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Metalinguistics is the analysis, reflection, and use of language as an object to understand a particular subject better.  As parents of elementary students, we would all like to assume that our children’s teachers have sufficient vocabulary and metalinguistic knowledge to teach students what they are supposed to know under state standards. I mean, how hard could it be to only master up to 5th-grade knowledge? It turns out to depend on the subject.  Ask a third-grade math teacher to define 'denominator' – they'll answer instantly. Ask an ELA teacher to define 'phrase’ – watch them struggle. The CCSS demands far less precise grammatical terminology from ELA teachers than mathematical terminology from math teachers; the knowledge gap is deepening our literacy crisis."  Math teachers are required to use more than 100 technical terms, such as quotient, dividend, perpendicular, and circumference. This is not the case in ELA standards, which identify fewer than 40 metalinguistics terms. A majority of ELA teachers are unable to demonstrate mastery of basic terms (e.g., parts of speech), let alone the specific metalinguistic terms needed to discuss sentence-structure concepts. Apart from the subject and verb, no words related to sentence structure are even identified: there is no mention of phrases, clauses, direct objects, indirect objects, expletives, let alone infinitives, participles, and gerunds. Our students deserve teachers who understand the architecture of language as deeply as mathematicians understand numbers. Let's hold ELA instruction to the same professional standards we demand in mathematics." Let’s look at some examples.  You would expect a third-grade math teacher to define and comfortably use the term 'denominator.' Same thing with graphing terms such as slope, plane, and Y-axis. Many of us who have been out of school for a long time will probably remember learning the mnemonic “Please excuse my dear aunt Sally” to help with the order of operations. Math standards require teachers and students not only to learn the necessary metalinguistics but also to understand and apply that knowledge with precision . The introduction to the math section of CCSS emphasizes knowledge and understanding: “There is a world of difference between students who can recall a mnemonic device to expand a product such as (a + b)(x + y) and students who can explain where the mnemonic comes from. The student who can explain the rule understands mathematics and may have a better chance to succeed in a less familiar task, such as expanding (a + b + +c)(x + y)” ( https://www.thecorestandards.org/Math/Intro ). In ELA, if a teacher wants to discuss writing with a student effectively, they should be able to specifically articulate the difference between these two sentences: “During the sunset, the sky was pink.” “After the sun had set completely, the sky was orange.” The first is a simple sentence containing the phrase “after sunset.” The second sentence is a complex sentence that contains the clause “after the sun had completely set.” That’s a tall order if teachers cannot explain the difference between a phrase and a clause. The same is true for the following two sentences. “The birds in the nest ate the food.” and “The birds ate the food in the nest.” If teachers are unable to articulate the difference between adjectival and adverbial phrases clearly, they will likely encounter even more difficulty when tackling the type of clauses in compound and complex sentences. If teachers are not intentional about explaining how structure creates meaning, students won’t become effective writers, nor will they develop the syntactic awareness essential for reading comprehension. Our students deserve teachers who understand the terminology and architecture of the English language as deeply as mathematicians understand the vocabulary related to numbers. Let’s start holding teachers and preparatory programs accountable, ensuring mastery of the metalinguistics of syntax and structure. If we expect math teachers to know "associative property," we should expect ELA teachers to know "subordinate conjunction. Let's hold ELA instructors to the same professional standards we demand in mathematics."

