PQAInstructions:1. Start with TPR for a couple of minutes to review the vocabulary already given.

2. If kids can read, have notes in front of them including interrogative words for questions; If kids can’t read – focus on sí/no questions, this/that questions, with maybe some interrogative questions using only one of the interrogative words.

3. For each chapter there is a script for you with questions and sometimes statements/answers. Say statements to model how to answer. Then ask the question to each kid and have them answer. It is up to you whether or not you want them to answer with one or two words or in a complete sentence. The goal of PQA is for listening comprehension which will lead to speaking after kids have heard the vocabulary enough times. The goal at this point is not speaking, so letting them just answer with one or two words is fine. At the same time, I wouldn’t stop your kids from answering in complete sentences if they want to. With the mini-situation, feel free to change it to fit you.

4. Optional: There is an idea for a little story at the end of the questions for each chapter. This provides additional repetition of the vocabulary through questioning for details and through telling the story. This also allows the kids to be creative with the language (a higher-level skill) and personalize it more which will help increase acquisition of the language. I often type these stories for my students to read the following day. It’s a good review of the previous class and a good transition into the reading activities.

Tips:This is a guide that has tried to provide lots of repetition of the vocabulary. Because this is only a guide, feel free to improvise and ask more questions, adjust the order of the questions, and/or leave out some questions to make it interesting for your kids and applicable to your family.

Watch the kids to see if they are still participating or if too much time has been spent on PQA. Plan on about 5 minutes for each phrase. Break it up over a couple of days if it’s too much.

Change up tone of voice, exaggerate your facial expressions and responses to what the kids say, and periodically throw in something unusual to keep interest. For example: ¿Tiene el dinosaurio un cochecito de juguete? – Does the dinosaur have a car?

Repeat the answer back to them in a complete sentence for additional repetitions of the words.

PQAInstructions:1. Start with TPR for a couple of minutes to review the vocabulary already given.

2. If kids can read, have notes in front of them including interrogative words for questions; If kids can’t read – focus on sí/no questions, this/that questions, with maybe some interrogative questions using only one of the interrogative words.

3. For each chapter there is a script for you with questions and sometimes statements/answers. Say statements to model how to answer. Then ask the question to each kid and have them answer. It is up to you whether or not you want them to answer with one or two words or in a complete sentence. The goal of PQA is for listening comprehension which will lead to speaking after kids have heard the vocabulary enough times. The goal at this point is not speaking, so letting them just answer with one or two words is fine. At the same time, I wouldn’t stop your kids from answering in complete sentences if they want to. With the mini-situation, feel free to change it to fit you.

4. Optional: There is an idea for a little story at the end of the questions for each chapter. This provides additional repetition of the vocabulary through questioning for details and through telling the story. This also allows the kids to be creative with the language (a higher-level skill) and personalize it more which will help increase acquisition of the language. I often type these stories for my students to read the following day. It’s a good review of the previous class and a good transition into the reading activities.

Tips:This is a guide that has tried to provide lots of repetition of the vocabulary. Because this is only a guide, feel free to improvise and ask more questions, adjust the order of the questions, and/or leave out some questions to make it interesting for your kids and applicable to your family.

Watch the kids to see if they are still participating or if too much time has been spent on PQA. Plan on about 5 minutes for each phrase. Break it up over a couple of days if it’s too much.

Change up tone of voice, exaggerate your facial expressions and responses to what the kids say, and periodically throw in something unusual to keep interest. For example: ¿Tiene el dinosaurio un cochecito de juguete? – Does the dinosaur have a car?

Repeat the answer back to them in a complete sentence for additional repetitions of the words.

PQATips Cont.:Make gestures and point to or hold up flashcards/props when saying the vocabulary words to continue to reinforce the vocabulary.

If there is confusion about what you’re saying, quickly tell them what it means in English and keep going. Don’t let them guess – chances are good they will guess wrong

Speak s-l-o-w-l-y especially at first.

