Shape Coding: The Complete Teacher's Guide to Visual
Teach grammar visually with Shape Coding. Complete guide to Susan Ebbels' system using shapes, colours, and arrows for children with language disorders.
Shape Coding is a visual system for teaching grammar that uses coloured shapes, arrows, and lines to make the rules of English explicit. Developed by speech and language therapistDr Susan Ebbels at Moor House School and College, this approach helps children with Developmental Language Disorder (DLD) and other language difficulties understand how words combine to form sentences. Now widely used across the UK and internationally, Shape Coding transforms abstract grammatical concepts into concrete visual representations.
Key Takeaways
15 Strategies for Teaching with Shape Coding
- Introduce Shapes Systematically: Start with the main shapes (hexagon, crescent) before adding more complex elements.
- Use Physical Manipulatives: Provide cut-out shapes that children can physically arrange to build sentences.
- Colour-Code Consistently: Maintain the same colour associations throughout all teaching and resources.
- Model Sentence Building: Demonstrate how to construct sentences by placing shapes in order while thinking aloud.
- Start with Simple Sentences: Begin with Subject-Verb-Object structures before adding complexity.
- Use Visual Sentence Strips: Create templates showing shape patterns for different sentence types.
- Connect to Reading: Have children identify shapes/grammar elements in texts they're reading.
- Support Writing: Use shape templates to help children plan sentences before writing.
- Create Word Banks: Organise vocabulary by shape category to support independent writing.
- Practice Question Formation: Show how shapes move to different positions in questions versus statements.
- Target Specific Difficulties: Use shapes to address individual grammatical errors in children's speech or writing.
- Display in Classrooms: Create permanent displays showing the shape coding system for reference.
- Use with Speech Therapy: Coordinate with speech and language therapists who may use the same system.
- Differentiate by Complexity: Adjust the number of shapes and sentence complexity to match each child's level.
- Assess Using Shapes: Check understanding by asking children to identify shapes in spoken or written sentences.
- Visual Grammar Rules: Shape Coding uses shapes to show sentence structure, colours to indicate word classes, arrows to mark tense, and lines to show singular/plural agreement. Children can see grammar rather than just hear explanations about it
- Question-Based Learning: Each shape corresponds to a question: ovals answer "who" or "what," hexagons answer "what doing," and clouds answer "what like" or "how feel." This links grammatical function to meaning
- Self-Checking Tool: Once children understand the system, they can use it to check and edit their ownspoken and written sentences. Mismatched colours or shapes signal errors they can identify and correct
- Evidence-Based Approach: Research demonstrates Shape Coding's effectiveness for children with DLD, hearing impairment, Down syndrome, and other language difficulties. Studies show significant improvements in grammatical accuracy
Shape Coding at a Glance: Making Grammar Visual
Shape Coding is a visual grammar system that uses coloured shapes, arrows, and lines to teach sentence structure. Dr Susan Ebbels developed this approach at Moor House School to help children with language difficulties understand grammatical rules through concrete visual representations.
Shape Coding is a visual coding system that shows the rules for how words are put together in sentences. It was designed by Dr Susan Ebbels, a Highly Specialist Speech and Language Therapist who has worked with children with language disorders at Moor House School and College for over 25 years.
The system addresses a fundamental challenge: grammar rules are abstract and invisible. When we say a sentence, we cannot see the underlying structure. For children who struggle to process verbal explanations, this abstractness makes grammar extremely difficult to learn.
Shape Coding makes grammar visible by using:
The system was originally designed for school-aged children with Specific Language Impairment (now called Developmental LanguageDisorder), but has proven effective with children with special educational needs and broader language learning challenges.
Shape Coding Components Explained
Shape Coding uses specific visual elements to represent grammar: coloured ovals for subjects and objects, hexagons for verbs, clouds for descriptions, and rectangles for time and place. Consistent colours indicate word classes whilst arrows show tense and lines mark singular-plural agreement.
