The literature regarding teacher knowledge endorses the importance of English language specialist (ESOL) and mainstream teachers’ grammatical knowledge for teaching and assessment purposes. In the New Zealand primary and secondary school context, key documents produced for teacher support of English language learners require grammatical knowledge, as they contain a considerable amount of grammatical terminology. These include the English Language Learning Progressions (ELLP) (2008), the English Language Intensive Programme (ELIP) (2003), and Supporting English Language Learning in Primary School (SELLIPS) (2009). The aim of the current study was to classify grammatical terminology in these documents according to language level (phonology, word class, sentence and text), language skill, and stage of the progressions. Conclusions were drawn about the grammatical knowledge considered essential for teachers to effectively use the support materials. The results of the study are relevant for ESOL, primary and secondary teachers, and those involved in the professional development of teachers.