed by

Reviewed by

Ginny Osewalt is a dually certified elementary and special education teacher with more than 15 years of experience in general education, inclusion, resource room, and self-contained settings.

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What are sight words? Sight words (star words, popcorn words) are common words we recognize without sounding them out. See examples of sight words for different grades.

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Semantics Instructional Activities for the Classroom

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Semantics Instructional Activities for the Classroom

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Word families can be used to teach semantics. Compile a set of words that are all in the same category (Teaching Expertise, 2013). Lower-level ELLs can be presented with pictures and sort them that way. Higher level ELLs can come up with the ideas on their own and write them down.

Comparative questions can be used to teach semantics. For example, which crayon is bigger the red or blue one? (Teaching Expertise, 2013) Lower-Level ELL students can be asked simple questions and higher-level ELL students can be asked more complex questions. Teachers can model the response.

Teaching the students idioms (Linguistics, N.D.). Teaching idioms helps give context to words. ELL students may not have enough background knowledge to understand certain idioms. Pre teaching them will help give them a better understanding. For lower-level ELLs you can provide pictures with the vocabulary words. For higher-level ELLs you can have them idioms down in a journal.

Create an activity where students are language detectives. This is where they can look for similarities and differences (Linguistics, N.D.). They can look at the meanings of words and compare them to Spanish vocabulary words. Lower-level ELL students can look at age-appropriate words that are provided for them and can break them down to better understand them. Higher-level ELL students may be asked to look up words they have never seen before and investigate them.

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Pragmatics Instructional Activities for the Classroom

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Pragmatics Instructional Activities for the Classroom

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Teachers can use explicit and meaningful teaching practices to expose and provide multiple different opportunities to hear and use language throughout the day (Linguistics, N.D.)

Sentence frames can help students start sentences as well as fill in the blanks. This can help ELLs create a complete sentence (Linguistics, N.D.). Lower-level ELL students could fill in one word whereas higher-level students can have a sentence starter and can add two to three more words.

Partner work is a great activity to help with pragmatics. Pair students with the same level ability and have them work on reading and writing (linguistics, N.D.). This will help build stronger reading and writing skills. Teachers could also pair students of different abilities and they can help model and guide each other.

Teach pragmatic awareness through different tones in conversations. Teach students about moods and how we speak when we are happy or sad. Have students practice sentences with different scenarios. Teacher can model different scenarios (American English, N.D.). For lower-level ELL student's teachers can provide explicit instructions whereas higher-level ELL students can create their own scenarios after the teacher models examples.

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Phonology is the study of the sounds in language (Linguistics, N.D.) Phonemes are known as the small unit of sounds (Linguistics, N.D.). Phonology is important in language development because understanding sounds will help create words/language. ELL students need to understand the importance of phonology/phonemes because it will help them blend and break down words as well as manipulate sounds (Linguistics, N.D.).

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Check and teach pronunciation (Linguistics, N.D.). Be aware of how you are teaching how words are pronounced. Help make corrections of student's pronunciations. Depending on ELL proficiency make correction in a gentle manner. Have students repeat words this can be done in small or large groups as well as independently.

Teach consonants and vowels (Linguistics, N.D.) Understanding there are different parts to sounds and letters will help with understanding the different sounds that make up words. For lower-level ELLs this can be a new topic and for higher level ELLs this can be a review.

Play a game called Stretch the word. The teacher can choose a word and start to stretch/sound it out. The student then can blend the sounds together to make the word (Chard & Dickson, N.D.). For lower-level ELLs you can use this game for blending simple sounds for older level ELLs you can do this activity with phoneme deletion and substitution.

Making connections between English and Spanish (Linguistics, N.D.) Making these sounds will help make connections between the two languages. Making sure to teach the appropriate mouth formations will help with pronunciation. This activity will be helpful for all levels because appropriate mouth formation will help strengthen language structures.

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Linguistics for teachers of Ells, (N.D.). What is syntax? Syntax in the Classroom - Linguistics  for Teachers of ELLs (weebly.com)

Linguistics for teachers of Ells, (N.D.) What is pragmatics? Pragmatics in the classroom - Linguistics  for Teachers of ELLs (weebly.com)

Linguistics for teachers of Ells, (N.D.). What is semantics? Semantics in the Classroom - Linguistics  for Teachers of ELLs (weebly.com)

Stowe, M,. (2024.) Teaching Morphology; enhancing vocabulary development and reading comprehension. Teaching Morphology: Enhancing Vocabulary Development and Reading Comprehension | Training & Technical Assistance Center | School of Education | W&M School of Education

Chard, D., Dickson, S.(N.D.) Phonological and Phonemic Awareness. Phonological awareness: instructional and assessment guidelines. Phonological Awareness: Instructional and Assessment Guidelines | Reading Rockets

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Four Practical Principles for Enhancing Vocabulary Instruction | Reading Rockets

What is Pragmatics?