Use a lot of gesturesyo, mi- point to self when using these. With mi, point to self and then immediately point to object. For example, mi libro – point to self and then immediately point to the book.tú, tu – point to person you are speaking to when using these. With tu, point to the person and then immediately point to object

Anywhere it says amigo o familia, feel free to replace with names of family and friends to personalize the questions more.

Questions:Ask the first question and have kids answer. Then say if you agree or not.

For example: Parent: ¿Piensas que Patrick Starr es inteligente?Kid: NoParent: Yo estoy de acuerdo.

¿Piensas que Russell Wilson juega al fútbol americano bien? Yo (no) estoy de acuerdo.¿Piensas que Spongebob es cómico? Yo (no) estoy de acuerdo.¿Piensas que jugar a Minecraft es divertido? Yo (no) estoy de acuerdo.¿Piensas que ir al parque es aburrido? Yo (no) estoy de acuerdo.¿Qué programa es muy cómico? Yo (no) estoy de acuerdo.¿Qué juego es divertido? Yo (no) estoy de acuerdo.¿Piensas que los libros de Geronimo Stilton son interesantes? Yo (no) estoy de acuerdo.¿Qué libro es interesante? Yo (no) estoy de acuerdo.

PQATips Cont.:Make gestures and point to or hold up flashcards/props when saying the vocabulary words to continue to reinforce the vocabulary.

If there is confusion about what you’re saying, quickly tell them what it means in English and keep going. Don’t let them guess – chances are good they will guess wrong

Speak s-l-o-w-l-y especially at first.

Use a lot of gesturesyo, mi- point to self when using these. With mi, point to self and then immediately point to object. For example, mi libro – point to self and then immediately point to the book.tú, tu – point to person you are speaking to when using these. With tu, point to the person and then immediately point to object

Anywhere it says amigo o familia, feel free to replace with names of family and friends to personalize the questions more.

Questions:Ask the first question and have kids answer. Then say if you agree or not.

For example: Parent: ¿Piensas que Patrick Starr es inteligente?Kid: NoParent: Yo estoy de acuerdo.

¿Piensas que Russell Wilson juega al fútbol americano bien? Yo (no) estoy de acuerdo.¿Piensas que Spongebob es cómico? Yo (no) estoy de acuerdo.¿Piensas que jugar a Minecraft es divertido? Yo (no) estoy de acuerdo.¿Piensas que ir al parque es aburrido? Yo (no) estoy de acuerdo.¿Qué programa es muy cómico? Yo (no) estoy de acuerdo.¿Qué juego es divertido? Yo (no) estoy de acuerdo.¿Piensas que los libros de Geronimo Stilton son interesantes? Yo (no) estoy de acuerdo.¿Qué libro es interesante? Yo (no) estoy de acuerdo.

PQAQuestions Cont.:Make the first statement and ask each kid if he/she agrees.

Pienso que la pizza de Pizza Hut es deliciosa. ¿Estás de acuerdo?Pienso que ir a Disneyland es divertido. ¿Estás de acuerdo?Pienso que ir a la playa es divertido. ¿Estás de acuerdo?Pienso que los libros de Harry Potter son muy interesantes. ¿Estás de acuerdo?Pienso que Santa Claus es gordo. ¿Estás de acuerdo?

Mis amigos y yo tenemos Kindles.¿Tienen tú y tus amigos Kindles o iPads? Mis amigos y yo tenemos un teléfono.¿Tienen tú y tus amigos teléfonos?Mi amiga Sally y yo tenemos teléfonos de Galaxy. Mi otras amigas tienen iPhones.¿Qué teléfonos tienen ustedes – iPhone, Galaxy, etc.?Mis amigos y yo tenemos unos gatos. Mis amigos y yo no tenemos unos perros.¿Tienen tú y tus amigos unos gatos o unos perros?Mis amigos y yo tenemos un elefante también.¿Tienen tú y tus amigos unos elefantes?Mis amigos y yo tenemos un avión. Pero no tenemos un helicóptero.¿Tienen tú y tus amigos unos aviones?Mis amigos y yo tenemos muchos videojuegos.¿Tienen tú y tus amigos videojuegos?Mis amigos y yo tenemos los videojuegos Candy Crush, Pokemón Go, y Mario Kart.¿Qué videojuegos tienen tú y tus amigos?¿Qué más tienen tú y tus amigos?

