We focus on the structures in PQA. We say each one in every sentence and in each question we create. It is in the slamming repetition of those same three (or two) structures over and over and over that the kids actually acquire the langauge.
We can’t just focus on any words and expect the PQA to be interesting. We need energy in the structures. For more on this crucial concept of how the target structures must function as complete underpinnings of the PQA, the story, and the reading (all three steps of TPRS), see:
https://benslavic.com/blog/2011/03/11/rebar-1/
https://benslavic.com/blog/2011/03/12/rebar-2/
https://benslavic.com/blog/2011/03/16/rebar-3/
https://benslavic.com/blog/2011/03/20/rebar-4/
https://benslavic.com/blog/2011/03/22/rebar-5/
If the structures are that important, then it follows that the choice of structures is equally important. Ideally, they are compelling. Structures from two Anne Matava stories and one from Jim Tripp provide examples of highly interesting, if not compelling, structures:
1. From “Afraid of the Package” (Matava) –
receives a package
wants (or doesn’t want) to open it
is afraid of
2. From “Lazy” (Matava) –
works
the boss yells
is lazy
3, From “Come Here!” (Tripp) –
encounters a beautiful girl
Come here!
I need to tell you something
gets close
Each structure in some way connects to things kids would be interested in discussing. When you start the PQA with asking if a kid works, and they know that they have permission to make things up, and you are going slowly enough, that sparks discussion and gets things going.
So, just a simple point here, really – make sure that, once you are beyond the beginning of the year stuff and have your rules and personalization activities done and are ready to move into stories, you use structures that snap, crackle and pop like the ones above.