Sentence frames, starters, sentence parts, and mentor texts are powerful tools that support English as an Additional Language (EAL) learners in accessing grade‑level content while developing academic language. These strategies provide students with models of how language works, allowing them to participate in classroom discussions, reading, and writing even when their English proficiency is still developing. As students grow in confidence and skill, supports are gradually reduced, fostering independence. Used intentionally, sentence‑level scaffolds and mentor texts promote equity, engagement, and meaningful language growth for all learners.
For English as an Additional Language (EAL) learners, language is both the medium for learning and the object of learning. Students are expected to demonstrate understanding, engage in academic talk, and express complex ideas at the same time they are still developing proficiency in English. EAL learners need intentional supports and instruction on the language structures as well as vocabulary to show what they know.
Sentence frames, sentence starters, sentence parts, and mentor texts provide essential scaffolding that bridges this gap. These tools make the invisible structures of academic language visible. They model how ideas are organized, how sentences are formed, and how discipline‑specific language is used. By offering partial language supports, students are able to participate meaningfully in discussion, reading, and writing tasks long before they can independently produce complex language.
These strategies also promote equitable participation. When students are given language to use, they are more likely to take risks, engage in conversation, and practice new vocabulary and structures. This repeated, supported use of language strengthens fluency, accuracy, and confidence over time. Importantly, as proficiency increases, these scaffolds can be gradually removed, fostering independence rather than dependency.
Mentor texts further support EAL learners by providing authentic models of how language works in real contexts. By studying and imitating high‑quality examples of spoken and written language, students learn not only what to say, but how to say it in ways that meet academic expectations.
Together, sentence‑level supports and mentor texts allow EAL learners to access grade‑level content, develop academic language, and fully participate in classroom learning. They shift classrooms from places where language limits learning to spaces where language supports learning.
Examples of Sentence Starters by Proficiency
Goal: Build confidence, basic sentence structure, and survival/academic vocabulary.
Sentence Starters / Parts
I see a ___.
This is a ___.
It is ___.
I like ___ because ___.
The answer is ___.
Oral Use
Choral responses
Partner repetition
Pointing and naming with visuals
Mentor Text Focus
Simple patterned texts
Repetitive sentence structures
Strong visual support
Goal: Expand sentences, use academic vocabulary, explain thinking.
Sentence Frames
I think ___ because ___.
The main idea is ___.
One example is ___.
This is similar to ___ because ___.
First ___, then ___, and finally ___.
Oral Use
Turn‑and‑talk
Structured partner discussion
Small‑group conversations
Mentor Text Focus
Paragraphs with clear structure
Modeled explanations and descriptions
Texts showing how ideas connect
Goal: Develop precision, complexity, and discipline‑specific language.
Sentence Frames
The author suggests ___, which shows ___.
One significant factor is ___; however, ___.
Based on the evidence, ___.
This concept is important because ___.
Oral Use
Academic discussions
Structured debates
Collaborative problem‑solving
Mentor Text Focus
Subject‑specific texts
Explanations, arguments, and analyses
Noticing transitions and academic tone
Goal: Refine nuance, voice, and independence.
Light Scaffolds / Prompts
Consider how ___ impacts ___.
Evaluate the significance of ___.
Compare the perspectives of ___ and ___.
Oral Use
Student‑led discussions
Presentations
Peer feedback
Mentor Text Focus
Complex academic texts
Genre‑specific models
Focus on style, register, and precision