teaching grammar in preschool and primary education

How To Teach Grammar In Primary School

Written by Dan

Last updated February 14, 2024

Are you looking to teach grammar in your primary school classroom? Grammar is essential for all students, from first graders to high school seniors.

Not only does it help them learn the basics of writing, but it also helps build their confidence when speaking and builds a core foundation for reading comprehension skills.

Teaching grammar and syntax can be tricky; luckily, we have compiled a few tips to make teaching grammar more manageable for teachers and students alike! In this article, we’ll look at how to teach grammar in primary school classrooms so that all involved can feel successful in their language studies.

Related : For more, check out our article on  Punctuation  here.

Table of Contents

What Are The Basics Of Grammar

Teaching grammar to primary school students can be daunting for any teacher; however, understanding the basics and teaching it engagingly can help ensure their pupils have the fundamentals for writing and speaking.

Grammar is an essential part of communication, as it enables us to plan our words so that we are understood correctly.

Teaching basic grammar rules will assist young students in understanding how language works and help them express themselves clearly and effectively in writing and verbally.

The earlier children learn these essential elements of grammar, the better equipped they will be to move on to more advanced topics later on.

How To Make Grammar Lessons Fun and Engaging

When teaching grammar to primary students, it is essential to make the lessons fun and engaging. Utilise interactive activities such as games, role-playing, and group work to keep students interested.

Implementing technology into the classroom can also be a great way to add an exciting layer of difficulty to learning grammar in a primary school setting.

Competition and rewards for correct answers are also excellent ways of piquing student interest.

Above all else, keep it light and entertaining! Respect your students’ time by spending class time wisely on quickly changing topics, exercises and relatable activities that leave them feeling accomplished and excited about the class.

Create Activities That Reinforce Grammar Concepts

Teaching grammar to primary-age students can be challenging and rewarding, but ensuring engaging and interactive activities is always essential.

Incorporating creative activities is a great way to help children absorb and retain critical grammar concepts in a fun and memorable way.

Whether it’s a story-writing or illustration activity, offering students the freedom to explore their interpretations of the material gives them new insights into how language works.

Instead of simply repeating ideas, try engaging in activities that encourage speaking, reading, writing, and exploring different aspects of grammar—the more creative, the better!

Review Common Grammar Mistakes and Strategies For Correcting Them

Primary school students are likely to make some common grammatical errors , such as confusion between subject-verb agreement and improper use of punctuation.

As a teacher, it can be helpful to review these errors frequently with your students to spot any issues quickly and work with them to help master grammar rules.

Provide examples of the errors and encourage students to identify which corrections need to be made. Additionally, an effective strategy you can use is taking turns dialoguing as different characters while correcting each other’s grammar mistakes .

This will help build their grammar capacity and prepare them for real-life conversations.

Provide Examples Of How To Apply Grammar Rules To Writing Tasks

As a primary school teacher, helping young learners master the basics of grammar can feel impossible.

A great way to make grammar lessons more engaging is to give students writing tasks that require them to apply what they know about the specific grammar rules.

For example, in a lesson on verb agreement, ask students to write a short story in which all verbs are used in the correct context.

Another example would be when teaching adjectives – have your students create a poem or list of descriptive words for each person in the class.

Through these activities, not only will grammar become more concrete and more accessible to remember, but it will also help them appreciate how language shapes their writing.

The Importance Of Providing Feedback

Providing feedback on students’ written assignments is essential for growth in the English language.

Providing actionable feedback helps to ensure that a student can identify and improve their weaknesses in grammar, spelling and overall structure.

It’s beneficial for educators to create an environment that encourages honest dialogue between teachers and students; this will help foster creativity and ease any fear or anxiety a child may have regarding writing assignments.

Ultimately, by providing constructive feedback, teachers are helping their students become more confident writers, setting them up for success in primary school grammar.

What Aspects of Grammar Are Taught In Primary School?

• Parts of speech : This includes nouns (person, place or thing), verbs (action words), adjectives (describing words) and adverbs (words that describe verbs).
• Sentence structure: Children learn about subjects and predicates in a sentence and how to use punctuation such as full stops, commas and question marks.
• Tenses: They are introduced to past, present and future tenses of verbs.
• Conjunctions are words that connect sentences or clauses such as ‘and’, ‘but’ an ‘or.
• Pronouns: Children learn how to use pronouns such as ‘he’, ‘she’, ‘it’, and ‘they’ correctly in sentences.
• Prepositions: They also learn about prepositions like ‘in’, ‘on’ and ‘under’, which indicate the position of an object about something else.
• Spelling rules: Children are taught common spelling patterns and practices for adding suffixes such as ‘-ing’ or ‘-ed’.

Overall, these aspects help children develop their writing skills and communicate more effectively in written form at an early age.

Teaching grammar in primary school can be a daunting yet rewarding task. By introducing children to the basics of grammar and providing creative activities that reinforce what they have learned, you can help them understand how language works and how to express themselves in writing accurately.

By finding ways to make learning grammar engaging and fun, you can give students the confidence to use the rules they learn in their work.

It’s essential to review common mistakes your students make while providing feedback on their written assignments that explain why they are made and offer solutions for correcting them.

With patience, flexibility and the right approach, teaching grammar at the primary level can benefit and satisfy you and your students.

Q: Why is it important to teach grammar in primary school?

A: Teaching grammar in primary school helps children develop their writing skills and communicate more effectively. It gives them the tools they need to express themselves clearly and confidently.

Q: What are some practical ways to teach grammar to young learners?

A: There are many ways to teach grammar, but some effective methods include using games, visual aids, real-world examples, and explicit instruction. It’s also essential to connect grammar concepts and the student’s experiences.

Q: Should grammar be taught explicitly or implicitly?

A: Both approaches have benefits, but most experts agree that balancing both is ideal. Explicit instruction can help students understand complex concepts more quickly, while implicit education through reading and writing activities can reinforce these concepts over time.

Q: How can teachers make grammar lessons engaging for young learners?

A: Teachers can make grammar lessons engaging by incorporating games, drama, visual aids, and other interactive activities. They can also use literature or real-world scenarios as examples of how grammar is used in everyday life.

Q: At what age should children start learning about grammar?

A: Children can begin learning about basic grammatical concepts as early as preschool or kindergarten. However, formal instruction typically starts in primary school around age 6 or 7.

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About The Author

I'm Dan Higgins, one of the faces behind The Teaching Couple. With 15 years in the education sector and a decade as a teacher, I've witnessed the highs and lows of school life. Over the years, my passion for supporting fellow teachers and making school more bearable has grown. The Teaching Couple is my platform to share strategies, tips, and insights from my journey. Together, we can shape a better school experience for all.

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Teaching primary grammar in context

• Author: Adam Stower
• Main Subject: CPD
• Subject: Literacy
• Date Posted: 03 October 2014

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When teaching grammar, we need to make children alert to the infinite possibilities of the English language – mechanistic tips and tricks are of little use, say David Waugh, Claire Warner and Rosemary Waugh..

What comes into your mind when you hear the word ‘grammar’? Word classes and technical language perhaps? A set of perplexing rules that need to be followed but seem to be designed to catch you out? Or maybe a creeping anxiety that your subject knowledge may need a little updating to cope with the expectations of the 2014 curriculum and the end of KS2 tests?

There is no doubt that the term can be off-putting, even though as experienced and effective users of language we have a strong, implicit knowledge of grammar. As the 2014 National Curriculum states: “The grammar of our first language is learnt naturally and implicitly through interactions with other speakers and from reading.”

Every context in which language is used has its own conventions, but we effortlessly choose and manipulate language to make our speech and writing appropriate for the many different purposes and audiences we encounter. We do this almost unconsciously, switching freely from the informal free-flowing conversation we use when talking with friends over a drink at the weekend, to the more formal conversation with senior colleagues at work. The way we write end-of-year reports – the precise vocabulary we use, the way we construct our sentences and the tone of our writing – will be quite different from the way we text, although punctuating reports with a range of emoticons might make them rather more interesting!

There is general agreement that enabling children to use language in flexible and responsive ways should be an integral part of our role as teachers. Being able to move in and out of different genres confidently and accurately is a key characteristic of successful language users. But what does all this have to do with the teaching of grammar? The answer is that it depends: if we have in mind de-contextualised exercises and formal teaching, then probably very little. Take the example below. You need to fill in the gaps and there are no right answers.

Tara chose a _____ blouse and a _______ skirt. It isn’t difficult to find words to fit into the spaces. You could happily (or perhaps tediously) complete 20 such sentences. Underlining pronouns, circling adverbs and inserting subordinating conjunctions may possibly have merit for Spelling, Grammar and Punctuation test preparation, but making grammar the focus of study in this way has little intrinsic value. Completing the exercise above would be scant help for understanding and remembering the function of adjectives, or knowing that we need to use adjectives judiciously and precisely. Grammar spotting won’t help children develop the wardrobe of voices they need to communicate in a range of situations (The literate classroom, Lockwood, 2010), or have a positive influence on the quality of their writing.

So where does this leave us? If children have an implicit knowledge of grammar, and formal exercises are almost meaningless, is the only purpose of teaching grammar to fulfil our statutory obligation and to prepare children to pass the Spelling, Grammar and Punctuation test? There is, fortunately, an alternative viewpoint. David Crystal’s explanation may help to provide a way forward. He writes: “Grammar is what gives sense to language. Sentences make words yield up meanings. Sentences actively create sense in language and the business of the study of sentences is the study of grammar,” (Discover Grammar, 1996, Longman).

Myhill, Lines and Watson (Making Meaning with Grammar, Metaphor, 2011) persuasively argue that studying how language works can make children more alert to the infinite possibilities of the English language, allow them to evaluate others’ language use, and be in a better position to use it for themselves. They suggest that: “…a writing curriculum which draws attention to the grammar of writing in an embedded and purposeful way at relevant points in the learning is a more positive way forward. In this way, young writers are introduced to what we have called ‘a repertoire of infinite possibilities’, explicitly showing them how different ways of shaping sentences or texts, and how different choices of words can generate different possibilities for meaning-making”.

