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I see students practicing their understanding of syntax by working in small groups to group certain phrases together and explore how rearranging them can change the meaning or structure of a sentence.

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I noticed that the teacher was using index cards to help her students build their sentences. She slowly worked with them to form a 7up sentence. I also observed that she warmed up the students by going over their vowels and their sounds.

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I can envision students sorting words and building sentences out of chosen subjects and verbs, much like was shown on the Kindergarten Syntax Practice video.

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Marilu: In the video, the students restored jumbled sentences and paragraphs, reorganizing them into coherent syntax. Additionally, I observed that, along with their teacher, they transformed simple sentences by incorporating objects, adverbials, or additional clauses. This approach allowed the students to practice more Syntax sentence structures.

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I’ve never taught a syntax lesson before. My teaching experience has been in middle school, and this isn’t something I’ve seen taught or had the chance to teach myself.

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I have tough a syntax lesson before. The biggest take away was the the students who were struggling to understand the concept were also the ones that were struggling to read and to comprehend what they were reading.

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To be honest I have not been able to teach observe a syntax lesson, but the youtube video was a great example on how it would look in the classroom. This example is something I would do in a small group.

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I have not observed or taught a syntax lesson. I do recall time being dedicated to this topic while I was in grade school. Often, we would be handed worksheets to underline, circle, and box the subject, verb, and prepositional phrase.

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I noticed that the teacher would start with the most basic and necessary parts of a sentence, and build from there. I noticed that even when she did not ave a written note card, she used blank note cards as place holders.

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I can see that students understand syntax because the teacher is acting as a guide just in case they get stuck but is allowing them to so a majority of the work. She is letting them be independent thinkers.

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I noticed the teacher used notecards to represent different parts of a sentence, allowing students to physically move them around and explore how syntax works. Instead of stopping instruction to correct students, she would rephrase or model the correct way to say or group words together. This gave students the opportunity to hear and discover the correct structure on their own, rather than just being directly corrected.

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I would have the student practicing syntax in the a small group just like the video did. Using words they have already been using. Next the part where she had the students sort the cards into subject and verbs. lastly have then form the rest of the sentences. I really liked the video and would be something I wold mimic in a future small group.

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Students practiced their understanding of syntax by sorting words into "who" and "do" piles, then constructing and orally reading complete sentences using those parts.

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Marilu: I frequently converse with my students in English and Spanish to help them expand their language skills. While I don't focus on written exercises, I sometimes use visuals to aid their learning. Until now, I wasn't aware that this approach was called syntax. I also noticed Miss Laszlo using a similar method in her class, where she works with small groups. Now, I understand that this technique is referred to as syntax. Yes, it helps the studies to growth

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I have not taught a syntax lesson, but I have observed some lessons and the key takeaway is that structured, hands-on activities like sorting and sentence building can support students' understanding of sentence structure and language development.

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I see students practicing their understanding of syntax in small groups by sorting words to create a sentence using subjects and verbs. This is done in the video that we watched with " The frog swims in the pound." Having the kids pick out the verbs and subjects to create a sentence is showing that they know their syntaxes.

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First, by identifying what a noun and a verb are. They then have images in their brains, but not written ones. By identifying "who" the noun is and knowing "what" the verb does, it's easier for the student to translate their brain images into written words. It also adds more words to the sentence complement, allowing for a more detailed identification of the sentence.

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The teacher used strategies such as reviewing short vowel sounds, using note cards for hands-on sentence building, practicing oral reading, expanding actions, and modifying nouns and verbs to reinforce agreement and deepen understanding.

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The teacher really connected prior learning of vowel sounds and gestures to the lesson she was going to teach in order for the students to decode the words being presented. She also broke down the language part of the lesson to meet the students understanding of the words meaning such as the word who to a person, place or thing and the verb to action.She also reinforces reading and writing conventions. The students had the opportunity to practice facilitating oral responses. The teacher also manipulates the sentences in different ways to make to change the meaning of the sentences structure. At the end the teacher demonstrates scooping and prosody and had the students also practice this as well.