PQAQuestions Cont.:Make the first statement and ask each kid if he/she agrees.

Pienso que la pizza de Pizza Hut es deliciosa. ¿Estás de acuerdo?Pienso que ir a Disneyland es divertido. ¿Estás de acuerdo?Pienso que ir a la playa es divertido. ¿Estás de acuerdo?Pienso que los libros de Harry Potter son muy interesantes. ¿Estás de acuerdo?Pienso que Santa Claus es gordo. ¿Estás de acuerdo?

Mis amigos y yo tenemos Kindles.¿Tienen tú y tus amigos Kindles o iPads? Mis amigos y yo tenemos un teléfono.¿Tienen tú y tus amigos teléfonos?Mi amiga Sally y yo tenemos teléfonos de Galaxy. Mi otras amigas tienen iPhones.¿Qué teléfonos tienen ustedes – iPhone, Galaxy, etc.?Mis amigos y yo tenemos unos gatos. Mis amigos y yo no tenemos unos perros.¿Tienen tú y tus amigos unos gatos o unos perros?Mis amigos y yo tenemos un elefante también.¿Tienen tú y tus amigos unos elefantes?Mis amigos y yo tenemos un avión. Pero no tenemos un helicóptero.¿Tienen tú y tus amigos unos aviones?Mis amigos y yo tenemos muchos videojuegos.¿Tienen tú y tus amigos videojuegos?Mis amigos y yo tenemos los videojuegos Candy Crush, Pokemón Go, y Mario Kart.¿Qué videojuegos tienen tú y tus amigos?¿Qué más tienen tú y tus amigos?

PQAQuestions Cont.:1. Model yo forms:Mi amiga y yo tenemos muchos libros. Tenemos los libros de Harry Potter y BerensteinBears. Me encanta leer los libros de Captain Underpants. Yo pienso que los libros son muycómicos. Mi amiga no está de acuerdo conmigo. A ella le gusta leer los libros Diary of a Wimpy Kid. Ella piensa que los libros son cómicos. Yo no estoy de acuerdo con ella.

2. Ask these questions to each kid:¿Qué libros tienen tú y tus amigos?¿Qué libro te encanta leer?¿Piensas que el libro es cómico o interesante?¿Está de acuerdo tu amigo?¿Qué libro le gusta leer a tu amigo?¿Estás de acuerdo con tu amigo?

3. I would restate their answers with the following sentences and have them act what you’re saying:Child’s name y sus amigos tienen los libros (name of books).A Child’s name le encanta leer (book from second question).Child’s name piensa que el libro es (cómico, interesante).Su amigo (no) está de acuerdo.A su amigo le gusta leer (book from fifth question).Child’s name (no) está de acuerdo con su amigo.

PQAQuestions Cont.:1. Model yo forms:Mi amiga y yo tenemos muchos libros. Tenemos los libros de Harry Potter y BerensteinBears. Me encanta leer los libros de Captain Underpants. Yo pienso que los libros son muycómicos. Mi amiga no está de acuerdo conmigo. A ella le gusta leer los libros Diary of a Wimpy Kid. Ella piensa que los libros son cómicos. Yo no estoy de acuerdo con ella.

2. Ask these questions to each kid:¿Qué libros tienen tú y tus amigos?¿Qué libro te encanta leer?¿Piensas que el libro es cómico o interesante?¿Está de acuerdo tu amigo?¿Qué libro le gusta leer a tu amigo?¿Estás de acuerdo con tu amigo?