Their research provides good evidence that children can develop a knowledge and understanding about language that impacts on their writing when it is taught through meaningful activities. The even better news is that the annex of the 2014 curriculum recognises this, stating:  “Explicit knowledge of grammar is, however, very important, as it gives us more conscious control and choice in our language. Building this knowledge is best achieved through a focus on grammar within the teaching of reading, writing and speaking.”

Here are some thoughts to consider as you review your own teaching of grammar.

Be systematic and focused

Grammar learning is cumulative. Make sure you know what the children you are working with have already learned and what they need to learn now, so that you can link new learning with their prior knowledge. Think specifically about the elements of grammar that will help children become more effective writers of the text type you are focusing on, and narrow the focus of your teaching of grammar accordingly. There is no point asking children to practise their use of complex sentences just for the sake of it or when you are writing Haiku.

Explain through examples

Identify examples of the particular grammatical feature you are focusing on in the high quality texts you are reading with the class, and draw children’s attention to these during shared and guided reading. Make sure you have identified examples beforehand and can talk about them using the correct terms, so that you build up a shared meta-language. Be as clear as you can. For example, we often call adjectives describing words, but this can be unhelpful – words such as cautiously and gently are also descriptive but are of course adverbs. It may be better to say that adjectives give more information about the noun.

Focus on meaning and impact

Make strong links between the grammar being introduced and how it might enhance the writing being tackled. Allow plenty of time for children to imitate and experiment for themselves, taking care not to imply one ‘correct’ way of writing. If you are focusing on modal verbs for example, try using them in relation to a current sporting event. What difference would it make if Alistair Cook said we should/could/may/will/ win to England’s cricket team? Perhaps very little given the five-match defeat in the recent Ashes series, but this kind of approach can encourage critical conversations. This can (or should that be will?) help to strengthen the children’s self-awareness and meta-cognition. 

We can be confident then, that our role as teachers of grammar is not simply to correct mistakes in children’s work, nor is it to pass on tricks and techniques to be replicated in a mechanistic way. It is to make visible what experienced language producers know and do; to help children to control grammar to express increasingly complex ideas; and to extend the range of choices open to them as speakers and writers. It does not need to be dull. It can involve investigation, problem-solving, language play and drama. Taught well, it will not only allow your children to understand more about language and how it works, but will also encourage them to make effective choices from their growing ‘repertoire of possibilities’ (Myhill, Lines, and Watson, 2011, p.3).

David Waugh, Claire Warner and Rosemary Waugh are the authors of Teaching Grammar, Punctuation and Spelling in Primary Schools (SAGE Publications 2013), which provides teachers with the subject knowledge and ideas to teach grammar, punctuation and spelling in a way that sparks children’s interest.

About the authors

David Waugh is director of PGCE at Durham University. Claire Warner was senior adviser for literacy with the National Strategies and is currently an education consultant for Primary English. Rosemary Waugh is a linguist and classics teacher at Queen Margaret’s School, York.

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Teaching Grammar: A Guide to Successful Grammar Instruction

What is grammar.

Grammar is the sound, structure, and meaning system of a language, a set of rules defining how language is structured. Grammar, usage, and mechanics are conventions of written English. Teaching grammar is a complex and rich process that helps students effectively read and write with authenticity.

View the complete Using Grammar as a Tool for Improving Students' Writing webinar by Dr. Beverly Ann Chin, Past President of NCTE and author of Grammar Workshop, Tools for Writing and Grammar for Writing , here .

How to Start Teaching Grammar

Research reveals that effective grammar instruction is systematic and contextualized in reading and writing. Concise, focused instruction that links form with meaning is critical to mastering conventions of written English. Direct instruction of grammar concepts through clear explanation and modeling of grammar, usage, and mechanics should be followed by scaffolded skills practice in a variety of contexts as well as extensive applications in writing and reading. Grammar instruction that follows this approach is effective for students in the elementary, middle, and high school grades and called for by the state English Language Arts standards.

View the complete Can Authentic Grammar Instruction Improve Students' Understanding of Complex Texts webinar by Ellen Edmonds, Vice President of Learning, Sadlier School, here .

Helping Students Understand Why Learning Grammar is Important

When students know the benefits of learning grammar, they will be more invested in the process. Knowledge of grammar will help students improve reading, writing, and communication skills and support students in effective self-expression no matter what and for whom they are writing—both now and in the future. When students have a strong understanding of grammar, their reading will be stronger, their comprehension is increased, and they are able to comprehend more complex text. Grammar learning makes students’ writing clearer . As students develop grammar skills, they will see their communication become more effective and more personal. And as better readers, writers, listeners and speakers, students will have more success, both in the classroom and beyond, into college and careers.

General Objectives of Teaching Grammar

Teaching grammar is not a means to an end but instead deeply connected to reading and writing. There is a strong relationship among grammar, writing instruction, and student achievement . Teaching grammar explicitly and integrated with reading and writing will help students expand their repertoire of writing strategies, gain control of written and spoken language, develop their writing style, think creatively, improve comprehension, and ultimately help them succeed in school and on assessments.

View the complete Using Grammar as a Tool for Improving Students' Writing webinar by Dr. Beverly Ann Chin, here .

When to Teach Grammar

Grammar instruction is an essential component of literacy instruction, and it is most effective to implement using an intentional, research-based scope and sequence. Integrating grammar instructionally ensures it is an internal part of the way that students read and write, and a “habit of mind.” Students need multiple and various exposures to correct grammar for mastery. Ideally, teachers can find time for 2 to 3 mini grammar lessons a week with application opportunities.

View the complete Can Authentic Grammar Instruction Improve Students' Understanding of Complex Texts webinar by Ellen Edmonds, here .

Grammar should be taught systematically and in the context of reading and writing, often, and in response to student writing. To be responsive to the students in the classroom, teachers can look for patterns in student writing and identify conventions that students are using correctly or incorrectly and respond with appropriate and explicit lessons on grammar, usage, and mechanics. Grammar can be integrated into writing instruction during the revising and editing stages, enabling students to learn the conventions of standard written English in meaningful ways, especially in middle and high school.

Stages of Teaching Grammar

Grammar instruction is appropriate in elementary, middle school, and high school. Specific objectives and standards at each grade vary, as will instruction, but the approach and the major goals remain the same for students at all grade levels.

Teaching Grammar in Elementary School

In upper elementary school (Grades 3–5), grammar instruction entails helping students communicate their written message with clarity and correctness so that students can make appropriate choices about grammar, usage, and mechanics to improve their writing.

Download Best Practices for Teaching Grammar and Writing at the Elementary Grades by Beverly Ann Chin, PhD.

Teaching Grammar in Middle School

In middle school, students learn to value writing purpose and audience to discover how conventions affect the clarity and impact of their messages, especially as they encounter more sophisticated and diverse texts than in elementary school. Teaching grammar in middle school entails helping students observe how writers make choices in ideas, organization, language, and conventions to create an effect on readers.

Download Effective Strategies for Engaging Middle and High School Students in Writing and Grammar Instruction by Beverly Ann Chin, PhD.

Teaching Grammar in High School

In high school, students continue to read and produce diverse and sophisticated texts. As text complexity increases, application opportunities for students change. Teaching grammar in high school requires focused instruction and abundant opportunities for students to learn, apply, and master the conventions of standard English in their own writing.

How Do You Teach Grammar Effectively?

Research shows that although extensive reading and writing is important to grammar acquisition, explicit instruction is crucial to mastering the conventions of written English (Haussamen et al., 2003). When it comes to teaching grammar, ongoing explicit instruction is essential, in addition to a mix of instructional strategies, embedded in and applied to lots of reading and writing. A research-based approach is best: it is critically important to have students learn grammar in the context of writing and apply grammar learning to meaningful, beneficial writing for a variety of purposes and audiences.

An instructional routine that follows a gradual release of responsibility model has been shown to be highly effective for teaching grammar. This model progresses from direct, explicit instruction, scaffolded opportunities for practice, and application on important grammar concepts.

Ways to Teach Grammar Authentically

Authentic grammar instruction focuses on application to reading and writing, in which students use what they learn for their own purposes and purposes in the classroom. An integrated approach allows students to apply grammar concepts immediately to their own authentic reading and writing.

Following Grammar Standards

Before the Common Core State Standards, grammar, usage, and mechanics were commonly situated within writing and speaking standards. Within the Common Core State Standards, most grammar standards are found within standards for language. Grammar and mechanics have their own strand. Here is what the standards now say about grammar instruction:

• The standards imply that we teach grammar across the grade levels. Think of the concepts as learning progressions that are building over time.
• The standards have shifted to focus on authentic instruction and application.
• Deep instruction needs to focus on the expectations at each grade level.
• Grammar concepts are not explicitly defined in standards; the standards are the how and not the what of instruction. Using a research-based scope and sequence supports a teacher following grammar standards and wanting a roadmap for what concepts to teach when.

Different Methods of Teaching Grammar

Inductive teaching.

An inductive approach to teaching vocabulary invites students to observe grammatical patterns and determine a rule from these patterns on their own or with guidance.

Deductive Teaching

In a deductive approach to teaching vocabulary, students are given a rule which is then applied to examples and practiced.

Learning Through Writing

Grammar instruction in the context of students’ writing is an effective way to improve students' writing, especially in the context of sentence fluency. When students understand the structure of language, they are better and more engaging writers. Teachers can continually assess student writing to plan appropriate grammar lessons. Students can improve their writing while they learn grammar, designing their writing by making deliberate language choices.

Best Practices for Teaching Grammar

Focus and scaffold instruction.

Following a gradual release of responsibility model for teaching grammar is highly effective. Following direct instruction, practice should be focused to allow students to demonstrate understanding and receive judicious, corrective feedback through modeling or more instruction on critical errors.

Finally, application in reading and writing is essential as students directly apply what they are learning in grammar. Grammar instruction should link form and meaning to be effective.

