This paper investigates the idea of teaching programming language syntax before problem solving in Introductory Computer Programming (CS1). Theories of procedural skill acquisition imply that syntax should be taught with a pedagogy and curriculum quite different from that used in teaching problem solving. We draw from this literature to propose a practice-based pedagogy and curriculum to teach students syntax before they learn its application, something we call a "syntax-first" pedagogy, which uses skilled performance in syntax to scaffold learning of problem solving. We report results of a controlled study investigating whether learning syntax using pedagogy suitable for procedural skill acquisition (e.g. repetitive practice) prior to learning problem solving influences student performance. A syntax-first pedagogy is complementary to almost any other teaching approach: in our study, simply adding carefully designed syntax exercises to an existing CS1 course resulted in higher exam scores, lower student attrition, and evidence that plagiarism rates may be lower.