Sentence Frames for ELL Students (by Language Function)

Sentence frames give English learners the grammar and academic phrasing to express an idea, so they can focus on the thinking instead of searching for words; organize them by language function and offer simpler or more complex versions by proficiency level. Below you’ll find frames for describing, comparing, explaining, sequencing, giving opinions, agreeing and disagreeing, and asking questions, plus examples by subject and a simple plan to fade them.

Frames vs stems vs word banks

The goal is always to move right in this table.

How to use frames well

1. Pick the language function first. What thinking does the lesson ask for: comparing, explaining, arguing? Choose frames for that.
2. Model it aloud. Say the frame with a real example, then have students repeat it.
3. Practice orally before writing. Partner talk with the frame, then a written sentence.
4. Post it where students can see it on the board, a table tent or an anchor chart.
5. Accept the content. If a student’s idea is right but the grammar is off, recast it (“Yes, the frog lays eggs in the water”) instead of marking it wrong.
6. Fade on purpose. Move from frame to stem to word bank.

Sentence frames by language function

Each function has a simpler frame (for beginning or developing learners) and a more complex frame (for expanding or bridging learners).

Describing

• Simpler: “The ___ is ___.” / “I see a ___.” / “It has ___.”
• More complex: “The ___ can be described as ___ because ___.” / “One important feature of ___ is ___.”

Comparing and contrasting

• Simpler: “A ___ and a ___ are both ___.” / “A ___ is ___, but a ___ is ___.”
• More complex: “Unlike ___, ___ is ___.” / “Both ___ and ___ ___; however, .” / “ is similar to ___ in that ___.”

Sequencing

• Simpler: “First, ___. Next, ___. Last, ___.”
• More complex: “After ___, ___. Finally, ___, which led to ___.” / “Before ___ could happen, ___ had to ___.”

Explaining cause and effect

• Simpler: “___ happened because ___.” / “Because of ___, ___.”
• More complex: “As a result of ___, .” / “ caused ___, which then ___.” / “If ___, then ___.”

Giving an opinion

• Simpler: “I think ___ because ___.” / “I like ___ because ___.”
• More complex: “In my opinion, ___. One reason is ___. Another reason is ___.” / “I believe ___ because the evidence shows ___.”

Using evidence from text

• Simpler: “The text says ___.” / “On page ___, it says ___.”
• More complex: “According to the author, ___. This shows that ___.” / “The detail ___ supports the idea that ___.”

Agreeing and disagreeing

• Simpler: “I agree with ___ because ___.” / “I disagree because ___.”
• More complex: “I see your point about ___, but ___.” / “I’d like to add to what ___ said: ___.” / “That’s a good idea; however, ___.”

Asking for help or clarification

• Simpler: “Can you say that again, please?” / “What does ___ mean?”
• More complex: “Could you explain what you mean by ___?” / “I’m not sure about ___. Can you give an example?”

Summarizing

• Simpler: “This is mostly about ___.”
• More complex: “The main idea is ___. The most important details are ___ and ___.”

Predicting and hypothesizing

• Simpler: “I think ___ will happen.”
• More complex: “Based on ___, I predict ___ because ___.” / “If we ___, then ___ will probably ___.”

Frames by subject

Reading

• “The main character feels ___ when ___ because ___.”
• “The problem in the story is ___. It is solved when ___.”
• “The author wrote this to ___.”

Math

• “First I ___, then I ___. My answer is ___.”
• “I know my answer makes sense because ___.”
• “___ is greater than ___ because ___.”
• “I used ___ (a drawing, a number line, an equation) to solve it.”

Science

• “I observed that ___.”
• “My evidence is ___. This supports my claim that ___.”
• “When we changed ___, the ___ ___.”

Social studies

• “People in ___ lived ___ because ___.”
• “One cause of ___ was ___.”
• “___ and ___ are similar because both ___.”

Example: one lesson, three levels

Task: Compare a frog and a fish after reading a short article.

• Beginning: “A frog has ___. A fish has ___.” with a picture word bank (legs, fins, lungs, gills).
• Developing: “A frog ___, but a fish ___.” / “Both a frog and a fish ___.”
• Expanding: “Unlike a fish, a frog ___. However, both animals ___.”

Everyone does the same thinking about the same content. Only the language support changes.

Making a frames anchor chart

A simple chart for the wall:

• Title with the function: “Comparing.”
• Two or three frames, color-coded so the key word (“both,” “but,” “unlike”) stands out.
• A small icon or picture for each.
• One completed example from a recent lesson.

Change the chart when the unit’s focus changes so students don’t stop noticing it.

Frames for students with IEPs and language needs

Sentence frames aren’t only for English learners. Students with language disorders, autism or writing difficulties often benefit from the same supports. Choose frames that match the student’s language goals, and coordinate with the speech-language pathologist so the same structures are practiced in therapy and in class.

Fading plan

Some students will move faster. Watch their speaking and writing, not the calendar.

Routines that get every student using the frames

Frames only help when students actually say them. These routines make that happen:

• Think-pair-share with a frame. Students think quietly for 30 seconds, say the frame to a partner, then a few pairs share with the class.
• Inside-outside circle. Two circles face each other; students answer a question using the frame, then rotate and answer again with a new partner. Repetition builds fluency.
• Numbered heads. Each group agrees on one answer using the frame, and you call a number to choose who reports.
• Exit ticket. Students write one sentence with the day’s frame before leaving. You’ll see quickly who needs more practice.
• Language target. Post a language objective next to the content objective: “I can compare two animals using ‘both’ and ‘but.’”

Common mistakes

• Using frames as fill-in-the-blank worksheets with one right answer. Frames should support real thinking.
• Too many frames at once. One or two per task is plenty.
• Never fading them. Frames are scaffolds, not permanent crutches.
• Only written use. Oral rehearsal is where most of the language learning happens.

Sentence frames work best alongside vocabulary instruction, visuals and partner talk. For a full list of strategies in reading, math and writing, see our ELL strategies for reading. Frames are also useful for students with IEPs who have language goals; our IEP goals for writing show how sentence-level supports appear in goals.

For more tools for teaching English learners in a general education classroom, visit our ELL strategies guide.