View the complete Grammar Instruction that Sticks Grades 6–12 webinar by Ellen Edmonds, here .

Use Mini Lessons and Modeling

Concise, focused mini lessons are the most effective way to teach grammar, usage, and mechanics. Mini lessons should focus on a concept of a rule, then the application of the concept to authentic reading and writing. For best results, mini lessons prioritize and select the one or two important concepts to be addressed in each lesson and avoid introducing too many concepts at the same time. Mini lessons should include modeling and examples.

Prioritize Sentence Work

Three effective strategies that improve students’ writing—and grammar—are sentence combining, sentence expansion, and sentence imitation. (Haussamen, 2003; Hillocks and Smith, 2003; Holdzkom, Reed, Porter, Rubin, 1984; Killgallon, 1997; Noguchi, 1991; Strong, 2001) These strategies are adaptable to any grade level and subject area.

Sentence combining is a strategy in which students construct more complex and sophisticated sentences by combining short, choppy sentences in longer, fluent ones.

Experimentation with sentence combining supports students in making choices about language fluency and ways that sentences relate to meaning and effect. This strategy is very effective when presented to students during the revising and editing phase of their own writing and using their own drafts and when connected to punctuation. Revising can be defined as helping writing be more effective for purpose and audience. Editing can be defined as helping students correct for spelling, punctuation, grammar, and usage.

View the complete Using Grammar as a Tool for Improving Students' Writing webinar by Dr. Beverly Ann Chin, here .  

Sentence expansion is a strategy in which students add information to short sentences to make their writing more detailed and interesting. This strategy supports students in learning grammar in the context of writing new sentences, and helps make connections to word choice, variety, and writing style.

This strategy is effective when scaffolded for students, especially for English Learners. It is easier for students to begin using this strategy by expanding sentences at the end to make their sentences livelier and more detailed.

Then, students can implement the strategy by adding information at the beginning of sentences to make their sentences more creative.

When students master sentence expansion at the beginnings and ends of sentences, they are ready to learn ways sentences can be lengthened at both ends and/or in the middle.

Sentence imitation is a strategy in which students imitate the structure of a sentence but replace the original words and ideas with new words and their own ideas. Using model sentences from authentic literature and complex text is a particularly effective source for sentence imitation exercises.

With sentence imitation, students can see parts of speech and sentences at work and in relationship with sentence structure and word choice. Using published authors’ sentences as inspiration helps students as they gain insight into the craft of writing. As students work with their own ideas and words, they learn how authors create effective sentences (Knudson, 1989; Knudson, 1991; Haussamen et al., 2003).

Apply to Reading and Writing

Grammar lessons must be contextualized and embedded into the reading and writing in the classroom. It is critical that students learn grammar in the context of writing and apply grammar learning to meaningful, beneficial writing for a variety of purposes and audiences.

Writing and grammar go better together! Learn more at a 2-part, on-demand Masterclass hosted by grammar expert Dr. Beverly Ann Chin and Ellen Edmonds.

Use Authentic Examples from Complex and Authentic Text

Exposure to and engagement with a variety of texts is essential. Students should see examples of grammar concepts in a variety of texts and genres and encounter a variety of writing styles, forms, and sentence structures in texts.

Focus on the Positive

Feedback is important, but too much feedback can be a detriment when it comes to teaching grammar. Teachers can point out students’ correct use of conventions to reinforce the importance of grammar, usage, and mechanics as tools that help readers while building students’ confidence as writers. Modeling and reteaching are strategies that help teachers focus on the positive when it comes to grammar instruction.

Successful grammar implementation occurs over time and across varied contexts. Ensuring students have ample opportunity to practice is essential. Practice should be offered with guidance and feedback before independent practice and application by students.

Strategies to Engage Students While Teaching Grammar

Utilize mini lessons.

Using mini lessons is an effective strategy for grammar instruction, whether whole class, small group, or individual. This approach is more effective than an isolated approach and powerful when applied to reading and writing. A mini lesson focusing on a concept of a rule can then be applied to an authentic reading and writing experience.

Building on mini-lesson strategies, modeling is a highly engaging tool for teaching grammar. An example of modeling might be taking a text and modeling error correction. Think-alouds and writing are examples of modeling strategies for grammar instruction.

Use real objects, gestures, pictures, and facial expressions to teach words and clarify meaning for all learners, and especially those learning English. For example, an effective grammar technique with nonlinguistic representation could be used for teaching action verbs.

Integrate Variety and Cross-Curricular Connections

Consistently providing different texts for students to read and analyze in multiple classes or subject areas helps broaden perspective and provides text-rich examples for modeling. Read-alouds (even at middle and high school) also exposes students to a variety of writing genres, sentence structures, and details through oral processing that are important and are embedded in various academic contexts.

Offer Interactivity

Games and interactive activities that allow students to practice grammar skills with motivation boosters like time clocks or competitive elements are opportunities to engage students as they learn grammar.

Make Grammar Lively

When teaching grammar, teachers can engage students by making instruction lively. Encourage language play, experimentation, and risk-taking. Foster an environment that supports high-quality discussion about language and effects. Show examples from print and nonprint media that use written language. Jokes, puns, and misplaced modifiers offer opportunities to discuss grammar.

Encourage Journaling

An authentic and engaging writing opportunity for students, journaling offers a lot of connections for mapping grammar concepts to writing for different purposes on many topics. Journaling is another opportunity for contextualization in which grammar instruction is embedded in reading and writing.

View the complete Grammar Instruction that Sticks Grades 3–5 webinar by Ellen Edmonds, here .

Differentiate Instruction

A structured grammar program is appropriate for all students, but differentiation is essential. Students in each classroom have diverse backgrounds, needs, and levels of English proficiency and may therefore need additional support. In any given class, teachers must address a wide range of student writing abilities, interests, and needs. To help all their students grow as writers, teachers need to help each student develop the ability to write clearly, effectively, and correctly. Teachers must make adjustments based on individual students and provide varying levels of guidance and direction.

How to Teach Grammar Online

To supplement focused direct instruction of grammar concepts and application in writing and reading, online activities and games can provide opportunities for engaging student practice. Digital resources offer opportunities for practice, feedback, and assessment that is dynamic and personalized.

Basic Grammar Activities

There are many grammar concepts students must understand to communicate effectively. Students also need to know when to apply grammar rules they are learning to situations in their reading and writing. Here are just a few of the basic grammar concepts students should know at a variety of grade levels and related simple activities.

Commas are a common punctuation mark often used before a conjunction in a compound sentence. Commas are also used between items in a series of three or more items. There are other comma uses including after a noun of direct address, after an interjection, and not to set off an introductory word. Students of all ages need to know when to use this common punctuation mark . Standards on comma use include applying the conventions of standard English and correctly using punctuation to set off nonrestrictive or nonessential information.

View the complete Grammar Instruction that Sticks Grades 3–5  webinar by Ellen Edmonds, here .

Fragments and Run-on Sentences

Run-on sentences are one of the most common errors students include in their writing. A run-on sentence is two complete sentences that run together. One way to correct a run-on sentence is to separate it into two sentences. Another way to correct a run-on sentence is to make a compound sentence. Fragments , or incomplete sentences, are another concept on which students need instruction and practice.

Parts of Speech

Naming conventions are less important than understanding the functions of grammar concepts. Students at all grade levels will continue to revisit the parts of speech and the functions of nouns, pronouns , adjectives , verbs , adverbs , prepositions, conjunctions, and interjections. Students need to be able to construct quality sentences that communicate information accurately and clearly. Understanding basic parts of speech is the first step to this effective communication.

What Doesn’t Work in Grammar Instruction

Teaching grammar is not easy. There are many common pitfalls that teachers can avoid in grammar instruction. When it comes to an approach, the research is clear that a lecture-based, isolated approach doesn’t work. A “drill and kill” approach that prioritizes worksheets and memorization has not been seen to be effective for impactful grammar instruction. A one-size-fit-all approach is not as effective as one that is differentiated and targeted for every learner and writer.

Common Issues in Grammar Instruction

Classroom management.

When teaching grammar, teachers will have to make adjustments based on individual students, since some students need a lot more guidance and instruction or time in application, while others can apply quickly. Small group work can support teachers in differentiating. The evidence is compelling that that investment of time in applying to writing, though challenging, is worthwhile.

The Wrong Approach

Using a program with the wrong type of approach, (i.e., an isolated program that prioritizes memorization over application) can be a detriment to students. To overcome this challenge, teachers can implement a program that is research based and focused on best practices.

Low Engagement

Active instruction is an opportunity to infuse grammar with joy, for both teachers and students. Grammar instruction need not be boring or rote. In fact, it should be neither! Teachers are encouraged to move away from worksheets and instead use strategies that promote and enhance student engagement and success.

Avoid more common pitfalls in grammar instruction with these suggestions of what to do and what not to do when teaching grammar.

The Advantages to Leveraging Grammar Materials

A research-based, intentional grammar program that integrates with reading and writing will ensure that teachers are meeting grade-level standards of grammar, usage, and mechanics and provide a framework for teachers to follow when teaching grammar. Due to the history of teaching grammar in the United States, many American teachers may have never been students of grammar, so implementing such a research-based program ensures that they can provide the best and standards-based grammar instruction to students.

Grammar Instruction Must-Haves

To be effective, a grammar program for use with elementary, middle-school, and high-school students must be research based and aligned with standards. A grammar program must have an intentionally designed scope and sequence suited for students at each grade level with well-constructed mini lessons and ample opportunities for students to apply skills to writing.

The Importance of Lesson Planning and Content Structure

Structure is a key consideration for a grammar program. Use of the proven gradual release of responsibility model is a plus for an effective grammar program. Well-sequenced lessons that can stand alone and be taught in response to student writing and classroom needs makes a program flexible. Explicit instruction and explicit examples and modeling as students write and read are best, especially via focused mini lessons. Practice with the appropriate type and amount of feedback that is provided in interactive formats should be present. Application to writing is essential.