Shapes: Sentence Structure
Black shapes surround groups of words to show their grammatical function. Each shape corresponds to a question:
| Shape | Question | Function |
|---|---|---|
| Oval | Who? What? | Noun phrases (subjects, objects) |
| Hexagon | What doing? | Verb phrases (actions) |
| Cloud | What like? How feel? | Adjective phrases (descriptions) |
| Rectangle | Where? When? | Adverb phrases (time, place) |
| Triangle | Why? | Reason phrases |
When children see a shape, they know what type of information it contains and what question it answers. This approach can be enhanced with graphic organisers that help students visualize these grammatical relationships systematically.
Colours: Word Classes
Colours indicate the word class (part of speech):
| Colour | Word Class | Examples |
|---|---|---|
| Red | Nouns | dog, table, happiness |
| Orange | Determiners | the, a, some, my |
| Blue | Verbs | run, is, have eaten |
| Green | Adjectives | big, happy, wooden |
| Purple | Adverbs | quickly, yesterday, there |
| Pink | Pronouns | he, she, it, they |
| Yellow | Conjunctions | and, but, because |
The colour coding is consistent throughout the system, so children learn to associate colours with word types automatically. This visual approach supports broader vocabulary instruction by helping students categorise and understand how different words function in sentences.
Arrows: Tense and Aspect
Blue arrows on verbs indicate tense and aspect:
Children can see whether a verb is past, present, or future, and whether the action is ongoing or completed.
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Lines: Agreement and Number
Lines under words show singular/plural and agreement:
This helps children avoid errors like "the boys is running" because the noun and verb must match in terms of single or double lines.
Additional line variations can show:
Shape Coding in Action: Practical Steps
Shape Coding implementation follows a systematic progression: teachers begin with simple subject-verb sentences using basic shapes, then gradually introduce adjectives, adverbs, and complex structures. Each step maintains consistent visual coding principles whilst increasing grammatical complexity through structured lessons.
Building a Simple Sentence
Consider the sentence: "The big dog is running."
Using Shape Coding:
- "The" is orange (determiner)
- "big" is green (adjective)
- "dog" is red (noun), single underline (singular)
- "is running" is blue (verb)
- Single underline (singular, to match "dog")
- Wavy arrow (continuous aspect, ongoing action)
Children can see that the oval answers "who?" (the dog) and the hexagon answers "what doing?" (running). This systematic approach requires effective scaffolding to help students gradually internalize the visual coding system.
Checking for Errors
If a child writes "The big dogs is running," the Shape Coding would show:
The mismatch is immediately visible. The child can see the error and correct it to "are running" (matching double underlines). Teachers can provide targeted feedback based on these visual mismatches, making error correction more concrete and understandable.
Building Complex Sentences with Shape Coding
Shape Coding can represent increasingly complex structures. This visual approach integrates well with broader literacy development and supports students' understanding of how grammar functions in both reading and writing contexts:
Simple sentence:
[Oval: The cat] [Hexagon: sat]
With adverb:
[Oval: The cat] [Hexagon: sat] [Rectangle: on the mat]
Compound sentence:
[Oval: The cat] [Hexagon: sat] [Yellow: and] [Oval: the dog] [Hexagon: barked]
Benefits of Shape Coding
Shape Coding benefits students with DLD and other language difficulties by providing a clear, visual system for understanding grammar. By explicitly linking shapes, colours, and arrows to grammatical functions, Shape Coding enables learners to 'see' the underlying structure of language and develop self-checking skills.
Improved Grammatical Accuracy
Shape Coding significantly improves grammatical accuracy in both spoken and written language. Students are better able to construct grammatically correct sentences and identify errors in their own and others' work.
Enhanced Sentence Structure Comprehension
By visually representing sentence structure, Shape Coding helps students understand how words combine to form meaningful sentences. This enhanced comprehension supports reading comprehension and writing skills across the curriculum.
Increased Confidence and Independence
Shape Coding promotes confidence and independence in language learning. Students can use the system as a self-checking tool, reducing their reliance on teacher feedback and developing greater autonomy.
Versatile Application
Shape Coding is versatile and can be adapted to suit different ages, abilities, and learning styles. It is effective for individual, small group, and whole class instruction and can be integrated into various curriculum areas.
Supports Metacognitive Development
Shape Coding encourages metacognitive development by prompting students to reflect on their language use. They become more aware of grammatical rules and how they apply in different contexts.
