- Why single‑word answers persist
- Cognitive load: young learners juggle meaning, vocabulary, grammar, and attention.
- Safety: one word feels “safe” and fast; full sentences feel risky.
- Environment: if adults accept one‑word answers, the habit sticks.
The sentence‑frame solution
- Stable pattern reduces load so children can focus on meaning and pronunciation.
- Repeated success forms the habit: question → full sentence → praise.
Target frames (progression)
- It is big/small.
- The (animal) is big/small.
- I see a (big/small) (animal).
- The (animal) is big/small because (reason).
Micro‑routine (5–7 minutes)
- Warm‑up: gesture BIG/SMALL, chant the frames.
- Contrast: show two pictures; ask A/B choice questions.
- Echo ladder: teacher says → class echo → pair share → individual.
- Precision feedback: “Great full sentence. Let’s fix ‘is/are’: The dogs are big.”
- Transfer: hide pictures; say from memory.
- Celebrate: sticker or thumbs‑up for “complete sentence.”
Assessment quick checks
- Can the child produce Frame 2 with three different animals independently?
- Can they maintain subject–verb agreement (is/are)?
- Can they add one reason word (“because… long/short”) when prompted?
Home practice
- Toy talk: two toys, three questions, full‑sentence answers.
- Photo hunt: say two sentences about any picture.
- Praise sequence: effort → complete sentence → clarity.