Benefits of Sadlier Grammar Programs

Sadlier offers standards-aligned grammar solutions for Grades 3–12 that are research based and intentionally and logically sequenced to lay a solid foundation for students in grammar throughout the elementary, middle, and high-school grades. These programs follow the gradual release of responsibility model—providing concise direct instruction of grammar concepts, practice with guidance, and application to writing and reading.

Elementary Grammar Instruction

Sadlier’s Grammar Workshop, Tools for Writing is designed for students in Grades 3–5. The research-based program provides simple lesson plans built on a 3-step instructional routine (Learn, Practice, and Write) that provides direct instruction and models the rules of grammar, usage, and mechanics and then lets students practice and apply in the context of reading and writing. An included handbook directly supports students in the writing process and integrates grammar, usage, and mechanics in the process. For engaging practice, interactive online resources reinforce concepts. The program includes specialized lesson suggestions to support English learners and differentiate instruction.

Middle and High School Grammar Instruction

Sadlier’s research-based Grammar for Writing for Grades 6–12 teaches the conventions of standard English and takes students through the complete writing process as they write arguments, informative/explanatory texts, and narratives. The program is based on the principle that the primary purpose of grammar instruction is to improve student writing. The program follows the three-step process of instruction, practice, application. The program also helps to prepare students for state assessments with practice in standardized-test format.

Sadlier’s Online Solutions

Sadlier’s grammar programs provide interactive online resources to supplement learning for students and strengthen their understanding of concepts. Resources include engaging interactive games with self-evaluation for independent learning, quizzes and practice for assessments with feedback, and more. While these resources support teachers and students implementing Sadlier’s grammar programs, Sadlier’s searchable resource center offers free grammar resources to support all grammar instruction.

Classroom Q&A

With larry ferlazzo.

In this EdWeek blog, an experiment in knowledge-gathering, Ferlazzo will address readers’ questions on classroom management, ELL instruction, lesson planning, and other issues facing teachers. Send your questions to [email protected]. Read more from this blog.

Seven Strategies for Grammar Instruction

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The new question-of-the-week is:

How should we teach grammar to students?

Our students need to learn grammar, but the real question is how to teach it in ways that don’t bore them out of their minds.

Today, Jeremy Hyler, Sean Ruday, Joy Hamm, and Sarah Golden share their recommendations.

I’d also like to share my favorite grammar-instruction strategy—concept attainment.

In this inductive learning strategy, the teacher places examples, typically (though not always) from unnamed student work, under the categories of “Yes” and “No” and displays them on a document camera.

The teacher starts by covering up the examples and shows them one by one. After students see each new one, they work in pairs to try to determine why some examples are under “Yes” and others under “No” until they identify the “rule.”

The class constructs their own understanding of why the examples are in their categories. It’s a great tool for many lessons, and I like it especially for grammar and other writing.

Here’s an example I used in my English-language learner class to teach about the appropriate placement of adjectives:

Concept attainment effectively turns instruction into sort of a “puzzle.”

You can see more examples of concept attainment here and here .

Now, it’s time for today’s guests:

Using Social Media

Jeremy Hyler is a middle school English and science teacher in Michigan. He has co-authored Create, Compose, Connect! Reading, Writing, and Learning with Digital Tools (Routledge/Eye on Education), From Texting to Teaching: Grammar Instruction in a Digital Age , as well as Ask, Explore, Write . Jeremy blogs at MiddleWeb . He can be found on Twitter @jeremybballer and at his website jeremyhyler40.com :

The question on how we approach grammar instruction has been debated for over 100 years. The debate has always been whether grammar should be taught in isolation or in context with the reading and writing that is being done in the classroom. Even the National Council of Teachers of English (NCTE) has a position statement on not teaching grammar in isolation.

Let’s be honest, it is impossible to try to shove every grammar skill into our students’ brains. And, yes, that is what often happens as we try to rush through the curriculum we have in front of us. As an educator with over 20 years experience, I don’t know every grammar skill in my heart. We have to begin very simply with two practices: Teach students the difference between formal and informal spaces and show students how the grammar skills they are learning can be applied to their own writing. Students will not see the value in grammar unless we actually show them how it’s applied. Furthermore, as teachers, we need to respect the spaces students write in day to day.

Seven years ago while at a conference, I created a template using Google Slides of the spaces students typically write in from day to day. The template ranges from Facebook to text messaging to Snapchat. I feel in order for students to have a better understanding of grammar skills, they need to know whether the spaces they write in the most are formal or informal. This discussion with students often leads to great conversations and insight about audience and who they are writing for when in a given space. When students are able to grasp how writing might change in these spaces, we then examine the grammar skill such as adjectives and how it is used in a mentor text we are reading at the time.

Students not only need to understand the different writing spaces they themselves write in, but how authors are using grammar and why authors might choose to make certain moves in the books we are reading. Once this is established, students then get to “play” with the mentor sentence and how it might look in the different spaces they write in on a daily basis. The template is a way for teachers to formatively assess student writing, and at the same time, it gives students a way to see how skills could be applied to different writing spaces.

As students grasp the current grammar lesson through the template, I then have them apply the skills to a formal piece of writing in class such as a literary analysis, compare/contrast, or argument paper. While students are writing, I ask them to use the highlight feature in Google Docs, so I can see they have correctly applied the skill they learned to their own writing. Plus, it makes it easier for me as their teacher to grade.

Though what I do takes more time than what most teachers want to take, students do grasp the concepts and retain the skills I am trying to teach them more so than if I were rapidly going through grammar and flooding their backpacks with worksheets. By scaffolding, I am building students toward the reason grammar is important while at the same time respecting the spaces they write in daily.

Five-Step Process

Sean Ruday is an associate professor of English education at Longwood University and a former classroom teacher. He has written 11 books on literacy instruction, all published by Routledge Eye on Education. His website is www.seanruday.weebly.com :

When I conduct workshops for teachers on grammar instruction, I ask participants to begin with a fast write on “teaching grammar.” A theme that often emerges from these responses is the challenge of teaching grammar in ways that are both engaging and effective.

For example, one teacher expressed, “Sure, I know some ways to teach grammar, but I definitely don’t know the best way. I can use textbooks and workbooks, but that doesn’t get any kind of results with my students.” This insightful point is reflected in research on grammar instruction, which has found that out-of-context grammar instruction with no connection to authentic writing often leads to student disengagement (Woltjer, 1998) and has very little impact on student writing (Weaver, 1998).

To address this issue, I use a five-step approach to grammar instruction that uses mentor texts to help students see grammatical concepts as tools that authors purposefully and authentically use to maximize the effectiveness of writing. After students are able to think of grammatical concepts in this way, they can analyze the importance of these concepts in published works, use them strategically in their own writing, and reflect on the impact those concepts had on the effectiveness of their pieces. The steps of the process and their descriptions follow:

1. Discuss the fundamental components of a grammatical concept.

Before students begin thinking about how published authors use a specific grammatical concept and why it is important to effective writing, they must understand the fundamentals of that concept. To facilitate this, I recommend conducting mini lessons with anchor charts and accessible examples to illustrate key attributes of grammatical concepts such as prepositional phrases, subordinate clauses, or specific nouns. Knowledge of these fundamentals will then enable students to think more analytically about grammatical concepts.

2. Show students examples from literature of that concept.

The next step in this process is to show students examples from literature of the grammatical concept you’re discussing. It’s best to select examples from texts that interest your students and are at their general reading levels. This practice is especially effective because it shows students that grammatical concepts don’t just exist in isolated grammar exercises—instead, they are found in literature and are tools published writers use authentically.

3. Talk with students about why the grammatical concept is important to the piece of literature.

This instructional practice is a logical follow-up to the previous one; after you show students examples from literature of a particular grammatical concept, talk with them about why that grammatical concept is important to the pieces of literature. The specific conversation you’ll have about this topic will vary based on the grammatical concept, but each conversation should be based on the same “big idea”: How does the use of this grammatical concept enhance this piece of literature?

4. Work with students as they apply the concept to their own writing.

After students understand why a specific grammatical concept enhances a published text, the next step is to ask them to strategically use that concept in their own writing. To do this, students identify instances in their works where the piece could be enhanced by the concept and use it in those situations; this requires students to approach the concept as a purposefully used tool just as published authors do.

5. Ask students to reflect on the concept’s impact.

Finally, I recommend asking students to reflect on the importance of the focal grammatical concept. To engage students in this kind of reflection, I first ask them to think about how they used the grammatical concept in their own writing. To facilitate this, I ask the students to find an example of the concept in their writing and explain what it does to enhance the piece. After students share their responses with the class, I ask them to reflect on why this concept is an important tool for effective writing.

• Teaching English-Language Learners

Joy Hamm has taught 11 years in a variety of English-language settings, ranging from kindergarten to adult learners. The last few years working with middle and high school Newcomers and completing her M.Ed. in TESOL have fostered stronger advocacy in her district and beyond:

Grammar is best embedded through targeted expressive and receptive practice in the context of content. Begin with formatively assessing students’ prior grammar knowledge by gathering at least three writing samples per student in order to analyze grammar patterns. Often multiple proficiency levels are in the same ESOL class, so target one grammar error largely observed, such as past tense irregular verbs or repetitive sentence structure. Next, provide students with multiple opportunities and modalities to learn and practice the new grammar concept using the four language domains.

For example, your analysis may reveal that your ELs need instruction about conjunctions. First, create an anchor chart of conjunctions as a visual display and begin with a read-aloud mentor text full of conjunctions (visit Jenn Larson’s blog for examples). Pause often to think aloud as students listen and begin to make connections. Display other samples on the board or as tangible sentence strips and get small groups talking about how sentence meaning changes based on the conjunction used, etc. Next, provide guided practice where students combine sentences using modified content-area text examples and share their results with the class. Also, use this interactive time for brief moments of direct instruction as needed.