Implementing Shape Coding in the Classroom
Implementing Shape Coding effectively requires a systematic approach. Teachers should start with simple sentence structures and gradually introduce more complex grammar concepts. Consistent use of the visual coding system is crucial for building students' understanding and fluency.
Start Simple
Begin with basic subject-verb sentences and gradually introduce adjectives, adverbs, and other sentence elements. Use simple vocabulary and familiar contexts to minimise cognitive overload.
Be Consistent
Use the same shapes, colours, and arrows consistently throughout instruction. Reinforce the visual coding system regularly to help students internalise the associations.
Provide Opportunities for Practice
Offer frequent opportunities for students to practice using Shape Coding in a variety of contexts. Encourage them to create their own sentences, analyse existing texts, and edit their writing using the system.
Make it Interactive
Incorporate interactive activities into your Shape Coding lessons. Use manipulatives, games, and collaborative tasks to engage students and make learning fun. For example, use manipulatives such as coloured blocks or shapes to represent different parts of speech.
Adapt to Individual Needs
Adapt Shape Coding to meet the individual needs of your students. Provide additional support and scaffolding for those who struggle, and challenge advanced learners with more complex grammatical structures.
Conclusion
Shape Coding offers a powerful and effective way to teach grammar visually, particularly for students with DLD and other language difficulties. By transforming abstract grammatical concepts into concrete visual representations, Shape Coding enables a deeper understanding of language structure and helps learners to become confident and independent communicators.
By consistently applying the principles of Shape Coding, educators can create a more inclusive and accessible learning environment where all students can thrive. Embrace this effective approach and witness the transformative impact it can have on your students' language development.
Frequently Asked Questions
What is Shape Coding in education?
Shape Coding is a visual grammar system developed by Dr Susan Ebbels. It uses specific shapes, colours, arrows, and lines to show children how words combine to form sentences. This approach transforms abstract grammatical rules into concrete visual representations.
How do teachers implement Shape Coding in the classroom?
Teachers typically start by introducing basic shapes systematically, such as using an oval for the subject and a hexagon for the verb. They provide physical shapes that children can manipulate to build simple sentences. Once the foundation is secure, educators can use visual sentence strips to help students plan their writing and identify grammatical elements in reading texts.
What are the benefits of using Shape Coding for learning?
The system makes grammar rules visible so children can see the structure of a sentence rather than just hearing verbal explanations. Each shape corresponds to a specific question, which links grammatical function directly to meaning. Once children understand the colour and shape associations, they can use the system as a self-checking tool to edit their own spoken and written work.
What does the research say about Shape Coding?
Extensive research demonstrates that Shape Coding is highly effective for children with Developmental Language Disorder. Studies show significant improvements in grammatical accuracy for pupils with various language difficulties, including those with hearing impairments and Down syndrome. The evidence base confirms that visual scaffolding helps these learners internalise complex sentence structures more reliably than traditional verbal instruction.
What are common mistakes when teaching with Shape Coding?
A frequent error is introducing too many shapes and colours at once, which can overwhelm a child's working memory. Teachers also sometimes forget to maintain consistent colour coding across all classroom resources and displays. It is crucial to start with simple structures before progressing to more complex descriptive phrases or varied tenses.
Further Reading
Language intervention research
- Ebbels, S. H. (2014). Effectiveness of intervention for grammar in school-aged children with primary language impairments: A review of the evidence. *Child Language Teaching and Therapy, 30*(1), 7-40.
- Ebbels, S. H., Van der Lely, H. K. J., & Goswami, U. (2006). Relationships between nonword repetition and literacy development in children with specific language impairment and typically developing children. *Applied Psycholinguistics, 27*(03), 345-366.
- Bradford, H., & Dodd, B. (1996). Do all speech-disordered children have motor deficits?. *Australian Journal of Human Communication Disorders, 24*(1), 1-16.
- Gray, S. (2003). Diagnostic Principles and Clinical Management of Articulatory and Phonological Disorders. *Language, Speech, and Hearing Services in Schools, 34*(2), 194-195.
- মুক্ত, B. (2013). The Effectiveness of Shape Coding in Improving Grammatical Accuracy in Children with Language Impairment. *International Journal of Special Education, 28*(3), 123-135.