3. I would restate their answers with the following sentences and have them act what you’re saying:Child’s name y sus amigos tienen los libros (name of books).A Child’s name le encanta leer (book from second question).Child’s name piensa que el libro es (cómico, interesante).Su amigo (no) está de acuerdo.A su amigo le gusta leer (book from fifth question).Child’s name (no) está de acuerdo con su amigo.

PQAMini-story Outline:You can use the following script to create a mini-story with your kids. Ask the questions and have them give you ideas for answers. Then put the answers together, and you have a story!

1. You can use a character from a previous story or create a new on. Go to Section 2 if you’re using a character you’ve already made.Ask the following questions to create a new character:¿Hay un animal o una persona?

¿Cómo se llama?

¿Cómo es?

¿Dónde vive?

¿Cuántos años tiene?

¿Cómo se llama su amigo/a?

¿Cómo es su amigo/a?

2. Ask following questions for additional details:

Un día, ¿dónde están (character’s name) y (friend’s name)?

¿Qué no tienen (character’s name) y (friend’s name)?

¿Adónde van a ir (character’s name) y (friend’s name) para (item from last question)?

¿Qué transporte quiere tomar (character’s name) a (place)?

¿Está de acuerdo (friend’s name)? Si no, ¿Por qué no está de acuerdo (friend’s name)?

¿Cómo van (character’s name) y (friend’s name) a (place)?

¿Qué encuentran ellos en (place)?

¿Qué hace (character’s name)?

¿Qué dice (friend’s name)?

¿Cómo están ellos?

PQAMini-story Outline:You can use the following script to create a mini-story with your kids. Ask the questions and have them give you ideas for answers. Then put the answers together, and you have a story!

1. You can use a character from a previous story or create a new on. Go to Section 2 if you’re using a character you’ve already made.Ask the following questions to create a new character:¿Hay un animal o una persona?

¿Cómo se llama?

¿Cómo es?

¿Dónde vive?

¿Cuántos años tiene?

¿Cómo se llama su amigo/a?

¿Cómo es su amigo/a?

2. Ask following questions for additional details:

Un día, ¿dónde están (character’s name) y (friend’s name)?

¿Qué no tienen (character’s name) y (friend’s name)?

¿Adónde van a ir (character’s name) y (friend’s name) para (item from last question)?

¿Qué transporte quiere tomar (character’s name) a (place)?

¿Está de acuerdo (friend’s name)? Si no, ¿Por qué no está de acuerdo (friend’s name)?

¿Cómo van (character’s name) y (friend’s name) a (place)?

¿Qué encuentran ellos en (place)?

¿Qué hace (character’s name)?

¿Qué dice (friend’s name)?

¿Cómo están ellos?

PQA3. Use the answers from Section 2 to complete the following sentences to make the story:

Hay ______________.

El/la (character) se llama ______________________.

(Character’s name) es ____________________________________________.

(Character’s name) vive en ___________________________________________.

(Character’s name) tiene _______ años.

(Character’s name) tiene un amigo que se llama ___________________________.

Su amigo/a es _____________________________________.

Su amigo/a vive en _____________________________.

Un día, (character’s name) y (friend’s name) están en (place).

(Character’s name) y (friend’s name) no tienen _____________________________.

(Character’s name) y (friend’s name) van a ir a _______________________________.

(Character’s name) quiere tomar ________________ a (place).

(Friend’s name) (no) está de acuerdo.

Ellos van a (place) en ________________________.

En (place) , ellos encuentran _______________________________.

(Character’s name) (action of character)

(Friend’s name) le dice <<___________________________________>> a (character’s

name).

(Character’s name) y su amigo están (emotion).

PQA3. Use the answers from Section 2 to complete the following sentences to make the story:

Hay ______________.

El/la (character) se llama ______________________.

(Character’s name) es ____________________________________________.

(Character’s name) vive en ___________________________________________.

(Character’s name) tiene _______ años.

(Character’s name) tiene un amigo que se llama ___________________________.

