Understanding Metalinguistics Metalinguistics is the analysis, reflection, and use of language as an object to understand a particular subject better. As parents of elementary students, we often assume that teachers possess the vocabulary and metalinguistic knowledge necessary to teach students according to state standards. How hard could it be to master knowledge up to the fifth grade? It turns out, the difficulty varies by subject. Consider this: ask a third-grade math teacher to define “denominator”—they'll respond instantly. Now, ask an ELA teacher to define “phrase”—you might see them struggle. The Common Core State Standards (CCSS) demand far less precise grammatical terminology from ELA teachers than mathematical terminology from math teachers. This knowledge gap is deepening our literacy crisis. The Knowledge Gap Math teachers are required to use over 100 technical terms, such as quotient, dividend, perpendicular, and circumference. In contrast, ELA standards identify fewer than 40 metalinguistic terms. Many ELA teachers cannot even demonstrate mastery of basic terms like 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 identified. There is no mention of phrases, clauses, direct objects, indirect objects, expletives, infinitives, participles, or gerunds. Examples of Metalinguistic Knowledge Let’s look at some examples. You would expect a third-grade math teacher to define and comfortably use the term “denominator.” The same applies to graphing terms such as slope, plane, and Y-axis. Many of us 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 a student who can summon a mnemonic device to expand a product such as (a + b)(x + y) and a student who can explain where the mnemonic comes from. The student who can explain the rule understands the mathematics, and may have a better chance to succeed at a less familiar task such as expanding (a + b + c)(x + y)” (https://www.thecorestandards.org/Math/Intro). The Role of ELA Teachers In ELA, if a teacher wants to discuss writing with a student effectively, they should be able to articulate the difference between sentences like these: “During the sunset, the sky was pink.” and “After the sun had set completely, the sky was orange.” The first is a simple sentence containing the phrase “During the sunset.” The second is a complex sentence that contains the clause “After the sun had set completely.” That’s a tall order if teachers cannot explain the difference between a phrase and a clause. The same is true for these two sentences: “The birds in the nest ate the food.” and “The birds ate the food in the nest.” If teachers struggle to articulate the difference between adjectival and adverbial phrases, they will likely encounter even more difficulty when tackling clauses in compound and complex sentences. The Importance of Structure If teachers are not intentional about explaining how structure creates meaning, students won’t become effective writers. They also won’t 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 teacher preparation programs accountable. We must ensure mastery of the metalinguistics of syntax and structure. If we expect math teachers to know "associative property," we should expect ELA teachers to know "subordinating conjunction." Let's hold ELA instructors to the same professional standards we demand in mathematics. Conclusion The gap in metalinguistic knowledge between math and ELA teachers is concerning. It is essential for ELA educators to possess a deep understanding of language structure. This knowledge not only benefits their teaching but also empowers students to become confident readers and writers. By raising the standards for ELA instruction, we can help foster lifelong academic success. Let’s work together to bridge this gap and ensure that every student receives the quality education they deserve.

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. 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: a 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 of 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 1 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.

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. This understanding is essential for fostering a love of reading and writing. Understanding Syntax: A Deeper Dive Syntax is more than just a set of rules. It’s the framework that supports our communication. When we grasp the nuances of syntax, we can express ourselves more clearly. This clarity is vital for students as they transition from learning to read to reading to learn. 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 a transitive active verb. Transitive active verbs transfer the action, so books is the direct object. The book was destroyed by the puppies. Book is now the subject. The verb was destroyed is transitive passive, shifting the focus and eliminating a direct object. These are not minor details. The first sentence might 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. 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 et al., 2021). 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. Strategies for Teaching Syntax Effectively Engaging Activities To make the learning process engaging, consider incorporating interactive activities. For example, use sentence-building games where students can manipulate words to create both active and passive sentences. This hands-on approach helps solidify their understanding of syntax. Visual Aids Visual aids can also play a crucial role in teaching syntax. Graphic organizers, charts, and diagrams can help students visualize how different sentence structures function. Collaborative Learning Encouraging collaborative learning can enhance understanding. Group activities where students analyze sentences together can foster discussion and deeper comprehension. This peer interaction allows them to articulate their thoughts and learn from one another. Continuous Practice Regular practice is vital. Incorporate syntax exercises into daily lessons. This could include identifying verbs in sentences, transforming active sentences into passive ones, or vice versa. Consistent practice reinforces learning and builds confidence. The Role of Feedback Feedback is essential in the learning process. Provide constructive feedback on students' writing, focusing on their use of syntax. Highlight areas of strength and offer suggestions for improvement. This guidance helps students refine their skills. The Connection Between Syntax and Meaning Understanding how syntax influences meaning is crucial. When students learn to manipulate sentence structures, they gain the ability to express complex ideas clearly. This skill is invaluable in both academic and real-world contexts. Conclusion: The Path to Literacy Success Understanding syntax is crucial for literacy development. It goes beyond mere decoding of words. By teaching syntax explicitly and systematically, we empower students to unlock the full meaning of what they read and write. This foundational knowledge paves the way for lifelong academic success. By focusing on metalinguistic knowledge, we can transform literacy education. Let's make syntax a priority in our teaching. After all, the journey from learning to read to reading to learn is one of the most rewarding experiences we can offer our students.

Free teaching resources from Colors of English: baseball activity sheets, Word Bird stories and bios, our scope and sequence, and more. Free Downloadable Resources Get our free teaching resources Tell us a little about yourself and you'll get instant access to all the free downloads. We'll also email you a link so you can come back anytime. First name* I am a...* Choose one Email* Get the free resources Yes, email me when new free resources are posted. You can unsubscribe at any time. We never share or sell the information you give us. Featured Free Resource: Play Ball! Baseball Activity Sheets Twelve baseball-themed activity sheets give students practice with pronouns, adjectives and adverbs, prepositions and prepositional phrases, conjunctions, interjections, and verbals. Answer key included. Linking verbs: predicate adjectives & predicate nouns Use this PowerPoint to help your students get a handle on linking verbs with these examples! Practice identifying predicate adjectives and predicate nouns. 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. 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. 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)! 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 creativity, so students can fly high all by themselves. Pesky Grammar Rules Once students master syntax and structure, grammar rules start to make sense (well, most of them).

Free teaching resources from Colors of English: baseball activity sheets, Word Bird stories and bios, our scope and sequence, and more. Welcome to the Flock! Here are your free resources. Bookmark this page — we add new ones regularly. Featured Free Resource: Play Ball! Baseball Activity Sheets Just in time for the World Series! Twelve baseball-themed activity sheets give students practice with pronouns, adjectives and adverbs, prepositions and prepositional phrases, conjunctions, interjections, and verbals. The answer key is right below. Download PDF Baseball Activity Sheets: Answer Key The answer key for all twelve baseball activity sheets, marked the way students are asked to answer: written answers, colored circles, and underlines. Download PDF Linking verbs: predicate adjectives & predicate nouns Use this PowerPoint to help your students get a handle on linking verbs with these examples! Practice identifying predicate adjectives and predicate nouns. Download PowerPoint 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. 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. 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)! 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 creativity, so students can fly high all by themselves. Download PDF Pesky Grammar Rules Once students master syntax and structure, grammar rules start to make sense (well, most of them). Download PDF