Classroom Guide for Say Hola To Spanish Series:
Say Hola to Spanish
Say Hola to Spanish Otra Vaz (Again!)
Say Hola to Spanish at the Circus

Download this guide in PDF

1. How do you feel about learning new things? What do you think it would be like to learn a new language?
2. Whom do we know who speaks Spanish? How and where did these people learn Spanish? After pointing out that many people learn and speak Spanish in the United States, help students locate Spanish-speaking countries on a globe or world map.
3. Why might it be useful to know some words in Spanish?

1. Where and when might you use some of the Spanish words in this book?
2. Why do you think the author wrote the story in rhymes?
3. What are some ways Spanish and English are similar? What are some ways Spanish differs from English? Draw attention to accent marks as in avión and the use of “upside-down” exclamation marks and question marks in front of words.
4. Why does some of the art show people doing human activities and other pictures show animals doing them?
5. How do the author and illustrator use humor in the book?
6. For Say Hola to Spanish at the Circus: Have you ever been to a circus? How was the one you saw different from the one in the book? Why might the author and artist have included some animals not normally seen at the circus?

• The text says, “you live in a casa.” What is a casa?
• The text says, “you sit on a silla.” What is a silla?
• The text says, “Your hair is your pelo . . . your grandmother’s pelo is probably gris.” What color is the grandmother’s hair?

1. Use the glossary in the book to help students develop correct pronunciation.
2. Have students work with partners to write each word on one side of an index card and its pronunciation and meaning on the other side. Students can use their cards to play a game in which they hold up a card for a partner to pronounce the word and give its meaning.
3. Students can work in pairs to take turns rereading pages from the book and leaving out the Spanish words. As one partner reads, the other must supply the missing words.
4. Make a word wall with the Spanish words from the book. Post a large piece of white paper on a wall. Invite students to write the Spanish words they learn on the paper. From time to time, revisit the wall and review the words written there. Encourage students to add other Spanish words they come across as well.

1. How do you feel about learning words in another language?
2. How is learning words with this book different from the way you learned English (or your primary language)?
3. What would you tell a friend about this book? Why?

1. Write a letter to a Spanish-speaking pen pal using some of the words from the book. Students might also communicate with Spanish-speaking pals via e-mail. They should learn how to type letters with accent marks if they use email.
2. Have students make a mini illustrated English/Spanish dictionary using the words from the book. You may wish to point out that many of the words given are nouns. Suggest that students leave room under each letter in their dictionary for additional Spanish words that they learn throughout the year.
3. Create a simple crossword puzzle using English definitions for Spanish words.

1. If you have students who read and speak Spanish in your class, invite them to teach additional words to the rest of the class. Suggest that these students teach words that are requested by their classmates.
2. Pair students to make tape recordings of English words and their Spanish translations. Instruct students to pronounce the words, then use them in a phrase or sentence. Encourage students to listen to one another’s tapes.
3. Direct students to other Spanish language books. Pair Spanish-speakers with English-speakers to read these books together.
4. If you have French- or Italian-speaking students in your class, work with them to note the similarities between their language and Spanish.

1. Tell students that many words commonly used in the English come from other languages, including Spanish. Give as examples “rodeo,” “plaza,” “patio,” and “lariat.” Challenge students to find other English words borrowed from Spanish. They can use a print or an online dictionary to check the origins of words.
2. Have students make Spanish/English word charts using words from the books. Under the category Family, for instance, students might list words for grandparents, brothers, sisters, uncle, mother, daughter, son, mom, and father. Encourage students to come up with their own categories to include on their charts. Some suggestions are: animals, food, and kinds of transportation.

1. Suggest that students work in small groups to research the dates and accomplishments of various Spanish explorers in the Americas. In addition to Christopher Columbus, students might find out about Ponce de León, Hernando Cortés, Francisco Coronado, and Hernando De Soto. Suggest that students make a time line or map showing when these Spaniards came to the Americas and where they explored. For information on Columbus, you may wish to direct students to 1492: An Ongoing Voyage at the Library of Congress.
2. The dates of independence for a number of Latin American nations fall within Hispanic Heritage Month. These include Costa Rica, El Salvador, Guatemala, Honduras, and Nicaragua, which all gained independence on September 15, and Mexico which celebrates its independence on September 16. Have students locate these countries on a map and have them research the circumstances of their independence.
3. To celebrate Hispanic Heritage Month, plan a meal using foods mentioned in the books. These include burritos, cheeses, pears, strawberries, hot chocolate, peas, oranges, and lettuce.

1. After reading Say Hola to Spanish at the Circus, students might have fun making circus posters with Spanish words identifying the animals and other acts. Plan to display these in a school hallway or other public area.
2. Have students make diagrams of the human body and label them with Spanish words from the books. These include the words for mouth, neck, hand, toe, knee, head, arms, legs, feet, teeth, nose, and hair.

Download this guide in PDF

Teacher's Guides