We all know phonics matters, and the ability to decode words is indeed the critical first step towards literacy; however, it is only the first step. Understanding syntax and structure is what unlocks the meaning of the decoded words. Experts note that “syntax and sentence structure concepts, like phonics, should be taught in an explicit and systematic manner” (Moats, 2020). Syntax isn’t optional; it’s foundational. However, to teach syntax well, teachers need strong metalinguistic knowledge—the ability to think about, analyze, and talk about how language works. Why? Because sentence structure directly shapes meaning. Many teachers struggle to explain differences in sentences that look similar but function differently. When teachers can confidently use metalinguistic language, students begin to internalize the nuances needed for deep comprehension. Some Examples that Commonly Trip up Teachers Example A: Active Verbs vs. Passive Verbs Puppies destroy books. Puppies  is the subject . The verb destroy  is transitive   active , and transitive active verbs transfer the action, so book  is the direct object . The book was destroyed by the puppies. Book  is now the subject.  The verb is was destroyed'  is transitive passive , shifting the focus and eliminating a  direct object . These are not minor details. The first sentence might have come from a picture book about cute, young puppies and the havoc they can wreak when left alone. The second sentence might come from a story about an ancient book borrowed from the library that was accidentally left where the puppies could reach it. Teachers often tell students to “avoid the passive voice,” yet many are not equipped to explain what that actually means. Clear graphic organizers can help students visualize the differences in sentence structure.  Example B: Active Verbs vs. Linking Verbs The boy tasted the lemon. Boy  is the subject . The verb   tasted  is a transitive active verb . The boy is “doing” the action, which is then transferred to someone or something. So, in this sentence, lemon is the direct object . The lemon tasted sour.  Lemon  is now the subject.  In this sentence, the verb   tasted  is a linking verb ; there is NO action happening. Rather, the subject’s state of being is described by the  adjective  sour ,  which is called a predicate adjective . These are not minor details either. Many teachers in the early elementary grades simply define a verb as an action word. Yet that definition leaves students confused when they come across linking verbs (which are everywhere in English). In the first sentence, since the subject  “is doing” the action of “tasting”, it is a transitive active verb , making 'lemon' the direct object . In the second example, tasted is still the verb, but there is NO action; the lemon is not doing anything. Rather, it is in the “state of being” sour, which is an adjective describing the lemon. In this case, graphic organizers can also help. Research is clear There is a “clear connection between syntactic comprehension and reading comprehension” (MacKay & Lynch, 2021). So, when teachers focus on metalinguistics, consistently identify subjects, verbs (active, passive, linking), and explain the significance of word order, they help students unlock meaning—and move beyond decoding.

I have always been an incredibly musically-challenged person. Seriously–my husband once told me I didn’t have to sing in church. I always laughed it off and remained self-deprecating about my deficiencies, but when I became a parent, I promised myself that my own children would not face the same fate. At the ripe old age of three, my daughter was enrolled in Suzuki violin lessons. As per the Suzuki methodology, I was right there by her side; she had an adorable mini-violin, and I awkwardly navigated a full-size instrument. I became absolutely fascinated watching my daughter adeptly develop her skills: the lessons were fabulously scaffolded, her teachers used color coding and mnemonics to help lessons sink in, and there was a LOT of individual and group practice. The Suzuki method is mastery-based. Students cannot advance to the next level until they have mastered all the skills previously introduced. Because my daughter was young, her mind and ears quickly adapted to the new language: she was like a sponge. I, on the other hand, was like a drowning rat. I made it to the end of Book 1 with her, and then it was just hopeless; I would only hold her back. She played for twenty more years and continued to thrive. She seemed like a total natural, but beneath that polished exterior lay years of hard work in mastering the foundational aspects. Years later, I gave up practicing law and became an English teacher at an inner-city high school. It was the most challenging and rewarding experience I have ever had. All my students were bright and incredibly motivated, but a vast majority were academically challenged. I quickly realized that my students lacked the basic foundational skills needed to succeed in an academic environment, especially in college. While they could read, write, and speak in English, they were nowhere near the level needed to critically assess authors or to effectively engage in rhetorical discourse. As I struggled with how best to help my students, I found myself reflecting back. I came to appreciate that learning music and learning the English language share several fascinating parallels, particularly relating to the parts of speech, syntax, and sentence structure. Both disciplines require a mastery of foundational building blocks, whether through the intricate arrangement of musical notes or the nuanced expression of spoken and written words. I often reflected back on my daughter’s musical journey (as well as my