Worksheets might seem like the easiest way to teach grammar. You hand them out, students fill in the blanks, and you collect them for a quick check. But here’s the real question: Are students actually learning grammar in a way they’ll remember and use in their writing?
More often than not, the answer is no. With an abundance of worksheets available for download, it feels like it must be THE way to teach grammar, but they don’t help students apply what they learn.
If we want students to truly understand and use grammar in their writing, we need a better approach—this is where mentor texts for grammar come in: real, authentic writing that students can analyze, discuss, and imitate. This blog post will show you how to do it! I’ve even included the lesson plan I use as my example plus a ten-minute video training for all you visual learners.
When students simply circle, underline, or match answers on a worksheet, they’re only working at a surface level. They’re not thinking about how grammar works in actual writing, which is why so many kids can “ace” a worksheet but still struggle to apply grammar rules in their own sentences.
Worksheets typically ask students to:
What they don’t ask students to do is think like a writer.
Grammar worksheets encourage memorization over understanding. They focus on isolated skills rather than showing students how those skills actually work in writing. The result? Kids complete the worksheet, but when it’s time to write, they don’t transfer what they “learned.” This is everything grammar should NOT be when teaching to support the Science of Reading.
Instead of seeing grammar as something functional, they see it as a set of rules that only exist for worksheets and tests.
If we want students to internalize grammar, we have to give them opportunities to notice, analyze, and apply it in meaningful ways.
In order to help students become confident writers, we have to move past worksheets. Grammar isn’t just about memorizing rules—it’s about understanding how language works and using it effectively.
That’s where mentor texts for grammar come in. Instead of treating grammar as an isolated skill, mentor texts allow students to see grammar in action. They give students real, authentic examples of how writers use punctuation, sentence structure, and word choice to create meaning.
By studying well-crafted sentences, discussing their impact, and imitating their style, students move beyond just recognizing grammar rules—they start using them. This approach not only deepens understanding but also ensures students can actually apply grammar skills in their own writing.
Let’s look at this powerful way for teaching grammar in context with the mentor text, The Invisible Boy by Trudy Ludwig. This book provides a meaningful way to explore dialogue structure, quotation marks, and vivid verbs—all while engaging students in a story with a powerful message.
As you read, stop and ask: How do we know someone is speaking?
Guide students to see how quotation marks, commas, and dialogue tags (like whispered or exclaimed) help readers follow conversations.
Compare different sentence structures: Some dialogue tags come before a quote, some come after, and some are in the middle.
By seeing grammar in action, students develop a deeper understanding of why these rules exist, not just how to follow them.
A mentor sentence is a well-crafted sentence from a book that students can study, discuss, and model.
For example, take this sentence from The Invisible Boy:
“Hey, Justin,” Emilio calls out from the tetherball court, “you’re up next.”
Ask students:
✅ Where do you see quotation marks?
✅ What punctuation separates the dialogue from the tag?
✅ How does the placement of the tag change the rhythm of the sentence?
Instead of telling students where to place punctuation, you’re guiding them to discover it for themselves—building real understanding instead of memorization.
Then, challenge them with four similar sentences—only one of which is punctuated correctly. Have them analyze and justify their choice!
Show students an example where you have imitated the mentor sentence. Discuss what is the same about the structure, punctuation, and word choice.
Have students write their own sentences using dialogue.
Challenge them to structure it in different ways—one with the tag at the beginning, one in the middle, and one at the end.
Encourage them to replace “said” with more vivid verbs (shouted, whispered, grumbled).
This is where the transfer happens. Instead of just identifying correct answers, students use grammar in their own writing—something a worksheet will never accomplish.
To check understanding, use an exit ticket where students rewrite lines from the book with correct punctuation. You can also have them swap their own sentences with a partner and edit for clarity and punctuation.
Want to bring mentor texts for grammar into your classroom? I’ve got you covered! Grab my free lesson plan for The Invisible Boy below. It includes everything you need to guide students through analyzing, discussing, and applying grammar in a meaningful way.
If we want students to become confident writers, we have to move past worksheets.
Grammar isn’t about getting the right answer—it’s about understanding how language works and using it effectively.
By integrating mentor texts for grammar into real reading and writing experiences, we:
✔ Help students see grammar in action.
✔ Give them opportunities to think like writers.
✔ Ensure they can actually use what they’ve learned.
The next time you reach for a worksheet, ask yourself: Will this help students apply grammar in their writing?
If the answer is no, grab a mentor text instead. Your students (and their writing) will thank you.
Want to see exactly how to implement mentor texts for grammar? Watch my free video training where I walk you through step by step!
