top of page

Targeting Syntactic Language Skills in the Literacy-Based Therapy Framework

Updated: Mar 7

After working on activities that focus on vocabulary and semantic skills, you can target syntactic and grammatical skills.

Book selection is important here, since you will want to look for examples of the target skill in the text.

Syntactic & grammatical  skills may include:

  • Verb tense

  • Auxiliary verbs

  • Plural nouns

  • Compound sentences

  • Complex sentences

🌟 Here’s how you could structure these sessions 🌟

1️⃣ Look for and read examples of the target sentences in the book with the student.

2️⃣ Ask a question that would prompt the student to create a sentence about the story with the target sentence structure/grammar. You may want to provide a sentence starter.

Here's an example targeting complex sentences:

  •  SLP: What did Froggy do after he went kayaking? After kayaking, Froggy…(sentence starter)

  •  Student: After kayaking, Froggy went stargazing.

Continue with similar question types and sentence starters (if needed) to elicit the target sentence structure. For example:

  •  What did Froggy do after he got dressed?

  •  What did Froggy do after he cooked breakfast?

  •  What did froggy do after he went hiking?

3️⃣ Engage in a variety of activities that provide additional opportunities for students to utilize the target sentence structure/grammar using the book for context.

Take a peek at these blog posts for activity ideas:

🟠 Conjunctions (for formulating compound and/or complex sentences)

🟡 Verb Tense (coming soon)

🟢 Comparatives & Superlatives (coming soon)

Hope that helps! 😊


Ukrainetz, T. A. (2006). Contextualized Language Intervention: Scaffolding Prek-12 Literacy Achievement (1st ed.). Pro Ed.


bottom of page