Su amigo/a es _____________________________________.

Su amigo/a vive en _____________________________.

Un día, (character’s name) y (friend’s name) están en (place).

(Character’s name) y (friend’s name) no tienen _____________________________.

(Character’s name) y (friend’s name) van a ir a _______________________________.

(Character’s name) quiere tomar ________________ a (place).

(Friend’s name) (no) está de acuerdo.

Ellos van a (place) en ________________________.

En (place) , ellos encuentran _______________________________.

(Character’s name) (action of character)

(Friend’s name) le dice <<___________________________________>> a (character’s

name).

(Character’s name) y su amigo están (emotion).

PQATips:You can find an example of what my kids and I created together using this script on my site. The activity is called “Mini-Story Example.”

To check understanding, you could have the kids draw it or show gestures/point to flashcards while you tell it.

Write or type the story that you told and read it together at the beginning of the next day’s lesson.

Don’t forget to make the emotion plural and use the correct gender in the last sentence. Post in the comments section of my blog if you’re not sure, and I’ll help you!

QR Code:Use the QR codes below to watch and listen to videos with examples of the questions and mini-story outline from this script.

Mini-script videoConversation video

PQATips:You can find an example of what my kids and I created together using this script on my site. The activity is called “Mini-Story Example.”

To check understanding, you could have the kids draw it or show gestures/point to flashcards while you tell it.

Write or type the story that you told and read it together at the beginning of the next day’s lesson.

Don’t forget to make the emotion plural and use the correct gender in the last sentence. Post in the comments section of my blog if you’re not sure, and I’ll help you!

QR Code:Use the QR codes below to watch and listen to videos with examples of the questions and mini-story outline from this script.

Mini-script videoConversation video

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Thank you for choosing to use content from Spanish School for Kids!

By using the Spanish School for Kids Website and content, you accept and agree to the Terms of Use. If you do not agree with or do not accept any part of these Terms of Use, please do not use the Website or content.

All Products available on the Website were developed solely for your personal use.You may view, download (for caching purposes only), and print pages for your personal use.You may share content on social media channels, as long as a link to the Website is included.

You may not sell, share, distribute, reproduce, prepare a derivative work, display or perform the website or content. You may not reproduce or duplicate any of the content for commercial purposes.

COPYRIGHTUnless otherwise noted, the design, content and all components of the Website are copyrights owned by Spanish School for Kids or third parties and are protected by United States and international copyright laws and should not be reused or republished without express written permission.

Spanish School for Kids reserves the right to modify, alter, amend or update its Website, policies and these Terms of Use. These Terms of Use are subject to change without notice.

Please see the full Terms of Use here.

Even though I proofread things multiple times, I still make mistakes. If you see any errors or if you have any questions, please contact me at nicole@spanishschoolforkids.com. I will do my best to reply promptly.

terms of use and credits

Thank you for choosing to use content from Spanish School for Kids!

By using the Spanish School for Kids Website and content, you accept and agree to the Terms of Use. If you do not agree with or do not accept any part of these Terms of Use, please do not use the Website or content.

All Products available on the Website were developed solely for your personal use.You may view, download (for caching purposes only), and print pages for your personal use.You may share content on social media channels, as long as a link to the Website is included.

You may not sell, share, distribute, reproduce, prepare a derivative work, display or perform the website or content. You may not reproduce or duplicate any of the content for commercial purposes.

COPYRIGHTUnless otherwise noted, the design, content and all components of the Website are copyrights owned by Spanish School for Kids or third parties and are protected by United States and international copyright laws and should not be reused or republished without express written permission.

Spanish School for Kids reserves the right to modify, alter, amend or update its Website, policies and these Terms of Use. These Terms of Use are subject to change without notice.

Please see the full Terms of Use here.

Even though I proofread things multiple times, I still make mistakes. If you see any errors or if you have any questions, please contact me at nicole@spanishschoolforkids.com. I will do my best to reply promptly.