own humble journey) and took lessons from the way she learned music and applied it to teaching English in my own classroom. Let’s take a closer look at the similarities. Parts of Speech and Musical Notes Parts of Speech: In English, there are eight parts of speech (nouns, pronouns, verbs, adjectives, adverbs, prepositions, conjunctions, and interjections). Each word plays a specific role by conveying meaning within a structure, allowing speakers and writers to articulate thoughts clearly and effectively. For instance, nouns identify subjects or objects, verbs express actions or states of being, adjectives provide descriptive detail about nouns, and adverbs modify verbs, adjectives, and other adverbs to give additional context. Mastering the parts of speech allows students to think flexibly and become comfortable knowing that one word can act as various parts of speech. For instance, many assume that "kitchen" is always a noun. In the sentence, “My kitchen is dirty,” kitchen is a noun acting as the subject of the sentence. But in the sentence, “A bird hit my kitchen window,” kitchen acts as an adjective because it modifies the noun window. Musical Elements: Similar to how words form a sentence, notes on a staff make up the content of an arrangement. Once students have mastered the pitches of these notes, they gain the ability to appreciate that notes can be altered beyond their natural state (A, B, C, D, E, F, G). A single note can be made sharp or flat, resulting in a different pitch. Occasionally, one pitch can be represented by two different notes. For instance, both C♯ and D♭ denote the same pitch. Without a strong foundation, students cannot fully appreciate how pitches create melodies, rhythms provide timing and flow, dynamics add intensity and volume, and harmonies enhance the texture of the music. Grasping the basics of these musical elements is vital for effective musical expression, much like how understanding parts of speech is critical to language proficiency skill. Sentence Structure and Syntax vs. Musical Syntax Syntax: Syntax governs how sentences are structured. Understanding how word order impacts meaning is critical. For example, despite having the same five words, the sentence "The cat chased the bird" does not convey the same thing as "The bird chased the cat." Having a solid grasp of syntax and structure enables writers to make informed rhetorical decisions. For example, short, simple sentences strung together often create a sense of speed or anticipation. Whereas compound and complex sentences allow for intricate layering and highlighting details. Think–legal brief. Musical Syntax: In music, the arrangement of notes and rhythms follows specific rules and conventions akin to syntax in language. Notes must be placed correctly on the staff, and the order in which notes are played can alter the mood and message of a composition. For instance, a sequence of ascending notes may evoke feelings of joy or anticipation, while descending notes might convey sadness or resolution. Just as different sentence structures can convey different meanings, various musical forms can evoke different emotional responses and narratives. Musicians, like writers, must have a solid grasp on the fundamental building blocks before they can employ strategies to communicate their musical messages effectively. When I realized my English students were lacking in the foundational building blocks, I brought them all the way back to the very basics and started with the parts of speech. My mantra was mastery: “failure is not an option” (I would show the scene from Apollo 13 with that line). Many of my students really struggled in the journey toward mastery because they didn’t master the basics at an early age when they could have easily absorbed them all. I totally understood because it was similar to my own experience struggling through Book I in violin, while my daughter sailed through it and excelled. To their credit, my students plowed through and succeeded. Average ACT English scores jumped from 18 to 24 without any test preparation. All who wanted to attend college could do so; many went on to attend elite universities, and some even went on to become English majors. I can say with confidence that, without my own musical interlude, I would never have gained the insight that helped me change the trajectory of my students' lives.

Take a look at our scope and sequence, and get to know the flock. Teachers are encouraged to download the free monthly activity. Free Downloadable Resources February Free Resource Linking verbs: predicate adjectives & predicate nouns Use this PowerPoint to help your students get a handle on linking verb with these examples! Practice identifying predicate adjectives and predicate nouns. Click to Download PDF Meet The Flock Introducing all the Word Birds with short little stories that students love! Each bird is introduced separately and the story gives a little insight into their unique personality. Click to Download PDF Bird Bios Learn a little bit about each of our feathered friends. Students quickly internalize each bird's unique personality and learn who is friends with whom, and why they don't all get along. They may be small in stature, but they play a huge role in helping students understand the different jobs that each part of speech plays. Headbands and bowties do matter and make understanding complicated concepts, such as possessives or gerunds, easy eggs to crack. Click to Download PDF ELA Standards The surprising details of what students should know and when they should know it. For example, by third grade, students are expected to "Explain the function of nouns, pronouns, verbs, adjectives, and adverbs in general and their functions in particular sentences." Could you, as a teacher, explain the difference in how the word kitchen is used in the following sentences? "The new house has a huge kitchen," and "A blue bird hit the kitchen window." Understanding the difference yourself doesn't count (it is a lot more difficult to explain these concepts to young students)! Click to Download PDF Scope & Sequence This is how we approach mastery based learning. Everything is incredibly well scaffolded. The materials offer a broad range of engaging, multisensory activities that allow flexibility and creative, so students can fly high all by themselves. Click to Download PDF Pesky Grammer Rules Once students master syntax and structure, grammar rules start to make sense (well most of them). Click to Download PDF