Once students have lots of receptive exposure to the grammar concept, begin their expressive application through typed writing prompts or peer speaking activities which are related to your content material. Your EQ should emphasize using a variety of conjunctions along with answering the content prompt. (Continue to exhibit the anchor chart of conjunction vocabulary as a scaffold!) Additionally, provide students with ownership by modeling your own writing. Display your PC computer screen and use the Ctrl+F keys to search how many times you used different conjunctions throughout your writing. Discuss with students how you could combine sentences or create new meaning by using a different conjunction from the anchor chart. Finish with students going back to their own writing and using the Ctrl+F keys to revise their own writing.

During speaking practice, have ELs record using speakpipe.com, another free online tool, or their phone. After recording their responses to the EQ content prompt, students will relisten to themselves or another student’s recording and focus on the variety of conjunctions or complex sentences heard. After students evaluate and provide feedback for one another, they will rerecord themselves and send me both recorded links. I always require both because I often grade my ELs on the progress made between the first and second recording. This is also more equitable for multiproficiency levels in one class.

‘Sentence Expansion’

Sarah Golden is currently the coordinator of language arts for the lower and middle school divisions at The Windward School ’s Manhattan campus. She is on the faculty of The Windward Institute and presents the workshop Expository Writing Instruction: Part Two – Grades 4-9:

Grammar should be taught to students in context using specific sentence activities such as sentence combining and expansion. I have found this to be most effective in my own practice teaching students of all ages, and it is also supported by research. Utilizing the direct (explicit) teaching model, a specific grammatical concept should first be taught and modeled by the teacher, in the context of a specific sentence activity. This is most effective when done in a whole-class lesson that promotes a high level of student participation. Then, students should practice the newly learned concept, so they may reach mastery and generalization of the skill. With plenty of guided practice at the sentence level, students will ultimately begin to incorporate the learned structures and concepts into their independent writing.

Very young students could begin learning basic sentence structure, sentence boundaries, and the components of a sentence by engaging in oral or written activities that require them to identify sentences and fragments. When students identify fragments, they must always be required to change the fragments into a sentence (MacDermott-Duffy, 2018). As students move up through the grades, this activity can be used to teach other grammatical structures such as dependent clauses.

Another way to introduce students to or reinforce grammatical concepts used in writing is through a strategy, which in the Windward Expository Writing Program (MacDermott-Duffy, 2018) is called sentence expansion . In this strategy, students are provided with a short unelaborated sentence and prompted, using question words, to add words, phrases, or clauses to the given simple sentence. This enables students to learn and practice skills like appropriate pronoun use, adverbial clauses, and the use of appositive phrases or relative clauses. Additionally, students can practice different sentence structures if they are prompted to start with, for instance, the subordinating clause or information generated by a specific question word.

A third strategy, and one which is particularly effective and strongly supported by research (Saddler, 2007 as cited in MacDermott-Duffy 2018), is sentence combining. In this strategy, students combine simple sentences into more complex, and therefore longer, sentences using a variety of strategies that help students learn grammatical concepts including punctuation, tense and number agreement, parts of speech, coordinating and subordinating conjunctions, and relative clauses (MacDermott-Duffy, 2018; Scott, C. et al., 2006 as cited in MacDermott-Duffy, 2018).

Thanks to Jeremy, Sean, Joy, and Sarah for their contributions!

Please feel free to leave a comment with your reactions to the topic or directly to anything that has been said in this post.

Consider contributing a question to be answered in a future post. You can send one to me at [email protected] . When you send it in, let me know if I can use your real name if it’s selected or if you’d prefer remaining anonymous and have a pseudonym in mind.

You can also contact me on Twitter at @Larryferlazzo .

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Grammar & punctuation

Spelling, punctuation, and grammar – often called SPaG in schools – are crucial building blocks for children learning to speak, write, and listen. Having a good knowledge of grammar allows your child to communicate their ideas and feelings, and helps them choose the right language for any situation.

By the end of primary school, your child will be expected to understand and be able to use all the grammar and punctuation set out in the National Curriculum. Some grammar words, like fronted adverbial and blending , can seem a bit daunting, but children will learn to use these types of words automatically from their reading and speaking – the tricky part is being able to recognise them.

Your child will be informally tested on spelling, grammar, and punctuation by their teacher throughout their time at school. There is also an optional national test in Year 2 , and a compulsory national test in May of Year 6 .

There are a variety of simple things you can do at home to support your child’s developing grammar and punctuation skills.

How to help at home

There are plenty of simple and effective ways you can help your child with punctuation and grammar. Here are a few of our top ideas.

1. Read to your child

While children do learn about language from speaking and listening, the type of language we use in writing is often different from that in speech. Reading regularly to your child, especially books that they cannot yet read independently, is a great way of developing their vocabulary and their understanding of how language works.

2. Encourage your child to read

Making time to hear your child read isn’t just good for their reading. Through frequently seeing words in print, they will have the opportunity to see how the punctuation and grammar are used to share meaning.

When you read, occasionally look at the punctuation and talk about what it is telling the reader to do. For example, you could show your child how a question mark tells you to raise your voice at the end of the sentence to indicate a question being asked.

Explore how you can show the ‘feeling’ behind an exclamation mark. Are the characters shouting? Has something unexpected happened? Has something gone wrong?

3. Play games

Playing games can help children to learn about grammar and punctuation in an enjoyable way. Watch grammar expert Charlotte Raby’s video ‘How can I help my child with grammar, punctuation and spelling?’ to see some quick and easy games in action and explore top tips.

Video playlist: How can I help my child with SPaG?

Charlotte Raby offers her expert advice for helping your child develop their grammar, punctuation, and spelling skills at home.

What your child will learn

Follow the links to find out what your child will learn in each year at primary school.

Grammar & punctuation in Year 1 (age 5–6)

In year 1, your child will learn to:.

• Leave spaces between words
• Put words together to make sentences
• Join words and clauses using and
• Use capital letters, full stops , question marks , and exclamation marks
• Use capital letters for names and use I properly
• Turn words into plurals using -s or -es
• Adding suffixes to verbs without changing the root word , for example helping , helped , helper
• Using the prefix un- to change the meaning of verbs and adjectives , for example unkind and unclear
• Putting sentences together to write short stories or anecdotes

Practise activities:

• Punctuation

Grammar books for age 5-6:

• Grammar, Punctuation and Spelling Age 5–6
• Oxford First Grammar, Punctuation and Spelling Dictionary
• My Grammar, Punctuation and Spelling Kit

Grammar & punctuation in Year 2 (age 6–7)

In year 2, your child will learn to:.

• Use capital letters for the start of a sentence and for proper nouns (names of people and places)
• Choose the right punctuation mark at the end of a sentence: a full stop, a question mark or an exclamation mark (to show emphasis, humour or strong emotion)
• Use conjunctions such as and , but and because , to join clauses . For example, ‘Stav cannot play because he has hurt his knee.’
• Spot the four types of sentences: statements , questions , exclamations and commands
• Use the present tense and past tense in the correct way
• Use the progressive (or continuous) form of a verb such as ‘he was singing’, or ‘the class were singing’
• Use the suffixes – ness or – er to turn adjectives into nouns , for example ‘kind ness’ and ‘teach er’
• Write noun phrases (phrases that work like a noun), for example ‘that parcel’, ‘three cows’ or something longer such as ‘the porridge that I cooked earlier’
• Use the suffixes – ful or – less to turn nouns into adjectives, for example ‘hope ful ’ or ‘help less ’
• Use the suffixes -er or -est or -ly , for example, ‘loud er ’, ‘hard est ’ or ‘quick ly ’
• Use commas when writing a list, for example, ‘He bought bread, butter, jam and milk.’
• Use apostrophes to show when letters are missing, for example, I’m , don’t , she’ll
• Use apostrophes to show possession, for example ‘The girl’s voice’, ‘Ravi’s bag’.

Grammar books for age 6-7:

• Grammar, Punctuation and Spelling Age 6–7
• Oxford Primary Grammar, Punctuation and Spelling Dictionary

Grammar & punctuation in Year 3 (age 7–8)

In year 3, your child will learn to:.

• Use a and an correctly, for example ‘ a rock’, ‘ an ice-cream’
• Use conjunctions to talk about time, place and cause, for example, ‘I went to play football after I finished dinner’ (time), ‘I asked him to move so I could see the sign’ (cause) or ‘I went back to the chair where I left my coat’ (place)
• Use adverbs to talk about time, place and cause, for example, ‘I’ll tidy my bedroom tomorrow ’ (time), ‘The man waited outside ’ (place), ‘The bus broke down therefore I was late’ (cause)
• Use prepositions to talk about time, place and cause, for example, ‘We met at 2pm’ (time), ‘The school was next to the shops’ (place) or ‘We ran home because of the rain’ (cause)
• Put sentences together into paragraphs
• Use heading and subheadings in non-fiction texts
• Use the present perfect form of verbs, for example, ‘Bella has lost her keys’ or ‘I have lived in London for fifteen years’ to talk about events that started in the past and are still happening

Use inverted commas for speech, for example:

“It’s pizza for dinner,” said Dad. “We’re going to win! ” said Bill.

Grammar books for age 7-8:

• Grammar and Punctuation Age 7–8
• Handwriting Age 7–8
• English Age 7–8

Grammar & punctuation in Year 4 (age 8–9)

In year 4, your child will learn to:.

• Know the difference between the -s used to show a plural (the cow s ) and the –’s used to show possession (the cow ’s field)
• Use an apostrophe to show possession with plural nouns, for example, ‘the girls’ voices’ (for more than one girl) rather than ‘the girl’s voices’ (for just one girl)
• Use Standard English verbs, for example, ‘I wasn’t doing anything’
• Write longer noun phrases that include adjectives (for example, green , fast ), nouns ( frog , train ), and prepositional phrases ( on the lily-pad , after this one ), for example ‘the green frog on the lily-pad’ or ‘the fast train after this one’
• Use fronted adverbials to start a sentence by describing the verb, for example, ‘ Suddenly , the door opened.’ Or ‘ Before we set off , fasten your seatbelt.’
• Use paragraphs to organise their ideas
• Choose when to use a noun (the girl, our group, the idea) or a pronoun (she, we, it) to make their writing easy to read
• Use inverted commas to when writing speech.

