Many students on our school’s caseload have a weakness in grammar skills and syntax organization but I never felt that I was adequately addressing their needs by concentrating on parts of speech. Last summer I searched for a new way to work on these syntax goals. I came across a program developed by Alison Bryan of London Speech & Language Therapy called Colourful Semantics (Colorful Semantics here in the states). Instead of teaching students to learn what a noun is or what a verb is you teach them to build a sentence by answering questions.
I introduced this program to two language students, the moderately mentally impaired class, and a general education classroom that consisted of many English Language Learners (ELLs). I asked my students to create a sentence from some picture cards showing students doing different activities in school. I used this initial lesson to get a baseline of how the students were writing. Below is a sample of this initial lesson from one of my students.
After this initial lesson, I knew they needed help organizing their thoughts. The Colorful Semantics program teaches sentence writing in 5 levels which are each color coded for easy recall.
Level 1: Who? (Subject – orange)
Level 2: What Doing? (Verb- yellow)
Level 3: What? (Object – green)
Level 4: Where? (Location – blue)
Level 5: Describe? (Adjective – purple)
Here is a link to a PDF file that explains the steps of how to teach the colorful semantics program. Click here for PDF.
After going through the steps with the students I saw amazing results. Their writing made sense. It didn’t take us long to go through the steps to get to writing sentences. We did not work on level 5 this year but that will come next year. The other two teachers who used the format of writing in their classrooms had the same fantastic results. The teacher that had many ELL students was very pleased that her students could learn writing sentences without understanding what a noun is. As I taught the program to my speech students, I added that the orange would be a noun, the yellow a verb, the green a noun, the blue would start with a preposition, and the purple is an adjective. I was teaching parts of speech just not individually, more as a whole sentence and these are the parts. My students were able to comprehend this format better. Below are some “after” the Colorful Semantic program samples. All of these are from the same student that wrote the initial example. You can see how his sentences progressed. He still has a lot of difficulty with spelling but you can usually make out what he was saying.
This is a sample of his work using the same picture cards from the baseline but after he was taught the Colorful Semantics format. I used sticky tabs to help him recall what the questions were.
Here is another example of his work.
The next picture is of his work while we were working on irregular past tense verbs. He was able to incorporate the Colorful Semantics format into these sentences.
I made these posters for my classroom and the other two incorporating the program to provide visual prompts for the students while they were writing. The speech students that used the program kept a reminder strip in their writing folder in their classroom so they could use the format when they were writing essays. I shared with their teachers what the strips were for and they reinforced the use of the Colorful Semantic strip while they were writing.
I encourage you to explore the links I have provided and see if this program would help your language students. There is an app “Colourful Semantics” available on iTunes by the developer of the program. I have not been fortunate enough to purchase this app yet but it is on my want list. I have used Rainbow Sentences app by Mobile Education which is set up like the colorful semantics program.
Please comment if you have used this program, have any questions, or if you have used something else to address syntax skills.