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Marilu: What I observed as a connection between the lesson and the real world was that it added a magical touch. I found a link between the soda and the letter she described as the number seven. These small details leave a lasting impression on students' learning. This is known as Syntax communication in various forms, specifically Discussion Syntax.

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My work has been with high school students and this is not included in the program. I also spent time with preschool students, but this was not included in the educational program.

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Perhaps the teacher was reviewing a previous lesson using vowels. She then began with some cards describing what a noun and a verb were and began placing the cards that represented them.

She used a card for the article (the), something familiar we use when speaking. The student decided on the noun and then the action (verb). She took the sentence completion further by adding cards, even without names, so the students didn't forget "what was written," adding up to seven words and not forgetting the period at the end.

The students' mental visualization was captured in written words.

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Students sorted the words into subject (who) and action (do). Then the students arranged words in appropriate ways to build sentences with meaning, while the teacher asked guiding questions. Who is in the pond? What is the frog doing?

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I have not ever taught a syntax lesson, but after watching this video it is something I would love to do and something I feel would be very beneficial to my ELD students.

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The teacher had the students read the sentence in different ways to accentuate the separation between the subject and the action. She also gave the students choices in the sentences they built.

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Kindergarten students practice syntax in small groups by building sentences with word cards, echo reading simple texts, and verbally creating sentences during guided activities. These interactive formats help reinforce proper word order and sentence structure.

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Yes, I observed a lesson using sentence frames like "I see a ___" with picture cards. Students quickly gained confidence in forming complete sentences and began experimenting with their own ideas using correct syntax.

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My mentor used pocket charts, songs, and visual sentence frames to model syntax. She also encouraged students to speak their sentences before writing, helping them self-correct and internalize proper structure.

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kindergarten students were putting together words, identifying them first what were them , like, noun, verb and complementing it, besides they put an adjective. This was allowing them practice syntax structures.

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kindergarten students were putting together words, identifying them first what were them , like, noun, verb and complementing it, besides they put an adjective. This was allowing them practice syntax structures.

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I didnt do that, but Ill love to do that, what I saw on the video was fun, instead of teaching just content, they were really involved.

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I didnt do that, but Ill love to do that, what I saw on the video was fun, instead of teaching just content, they were really involved.

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First, She was warming up the lesson with some vowels sounds, later She was using manipulative cards, so they were allowed to put with it the sentences, She used basic words, like something they had a previous knowledge. Finally She turned it into a fun situation with a seven up soda.

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First, She was warming up the lesson with some vowels sounds, later She was using manipulative cards, so they were allowed to put with it the sentences, She used basic words, like something they had a previous knowledge. Finally She turned it into a fun situation with a seven up soda.

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Students collaborate in small groups to reconstruct sentences, enhancing their syntactic awareness.

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Students are actively involved in constructing and deconstructing sentences, which promotes hands-on learning and better retention of syntactic rules.​

The teacher provides real-time feedback, guiding students through their thought processes and correcting errors promptly, which is crucial for effective learning. ​

Students practice combining short sentences into more complex ones, enhancing their ability to construct varied sentence structures. ​ And analyzing sentences from literature helps students understand different syntactic styles and apply similar structures in their writing.

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Incorporating games and collaborative tasks makes learning syntax engaging and reinforces concepts through practice.

Teaching syntax within the context of students' writing and reading materials makes the lessons more relevant and easier to grasp.

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Students are practicing their understanding of syntax by sorting out words. It was very kid friendly to use the "who" and "do" to explain subject and action.

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i have never taught or observed a syntax lesson being taught, however I can see that having a deep understanding of syntax would aid in reading comprehension.

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the teacher was able to unlock prior knowledge with the vowel sounds and gestures. it was interesting to see how the teacher manipulated the words in the sentence to be able to change things around. it was also a nice touch to use the notecards for visualization.