Grammar books for age 8-9:

Grammar, Punctuation and Spelling Age 8–9

English Age 8–9

Grammar and Punctuation Workbook: 8–9 years

Grammar & punctuation in Year 5 (age 9–10)

In year 5, your child will learn to:.

• Create verbs by adding the suffixes -ate , – ise , -ify , for example, considerate , activate , specialise , advertise , horrify , purify
• Use relative clauses (clauses that begin who , which , where , when , whose or that ) to add more information about a noun to a sentence, for example:

‘The film that I watched was terrible.’ ‘Sam won the prize, which upset Tash .’

• Use modal verbs , for example, would , should , could , will , may , might , shall or must to show how likely something is to happen
• Use adverbs , for example, definitely , certainly , clearly , obviously , possibly or maybe to show how likely something is to happen
• Use different ways to make the information in a paragraph flow
• Use brackets, dashes or commas to separate out extra information in a sentence, for example:

Mount Everest (the highest mountain in the world) is in the Himalayas. Mount Everest – the highest mountain in the world – is in the Himalayas. Mount Everest, the highest mountain in the world, is in the Himalayas.

• Use commas to make sentences clearer, for example:

‘We had chocolate, cookies and jellies at the party.’ instead of ‘We had chocolate cookies and jellies at the party.’

Grammar books for age 9-10:

• Grammar, Punctuation and Spelling Age 9–10
• Grammar and Punctuation Workbook: 9–10 years
• English Age 9–10

Grammar & punctuation in Year 6 (age 10–11)

In year 6, your child will learn to:.

• Understand and use the passive voice to change the focus of a sentence or in formal writing. In a passive sentence, the person or thing that is doing the verb is not as important as the person or thing that is having the verb done to it or them. For example:

Active voice: The dog chewed the slipper. Passive voice: The slipper was chewed by the dog. or The slipper was chewed. Active voice: We added sodium to the beaker. Passive voice: Sodium was added to the beaker.

• Understand the difference between informal language , the type of language we use in everyday speech, and formal language that we might use in presentations or in some forms of writing. Your child will learn to think about the purpose and audience of their writing and choose the right level of formality. As part of their work on formal and informal language, your child will learn about:

Using the subjunctive form in formal writing, for example: ‘Were you to look at the numbers, you would see the problem.’ or ‘If you were to practise more, you would get better.’ Using question tags in informal speech, for example: ‘That’s the right answer, isn’t it?’ Using formal vocabulary , for example: inquire, recommend, assist.

• Use different techniques to link ideas across paragraphs to give their writing cohesion . To help their writing flow, your child will be taught to use cohesive devices such as:

Determiners (such as the, a/an, this, those, my, your, some, every ) to explain exactly which thing is being talked about. For example: ‘ some spiders are venomous’ or ‘ that spider is venomous’. Pronouns (such as he, she, it, them ) to avoid repetition. For example: ‘Liz was hungry so she made a sandwich.’ Conjunctions (such as but, and, because ) to link ideas together. For example: ‘I went to play football after I’d finished dinner.’ or ‘I asked him to move so I could see the sign.’ Adverbials (for example ‘ later that day ,’ ‘ when we’ve finished’ ) are phrases that work like adverbs to provide more information about a verb. Fronted adverbials are particularly useful for creating links between paragraphs, for example: ‘ A few days later , he decided to try again.’ or ‘ On the other hand , homework helps children to progress.’ Ellipsis (missing out a word or phrase when the assumed meaning is obvious) can help text to flow. For example: ‘I wanted the red jumper, not the blue.’ rather than ‘I wanted the red jumper instead of the blue one.’

• Use semi-colons , colons , and dashes to link sentences that are closely associated.

A semi-colon is used to join two sentences that are to closely linked to be separate sentences. For example: ‘I’ll be there tomorrow; that’s a promise.’ A colon can be used to join two sentences where the second idea is caused by the first. For example: ‘All the practice was worth it: the boy got full marks.’ A dash can be used to replace a colon or a full-stop – particularly in informal writing. For example: ‘I’ll be there tomorrow – that’s a promise.’ or ‘All the practice was worth it – the boy got full marks.’

• Use colons, semi-colons and commas when writing lists. Your child will practise using a colon to introduce a list and commas to separate items, for example: 

‘Choose any of the following: sandwich, crisps, juice, water, apple, grapes and cake.’

Your child will learn to use semi-colons to make longer lists easier to understand, for example:

‘The following Monday sports matches are taking place: the under-11s, under-12s and under-13s in rugby; the under-11s and under-13s in football; and the under-14s, under 15s and under-16s in hockey.’

• Use hyphens to make their meaning clear.

Hyphens can be used to make compound words , for example ‘ man-eating tiger’ (rather than man eating tiger). Hyphens can be used with prefixes , for example to show the difference between ‘re-cover’ (cover again) and ‘recover’ (get better).

• Use different ways of presenting non-fiction, for example by using headings, subheadings, captions, columns, bullet points, tables and so on.
• Practice finding antonyms (opposites) and synonyms (words with similar meanings for words) for example, shouted, called, whispered, mumbled .

Grammar books for age 10-11:

• Grammar and Punctuation Workbook: 10–11 years
• English 10 Minute Tests: 10–11+ years
• Age 5–6 (Year 1)
• Age 6–7 (Year 2)
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Teaching Grammar, Punctuation and Spelling in Primary Schools

• David Waugh - University of Durham, UK
• Claire Warner - Freelance Educational Consultant
• Rosemary Waugh - Queen Margaret's School
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Lessons in Teaching Grammar in Primary Schools

• Suzanne Horton - Worcester University
• Branwen Bingle - University of Greenwich, UK
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See what’s new to this edition by selecting the Features tab on this page. Should you need additional information or have questions regarding the HEOA information provided for this title, including what is new to this edition, please email [email protected] . Please include your name, contact information, and the name of the title for which you would like more information. For information on the HEOA, please go to http://ed.gov/policy/highered/leg/hea08/index.html .

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Another useful book for students to look at when considering teaching grammar.

This book is good for aspiring teachers, it also served as a good refresher for new undergraduate students on the courses whose first language is not English.

This book takes an in depth look at the historical perspective influencing the development of grammar in the English language.The 'commentary' sections of the book are a great asset to busy teachers in the classroom but have not adopted it for this course as I was looking for a simpler guide for students on this professional studies course. However this is a great resource for the less confident teacher of grammar in the primary school.

This book will support student teachers both in clarifying key areas of grammar subject knowledge from the National Curriculum for English and support them as they seek to identify engaging and contextualised teaching approaches to support children's writing.

This is a great book, very easy to read with great ideas for teaching.

Teaching grammar in an effective and meaningful way is a challenge for many primary teachers, and this book provides an accessible and practical guide to grammar teaching. It will be an invaluable resource for students.

Purposeful and effective teaching of grammar is a significant challenge for many primary teachers. This book provides an accessible and practical guide to grammar teaching, and will be an invaluable resource for students.

The teaching of grammar becomes meaningful and effective when contextualised in purposeful activity that empowers children, providing comprehension, choice and control as readers and writers. Horton and Bingle make a clear case for this approach, providing accessible subject knowledge support and imaginative exemplar lessons.

This is a useful guide for teaching grammar that also underpins subject knowledge for trainee teachers.

Good structure. Very practical but with some theoretical underpinnings.

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IOE - Faculty of Education and Society

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The teaching of grammar and writing in primary schools

23 November 2021, 10:30 am–3:00 pm

A ground-breaking conference reporting research findings about the impact of grammar teaching on seven-year-old pupils' writing.

This event is free.

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Availability.

Join world-leading researchers presenting their findings in one of the first most robust studies in this topic.

The approach to teaching grammar in the project is called Englicious, which to date has been accessed by more than 10,000 teachers. The research used a randomised control trial (RCT) and qualitative process evaluation to assess its impact, with 69 primary schools across London, Surrey, Kent and Essex taking part in the research.

The project was led by the UCL Institute of Education in collaboration with UCL English and colleagues from Brunel University London and the University of York.

This conference is a physical in-person event and will be of particular interest to primary teachers, literacy leads, headteachers, researchers, academics and policymakers. 

It will be particularly useful for those interested in primary education, the teaching of grammar for writing, the teaching of grammar, literacy, linguistics, english education, school leadership, education research and education policy.

Acknowledgements

This project has been funded by the Nuffield Foundation, but the views expressed are those of the authors and not necessarily the Foundation.

Related links

• The Grammar and Writing Research Project
• Nuffield Foundation
• Helen Hamlyn Centre for Pedagogy (0 - 11 years)
• Centre for Education Policy and Equalising Opportunities
• Department of Learning and Leadership

About the Speakers

Professor dominic wyse.

Professor in Early Childhood and Primary Education at UCL Institute of Education (IOE)

Professor Wyse is President of the British Educational Research Association and the Founding Director of the Helen Hamlyn Centre for Pedagogy (0-11 years).

Professor Bas Aarts

Professor of English Linguistics at UCL Arts and Humanities

Professor Aarts is Director of the Survey of English Usage, and Vice Dean (Enterprise).

Dr Jake Anders

Associate Professor of Quantitative Social Science at UCL Institute of Education (IOE)

Dr Anders is Deputy Director of the UCL Centre for Education Policy and Equalising Opportunities (CEPEO).

Dr Sue Sing

Research Fellow at UCL Institute of Education (IOE)

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Preschool Grammar: Noun Lesson Plans and Activities

• Heather Marie Kosur
• Categories : Preschool lesson plans, worksheets & themes for year round learning
• Tags : Early education information for teachers, parents & caregivers

Preschoolers and Nouns

All students must learn the grammatical forms, or parts of speech, of their language before studying grammar at a deeper level. Although explicit grammatical instruction usually does not start before elementary school, preschoolers can begin to learn about the most basic parts of speech such as nouns , adjectives, and verbs.

Discussion and Prior Knowledge

The teacher can introduce the topic of nouns to the preschool class by asking the students the following questions:

• Do you know what a noun is?
• Do you know what a person is?
• Do you know what a place is?
• Do you know what a thing is?