At The Colors of English, we offer multisensory educational materials that teach students how grammar, syntax, and structure work within the science of reading to improve both reading and writing. Building Great Sentences One Bird at a Time Knowing how to decode words is a critical first step for reading and writing, but that's just the beginning of every literacy journey. Students must understand the structure of the English language when transitioning from "learning to read" to "reading to learn." We offer fun and engaging materials that break down sentence structure and allow students to succeed academically. Our Program Building Great Sentences One Bird at a Time Providing Lifelong Success in Reading & Writing Our unique and engaging materials are research-based and standards-aligned. We teach students how the English language actually works, providing a clear and concise explanation of the parts of speech and how they fit within the framework of the English language sentence structures . Once mastered, these skills give students the confidence and competence to succeed all academic areas. Our Program Benefits of Colors of English A Science-Driven Curriculum Employ the science of reading--a scientifically proven method for language comprehension. Increased Student Engagement Use characters, illustrations, color-coding and multi-sensory materials to make it fun for the students. Set Students Up for Success Develop the requisite language comprehension skills to set students up for success. Improved Student Comprehension & Recall Continuously build upon students' knowledge as they ascend through grade levels. Ease of Use by Teachers & Students Quick and easy implementation with hands-on training provided by Colors of English. A Unique Language Arts Program Bridging the gap between “learning to read” to “reading to learn.” Hear Directly from Parents & Teachers “My kids both loved their Colors of English class! They learned so much and had so much fun doing it! This is the most unique approach to language learning I have ever seen. Students learn grammar but really much more about concepts than rules. They talk about the birds all the time and want to take them everywhere.” John - Home School Parent of Elementary Students Get in Touch Join us in changing the way the world sees literacy. We’d love to talk about how Colors of English can support your students and help them earn their wings. Contact Us

Teachers can't teach what they don't understand. Most adults today were never provided with an effective foundation to understand how the English language works. We fill that gap and build confidence among teachers while allowing them to have fun at the same time. Professional Development The Colors of English program offers a comprehensive approach to enhancing instructional practices. We tailor professional development options designed specifically for your educational setting. Through onboarding, personalized coaching, and collaborative opportunities, educators can deepen their knowledge of effective teaching strategies and foster a vibrant learning environment for their students. What We Offer for Professionals Onboarding Offered in-person or virtually, we will equip teachers, before the program begins, with the necessary tools, resources, and support to seamlessly integrate the curriculum into their classrooms and effectively deliver engaging Colors of English instruction. Session Length: ≈ 4 hours Group Sessions Offered in-person or virtually, our group sessions foster a collaborative and supportive environment where educators can engage in ongoing learning, share best practices, and refine their instructional strategies to continuously improve student outcomes. Session Length: ≈ 2 hours One-on-One Coaching Offered in person or virtually, we provide individualized support, empowering teachers to receive personalized guidance, feedback, and mentoring to enhance their instructional practices, strengthen their pedagogical skills, and optimize student learning experiences. Session Length: ≈ 30 minutes Our materials qualify for traditional state and local funding options. Learn More about Funding Interested in learning more? Contact Us Hear Directly from Those Who Have Completed Our Professional Development Programs 2nd Grade Teacher "The PD was great. The activities were engaging and helped me better understand the concepts I was teaching." 4th Grade Teacher "The one-on-one coaching is very helpful, it gave me specific activities to review concepts with my class." 1st Grade Teacher "Being able to have hands on practice allows me to help my students be more successful in their learning." 2nd Grade Teacher "I love the hands on modeling of the games and activities. My students will have so much fun with this." Special Ed Teacher "Everything was great! I can't wait to use all ofthe multi-sensory materials to help my students." 4thGrade Teacher "There are so many ways to engage the students. We played games and my students loved it. "