This study deals with embodied and endogenous grammar instruction on worksheets in teaching Swedish as a second language. It is shown how an ‘awareness’ to yield a linguistic construct ‘grammatically exact’ is co-attained by the teacher and the student. To see and comprehend the grammatical characteristics of the words, teachers start off an interactive instructional sequence, relying upon a continuous integration of talk, gesture and orientation to the written grammatical construct on a worksheet. The study demonstrates that foregrounding grammatical learnables on a paper are realized by the mobilization of various semiotic resources ending in seeing, grasping and achieving an instructed vision (cf. Goodwin, 1994) as the progressive performance of perceptible and reportable embodied actions.