12 Fun Speaking Games for Language Learners | Edutopia

Helping Experienced Multilingual Learners | Edutopia

6 Tips for Engaging the Families of English Language Learners | Edutopia

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American English, (N.D.). Teachers corner simple ways to incorporate pragmatics in the EFL classroom. Teacher's Corner: Simple Ways to Incorporate Pragmatics in the EFL Classroom | American English

Linguistics for teachers of Ells, (N.D.). What is syntax? Syntax in the Classroom - Linguistics  for Teachers of ELLs (weebly.com)

Linguistics for teachers of Ells, (N.D.) What is pragmatics? Pragmatics in the classroom - Linguistics  for Teachers of ELLs (weebly.com)

Linguistics for teachers of Ells, (N.D.). What is semantics? Semantics in the Classroom - Linguistics  for Teachers of ELLs (weebly.com)

Teaching Expertise. (2013.). Activities to develop semantic knowledge. Activities to Develop Semantic Knowledge - Teaching Expertise

Additional Resources References

Gantenhammer, D., (2015). 12 fun speaking games for language learners. Edutopia. 12 Fun Speaking Games for Language Learners | Edutopia

Huynh, T., Skeleton, B., (2023.). Scaffolding for experienced English language learners. Edutopia. Helping Experienced Multilingual Learners | Edutopia

Manyak, P., Van Gutten, H., Autenreith, D., Gillis, C., Mastre-Ofarrell, J., (N.D.) Four practical principles for enhancing vocabulary instruction. Reading rockets. Four Practical Principles for Enhancing Vocabulary Instruction | Reading Rockets

Yaafourii, L., (2019.). 6 tips for engaging the families of English language learners. Edutopia. 6 Tips for Engaging the Families of English Language Learners | Edutopia

What is Pragmatics? (N.D.) What is Pragmatics? - YouTube

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Semantic knowledge is the ability to understand narrative. This includes the ability to understand the meanings of words in different contexts, as well as a knowledge of the meaning of relationships between words. The activities listed here will help develop semantic knowledge

Semantics refers to the meanings of words and how they relate to each other. This may be affected by poor auditory memory skills and can have serious implications for pupils in the classroom. If they cannot retain an understanding of the learning of new vocabulary, they will have difficulty understanding new concepts and ideas. This will also affect their ability to express their own ideas.

Pupils with difficulties in this area may have:

word-finding problems (see separate 'word-finding' activities page)

difficulty with word classification

difficulty developing more than a literal understanding of a text

a poor short-term auditory memory

a need to be given time to process information

kinesthetic strengths, learning better through using concrete materials and practical experiences

visual strengths, enjoying learning through using visual materials (charts, maps, videos, demonstrations).

Order the best-selling book A-Z of Special Needs for Every Teacher for lots more activities and help.
Activities to develop semantic knowledge

1. Comparative questions - eg. 'Is the red ball bigger than the blue ball?'

2. Opposites - using everyday objects (eg. thin/fat pencils, old/new shoes).

3. Sorting - both real and pictorial items into simple given categories (eg. items we can eat, items we use for writing and drawing).

4. Classification - ask pupils to sort both real and pictorial items into groups, using their own criteria.

5. Bingo - simple pictorial categories (establish that each pupil understands the category on their baseboard before they begin the game).

6. Odd one out - ask the pupils to identify the items that should not be in a specific category and give reasons why.

7. Which room? - ask the pupils to match pictures of objects to specific rooms in the house and give reasons for their choice of rooms.

8. Where am I? - one pupil chooses a place in the classroom to stand or sit and asks 'Where am I?' The other pupils have to use a range of prepositions to describe the pupil's position, eg. 'You are in front of the teacher's desk', 'You are next to the whiteboard'.

9. Comparisons - activities in maths (finding objects that are shorter than, longer than).

10. Concept opposites - introduce concept vocabulary within different areas of the curriculum, using visual/concrete materials (eg. hard/soft, full/empty, heavy/light, sweet/sour, rough/smooth).

11. Homophone pairs, snap, pelmanism - using pictures and words (eg. see/sea, meet/meat).

12. Compound word dominoes - eg. start/bed//room/to//day/for//get/pan//cake/hand//bag/finish.

13. Compound picture pairs - match pictures that form a compound word (eg. foot/ball, butter/fly).

14. Word families - collect words that belong to the same category (eg. vegetables, fruit, clothing).

15. Synonym snap - this provides an introduction to the use of a simple thesaurus (eg. big/large, small/little).

From A-Z of Special Needs for Every Teacher by Jacquie Buttriss and Ann Callander

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Activities to Develop Semantic Knowledge - Teaching Expertise

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Semantic knowledge is the ability to understand narrative. This includes the ability to understand the meanings of words in different contexts, as well as a