Most preschoolers will probably answer no to the first question but will most likely have a general idea of what people, places, and things are. The students must have prior knowledge about the concepts of person, place, and thing before continuing with the rest of the noun lesson. If the students answer no to the last three questions, then the teacher should review the categories of person, place, and thing with the preschoolers.

After the initial discussion, the teacher can read a book about nouns to the class. Two excellent titles for younger children include:

• Merry-Go-Round: A Book about Nouns by Ruth Heller
• A Mink, a Fink, a Skating Rink: What Is a Noun? by Brian P. Cleary

Although both of these books are recommended for children ages kindergarten through second grade, preschoolers will love listening to all the fun words and phrases. Even most adults cannot help smiling while reading “A cat, a bat, your grandma’s hat—Nouns are a little of this and that.”

While reading the books aloud to the class, the teacher should hold the books so that the students can see the pictures. The illustrations will help clarify some of the words for the preschoolers. For example, the page about gowns, crowns, and hometowns from A Mink, a Fink, a Skating Rink includes some very colorful and fun illustrations of a odd-looking woman wearing a gown and a plump little cat carrying her crown.

“Is It a Person, Place, or Thing?” Activity

The “Is It a Person, Place, or Thing?” activity helps preschool school students learn to categorize nouns as people, places, and things. The students will learn to place known nouns into the three categories. The materials needed for this preschool activity are:

• Noun photo flashcards
• Three baskets

The noun flashcards should have both images and writing of preschool vocabulary words. Some printable sample flashcards are available for download at Preschool Noun Photo Flashcards: Back to School and Preschool Noun Photo Flashcards: At Home . The teacher can also have the students help make the flashcards by cutting photos out of magazines and gluing the cutouts onto large index cards. The teacher can then write the vocabulary word under the picture. The teacher should also label each of the three baskets: one as person, one as place, and one as thing (include picture support).

To play the “Is It a Person, Place, or Thing?” activity, the teacher will first arrange the three baskets in the front of the class and then read the label on each basket to the students. The teacher will then hold up a noun photo flashcard and ask, “Is it a person, place, or thing?” For example, the teacher might select the books flashcard and ask, “Is a book a person, place, or thing?” The students should then answer, “A book is a thing.” After the students correctly categorize the noun, the teacher will place the card in the correct basket.

Silly Sentences Activity

The Silly Sentence activity is another fun noun activity that also helps preschool school students learn to categorize nouns as people, places, and things. The students will learn to think up nouns to place into the three categories of person, place, and thing. The materials needed for this preschool activity are:

• Chalkboard or dry erase board
• Chalk or dry erase markers

To play the Silly Sentences activity, the teacher will first write a sentence with three blanks (one for a person, one for a place, and one for a thing) on the board. Some sample sentences are:

• The person brought the thing to the place.
• The person and the thing are at the place.
• The person sells the thing at the place.

The teacher will then ask individual students to provide a noun for the person, the place, or the thing blank to create silly sentences. Preschoolers will love making and hearing silly sentences like “The farmer brought the floor to the airport” and “The grandmother sells the butter at the playground.”

At the end of the lesson, the teacher should review what the students learned by asking the following questions:

• What is a noun?
• Is a person a noun? Name a person.
• Is a place a noun? Name a place.
• Is a thing a noun? Name a thing.

The preschool students should be able to answer all four questions after reading the noun books Merry-Go-Round: A Book about Nouns by Ruth Heller and A Mink, a Fink, a Skating Rink: What Is a Noun? by Brian P. Cleary and after playing the “Is It a Person, Place, or Thing?” and Silly Sentences activities. By learning about nouns as people, places, and things in preschool, students will be well prepared for more explicit grammar education in elementary school.

• All ideas courtesy of the author, Heather Marie Kosur

This post is part of the series: Teaching Grammar: Preschool Lesson Plans

Preschoolers can develop a strong foundation for future grammar study by learning the basics about the parts of speech. This series of pre-K lesson plans suggests books, discussion questions, and activities for preparing students for later grammar education.

• Teaching Preschoolers About Nouns as People, Places, and Things
• Teaching Preschoolers About Verbs as Actions and States of Being
• Teaching Preschoolers About Adjectives as Words That Describe

• Teaching & Learning

Is there really too much grammar teaching?

A ccording to Dominic Wyse, a professor in early childhood and primary education at UCL Institute of Education, there is an “unusually strong” focus on grammar and learning technical terms in England’s national curriculum, compared with other curricula internationally.

But is this really the case? We don’t think so.

The current national curriculum, combined with the grammar, punctuation and spelling tests, demands more grammar in primary schools than before. And yet, at the same time, the Department for Education offers no systematic support for teachers. This lack of support leaves teachers and teacher trainers in a difficult position: what to do about the grammar gap?

In this context, it’s immensely comforting to conclude that grammar isn’t actually worth teaching, and that, instead, schools should focus on the “normal”, internationally recognised bits of language and literacy that make other countries so much more successful than us.

• Tes podcast:  Does the way we teach grammar need to change?
• Teaching grammar:   Where does grammar fit in the pursuit of developing writers?
• Research:   ‘Extensive’ focus on grammar challenged

But however comfortable this view may be, it’s dead wrong. We have two facts in support of this claim.

Fact one: the amount of grammatical terminology that pupils in England are required to learn is actually fairly small: just 40 technical terms spread over six primary years, so six or seven per year. The national curriculum for secondary English requires no grammar at all to be taught.

Top Pisa countries focus on grammar teaching

Contrast this with the Czech Republic, for example, where children study grammar right through primary and secondary school, and a child will learn to use about 30 grammatical terms just in Grade 3 (equivalent to Year 4).

Unfortunately, research evidence related to the age-appropriateness of grammatical concepts is thin on the ground. It could, therefore, be suggested that at least some of the grammar taught in primary school should be left until later. However, the age at which it should be taught is a different issue from the overall amount.

Fact two: most Western countries do, in fact, include formal grammatical instruction in their curricula, with the English-speaking world as a glaring exception.

The Slavic countries teach grammar, as does Estonia, Scandinavia, most of the German states and the Netherlands. In Estonia, Finland and Poland, teaching grammar doesn’t seem to do any harm: all three countries rank higher than us in the international student assessment tests under the Programme for International Student Assessment (Pisa).

By and large, these other countries teach about grammar through secondary school as well as primary (though they may limit it to key stage 2 and KS3), and aim at a much more thorough coverage of grammatical analysis.

The focus on grammar in England, then, is not “unusually strong” if we look beyond Anglophone countries.

What does the research say about teaching grammar?

What is “unusually strong” in England, however, is teaching grammar purely as a means to enhance children’s writing. But as research shows, teaching specific grammatical terms does have other benefits. So what are they?

For many countries, the main point of teaching grammar is to help children to learn foreign languages. Other perceived benefits are improved reading and thinking skills, and increased understanding of the workings of language.

There is a vast amount of research literature showing the benefit that explicit grammatical instruction has on learning foreign languages: and for many countries, this is the driving factor in their decisions around grammatical focus in the classroom.

Another common aim is to improve spelling through a focus on morphology - the structure of words described in terms of roots and affixes. Here too, there is strong research evidence that grammar teaching works. Moreover, reading skills have been shown to improve with a focus on complex syntax.

But research shows other cognitive benefits as well. For example, in a recent study in the Netherlands, children were taught traditional grammatical concepts such as “subject” and “object” but also important meta-concepts such as “valency” - the ability of a verb to “choose” its arguments, such as subjects and objects. This study shows that just four lessons in concepts and meta-concepts improves children’s reasoning about grammatical problems they have never encountered before.

There is also some evidence that goes beyond grammatical reasoning: a US study carried out in the 1990s showed that a two-week course consisting of nine grammar lessons improved children’s general scientific reasoning ability.  

Admittedly, these Dutch and American studies involved secondary schoolchildren, and the current debate in the UK mainly focuses on primary school. More research on primary schoolchildren will certainly be welcome, but, in the meantime, simply rejecting grammar teaching as having no benefits at all seems short-sighted.

As academic linguists, then, our view is that grammar merits inclusion in the national curriculum. However, in order to bring everyone around to this view, a few changes are needed.

First of all, we need more research around when exactly it should be taught: we do believe there may be merit in leaving some of the more complex terms until secondary school.

Secondary teachers, too, need more support from the government in this area: if they had more specific training around these grammatical terms, and therefore felt more confident in teaching them, perhaps there would be fewer concerns around grammar’s usefulness.

Ultimately, our children deserve, and need, this education - and there are enough academic linguists keen to jump in and help.

Willem Hollmann is a professor of linguistics at Lancaster University, and Dick Hudson is an emeritus professor of linguistics at UCL

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Our priorities, working with us, enrolments for 2025 school year now open.

30 Apr 2024

Enrolments are now open for preschool to year 12 at ACT public schools in 2025.

Going local leads to great things, and there is a place for every child from kindergarten to year 12 at their local school. Your local school offers an excellent, inclusive, and equitable education and learning environment.

In 2025 a new high school will open in the north Gungahlin suburb of Taylor making it Canberra’s 92nd ACT public school.

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Preschool is an important element of children’s early learning. Every 4-year-old is guaranteed 15 hours of free, high-quality preschool education a week.

All 4-year-old ACT children are guaranteed a place in a public preschool. Due to capacity issues at some sites, it is not always possible to offer a place at your preferred preschool. You will, however, be offered a place at the nearest preschool with capacity to where you live. As an ACT resident, you are encouraged to apply for the preschool at the primary school in your Priority Enrolment Area (PEA) as this offers the greatest continuity transitioning to kindergarten.

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Preschool? Transitional kindergarten? Is there a difference? Parents are stressing out

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Yelena Hagooli has done everything possible to give her 4-year-old son the best start in life. She took him to the library every week, fed him the healthiest foods, left her job to care for him, and even moved to Beverly Hills because she’d heard such good things about the schools.

But the parenting decision she is grappling with now feels more momentous: Should she keep him in his beloved preschool for another year or send him to the newly expanded transitional kindergarten, called TK for short, at her local public school?

She’s looked at the question from every angle, and even paid a $1,000 nonrefundable deposit to secure his spot at his temple-based preschool to give herself more time. Moving him to TK would save $20,000 a year in tuition, and both her sons could attend the same school. But it’s been difficult to find out details of the new TK program. And her youngest is content where he is, immersed in their community and Jewish traditions.

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“One moment we think he’s going to be fine in TK, the next we’re like, ‘Aww, he’s just a baby and isn’t ready’,” said Hagooli. “Parents have so much pressure on them now because we know these early years are so important. So what do we do now to set them up so they do well in school, so they get into the right college, etc, etc?”

As California’s major expansion of public education — the addition of TK, a new grade level for 4-year-olds — wraps up its second year, tens of thousands of parents statewide are struggling with their own versions of Hagooli’s question. Their individual decisions may determine the success of the program.

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Parents can choose from an assortment of early childhood programs, ranging from child care to preschool to transitional kindergarten. Here’s what they offer.

April 18, 2024

California is in the midst of a $2.7-billion initiative to provide an additional year of free, high-quality education during the crucial early years. Yet while TK is a statewide program, the details that often matter most to parents — the balance of play and academics and how the program differs from preschool — vary greatly by district. The last major assessment of TK curriculum was done in 2016, long before the current expansion, and the state is not currently evaluating TK classrooms to see how districts are educating their youngest students.

“We’ve told parents that this is one of the most important times of their kid’s life, but we’ve left this information vacuum,” said Anna Markowitz, a professor at the UCLA School of Education and Information Studies. “These are very important questions, and we don’t really have a plan to answer them.”

Here is what we know so far:

What is transitional kindergarten?

TK has been around since 2012, but it was previously only for children with fall birthdays, and it was not available in all districts. But by the 2025-2026 school year, TK will provide a free public education open to all 4-year-olds in what is expected to become the largest universal preschool program in the country.

So far, despite overall growth in the program, many parents appear to be sticking with what they know. The Legislative Analyst’s Office estimates that average daily attendance in TK this year is roughly 125,000. This is a significant increase over last year, but still far from the 400,000 Gov. Gavin Newsom said he hopes will enroll by 2025, when the program is in full swing.

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The state and districts like LAUSD have been working to get the word out about TK. A recent Stanford University RAPID survey found that 83% of parents with children ages 5 and under in California say they are aware of the TK program. And three-quarters of public school parents support state-funded preschool for 4-year-olds, according to a recently-released survey from the Public Policy Institute of California .

What is the difference between TK and preschool?

Parents have a wide range of options to choose from when it comes to preschool, from faith-based programs at temples and churches to Montessori and nature schools. Some are focused on free play, while others spend more time on teaching children to learn letters and numbers. Generally when selecting a preschool classroom, parents are able to visit, ask about what is being taught and select the program that best suits their values and needs.

Likewise, TK tends to vary widely by district and individual classroom. But there are several consistencies across the state.

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In general, a TK classroom has more students than the average preschool class. A maximum of 24 students can attend a class that must be supervised by two adults, one of whom must be a fully certified TK teacher — a 12-to-1 student-to-adult ratio.

California State Preschool classrooms have a ratio of 8 to 1.

For Hagooli, this may be a deciding factor. Her son is quiet and observant, and she worries that in a larger classroom, the teacher might not pay enough attention to his needs.

But teachers in a TK classroom generally have more education than preschool teachers, including a bachelor’s degree and a teaching credential. By 2025, TK teachers will also need to have 24 units of early childhood education or development.

“TK teachers are probably providing more structured planned learning activities on average because they’re trained to teach,” said Deborah Stipek, an education professor at Stanford University. TK teachers are paid about twice as much as preschool teachers. “Some people are concerned that TK is overly structured for young children,” she added.

Who is eligible for TK in California?

All California children turning 4 by June 2 will be eligible to enroll in TK in the fall. Some districts, including LAUSD and San Diego Unified, are already admitting all children who turn 4 by Sept. 1. The grade is not mandatory.

Districts are required to offer at least three hours of instruction. For parents who require additional child care, schools generally offer after-school programs, though they often charge a fee.

TK classrooms often expect a higher degree of independence from students, which may be challenging for younger children. TK does not offer a nap, for example, and most provide minimal assistance with toileting . In contrast, most preschools still provide naps, diapering and other toileting assistance to the same age group.

For Micaela Elias, that was reason enough to keep her daughter at the Children’s Institute in Vernon, a Head Start program. Her child is still napping, and she worried that in TK, no one would help her open her snacks or nurture her the way her preschool teachers do. “She’s still so little,” said Elias. Since Head Start and state preschool are also free, cost is not an issue for many low-income families.

For Malinda Cvitkovic in Ventura, the higher expectations of independence felt like a plus. In TK, her son learned how to form a line, write his name in pencil instead of crayon, and feel safe in a school environment — all while playing and having fun. In preschool, she said, he was much more “coddled.” She works in his kindergarten class every week now and says she notices “a huge difference between a kid who did TK and a kid who didn’t do TK.”

What do TK students learn in California?

TK students are taught according to the California Preschool Learning Foundations , which were created by the Department of Education and are intended for all preschool programs throughout the state. A new version is likely to be released this summer, which will advance the foundations through TK and age 5½.

The foundations include hundreds of pages of detailed expectations for what children should be learning by age across social-emotional development, language and literacy, math, art, science and even health. By the age of 5, for example, children should know how to:

• Regulate their feelings and impulses more consistently
• Participate positively and effectively in a group
• Write their own name nearly correctly
• Know more than half of uppercase letters and lowercase letters
• Understand and use increasingly complicated sentences
• Understand and use age-appropriate grammar
• Create drawings and paintings that depict people, animals and objects
• Compare two objects by length, weight and capacity
• Solve simple addition and subtraction problems
• Recognize and duplicate simple patterns.

Is TK more academic than preschool?

In an online FAQ, the state department of education calls TK “the first year of a two-year kindergarten program that uses a modified kindergarten curriculum.”

That description was an “unfortunate decision,” said Alix Gallagher, director of strategic partnerships for Policy Analysis for California Education, based at Stanford University. Many school districts took that to mean that TK should look like kindergarten — a grade they were already familiar with — instead of the “developmentally appropriate, play-based curriculum” that the department calls TK in a separate FAQ for parents .

But since each district can choose their own curriculum, the reality varies widely. In some classrooms, children are sitting at desks and doing letter worksheets. In others, they are exploring outdoors, building Legos and playing make-believe.

“I think that’s very hard for parents right now,” said Markowitz at UCLA. “I think the best bet is for them to decide whether they think their kid is ready to be in a kindergarten light.”

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In 2016, the last time a major evaluation of the state’s TK program was performed, researchers found that students who went to TK entered kindergarten with stronger math and literacy skills . But they also found that teachers spent 59% of their classroom time on “didactic instruction,” which means imparting information and instructions to students rather than encouraging independent thinking and play.

“That would be my least favorite pedagogy,” said Linda Espinosa, a professor of education at the University of Missouri and co-chair of the committee who wrote a recent report on preschool curriculum for the National Academies of Sciences, Engineering and Medicine.

Children should be taught math and literacy, she said, but academics and play shouldn’t be “an either-or.” Instead of being taught their letters and numbers from a teacher standing at the front of the class, children in a well-run classroom should be playing games and exploring materials to learn in joyful and imaginative ways. “If the environment is set up correctly, play-based learning can be very academic,” said Espinosa.

This is happening in some TK classrooms, especially in districts that have long-standing preschool programs where TK is more likely to be play-based, said Hanna Melnick, who co-leads the nonprofit Learning Policy Institute’s Early Childhood Learning team.

Last year, more than half of TK classrooms said they use a literacy and social-emotional learning curriculum developed for preschoolers. But about a quarter were using a kindergarten curriculum.

“Those are the ones that may be most concerning,” said Melnick, adding that some of them might be combined TK-Kindergarten classrooms. “My guess is that people are becoming more educated [about early learning] over time. But I think we’re definitely still going to have some growing pains, especially in smaller, under-resourced districts.”

For some parents, the focus on learning is welcome. Charlotte Angeles, a dental hygienist in Westchester, said she loved that her son’s TK included more structured instructional time, which included centers with worksheets to practice his letters and numbers. “I don’t want him to ever be behind. It was a nice move and transition into having that academic aspect mixed in with the play.”

How can parents make the best TK decision for their child?

The decision of whether to send a child to TK usually comes down to the nitty-gritty specifics of any family’s situation and school options: What are the program’s hours? How far away from home is the school? Is there another child already at the school? And what do other parents say about the teacher?

But in terms of deciding whether the classroom and program are a good fit for a child, there is no substitute for an in-person visit, said Jade Jenkins, a professor of education at UC Irvine. Many schools offer tours for parents, allowing them to see the classroom set-up and sometimes observe the class in action.

To ensure a class is developmentally appropriate, Jenkins suggests looking for a lot of open space, group tables instead of desks, and an environment that is mostly dedicated to allowing kids to explore independently. Sensory areas and activities such as sand tables and a play kitchen or dress-up corner are good indications of a play-based program. Folders packed with worksheets are not. Classrooms should ideally have their own bathroom and access to the outside.

“We don’t want TK to look like kindergarten,” said Jenkins.

This article is part of The Times’ early childhood education initiative, focusing on the learning and development of California children from birth to age 5. For more information about the initiative and its philanthropic funders, go to latimes.com/earlyed .

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Jenny Gold covers early childhood development and education for the Los Angeles Times. Before joining The Times in 2023, she spent nearly 14 years covering healthcare for radio and print as a senior correspondent at Kaiser Health News. Her stories have appeared in the New York Times, the Washington Post, the Atlantic, NPR, Reveal and Marketplace, among others. A Berkeley native, she is a graduate of Brown University and was previously a Kroc fellow at NPR.

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