Spanish I
Approved February 2011
Preliminary Unit: Para Empezar (“To Begin”)
Essential Understandings:
1. Communicate in languages other than English
2. Gain knowledge and understanding of other cultures
3. Connect with other disciplines and acquire information
4. Develop insights into the nature of language and culture
5. Participate in multilingual communities at home and around the world
Content Standards:
1.1: Students engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions.
1.2: Students understand and interpret written and spoken language in a variety of topics
1.3: Students present information, concepts, and ideas to an audience of listeners or readers on a variety of topics.
2.1: Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied.
2.2: Students demonstrate and understanding of the relationship between the products and perspectives of the culture studied.
3.1: Students reinforce and further their knowledge of other disciplines through the foreign language.
3.2: Students acquire information and recognize the distinctive viewpoints that are only available through the foreign language and its cultures.
4.1: Students demonstrate understanding of the nature of language through comparison of the language studied and their own.
4.2: Students demonstrate understanding of the concept of culture through comparisons and the cultures studied and their own.
5.1: Students use the language both within and beyond the school setting.
5.2: Students show evidence of becoming life-long learners by using the language for personal enjoyment and enrichment.
Essential Question: What are some basic elements of learning to speak Spanish?
Learning Goals: Students will be able to:
Explain the importance of learning Spanish
Introduce themselves to others and ask people’s names
Respond appropriately to classroom directions
Talk about classroom objects
Ask questions about new words and phrases
Identify Spanish-speaking countries
Use the Spanish alphabet to spell words and names
Greet people and say good-bye at different times of the day
Tell how they are and ask how someone else is
Use numbers 0 to 100
Tell time
Identify parts of the body and ask and tell what hurts
Describe weather conditions
Identify the seasons
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Talk and ask about days, dates and months
Compare the seasons and weather in the northern and southern hemispheres
Suggested Strategies
Suggested Assessments
Suggested Resources
Suggested Tech Integration
Content Vocabulary
Lifelong Learning/21st Century
Skills
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TPR (Total Physical Response) with adjectives
Flashcards
Music from a variety of sources
Partner conversations
Learning games: Bingo, Charades, Pictionary, Scrabble, Mime
Vocabulary masters
White boards
Quizzes
Tests, written and oral
Informal Oral Daily Assessments
White boards
Realidades Level 1A (Middle School); Level 1 (High School)
Realidades associated learning/activity materials
Internet sites related to text and other
Spanish/English Dictionary
Clip art materials
Spanish Language world map
Realidades audio and video programs
www.phschool.com
teacher’s website and other learning sites
Grammatical terminology in Spanish
Geographical names in Spanish
Classroom requests and terminology
Quality work
Communicate effectively
Collaborate and cooperate
Access and process information
Core Ethical Values
3
Unit 2: “1A ¿Qué te gusta hacer?” (“What Do You Like to Do?”)
Essential Understandings:
1. Communicate in languages other than English
2. Gain knowledge and understanding of other cultures
3. Connect with other disciplines and acquire information
4. Develop insights into the nature of language and culture
5. Participate in multilingual communities at home and around the world
Content Standards:
1.1: Students engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions.
1.2: Students understand and interpret written and spoken language in a variety of topics
1.3: Students present information, concepts, and ideas to an audience of listeners or readers on a variety of topics.
2.1: Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied.
2.2: Students demonstrate and understanding of the relationship between the products and perspectives of the culture studied.
3.1: Students reinforce and further their knowledge of other disciplines through the foreign language.
3.2: Students acquire information and recognize the distinctive viewpoints that are only available through the foreign language and its cultures.
4.1: Students demonstrate understanding of the nature of language through comparison of the language studied and their own.
4.2: Students demonstrate understanding of the concept of culture through comparisons and the cultures studied and their own.
5.1: Students use the language both within and beyond the school setting.
5.2: Students show evidence of becoming life-long learners by using the language for personal enjoyment and enrichment.
Essential Questions: How do we discuss activities we like and do not like to do? What are some important characteristics of Spanish art
and music?
Learning Goals: Students will be able to:
Talk about activities they like and do not like to do
Ask other what they like to do
Discuss cultural perspectives on favorite activities
Discuss outdoor cafes
Listen to and discuss different types of music (meringue, salsa, flamenco, tango and cumbia)
Identify musical instruments typical of Spanish-speaking countries
Discuss pieces of art from Pablo Picasso and Jaime Colson
Discuss historical influences on Spain
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Suggested Strategies
Suggested Assessments
Suggested Resources
Suggested Tech Integration
Content Vocabulary
Lifelong Learning/21st Century
Skills
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TPR (Total Physical Response) with verb activities
Flashcards
Music from a variety of sources
Partner conversations
Learning games: Bingo, Charades, Pictionary, Scrabble, Mime
Vocabulary masters
White boards
Computer laboratory and internet sites
Quizzes
Tests, written and oral
Informal Oral Daily Assessments
White boards
Realidades Level 1A (Middle School); Level 1 (High School)
Realidades associated learning/activity materials
Spanish/English Dictionary
Clip art materials
Spanish language world map
Realidades audio and video programs
www.phschool.com
teacher’s website and other learning sites
Grammatical terminology in Spanish
Geographical names in Spanish
Classroom requests and terminology
Productive habits of mind
Quality work
Read critically
Communicate effectively
Access and process information
Core Ethical Values
5
Unit 3: “1B Y tú, ¿Cómo eres?” (“What are you like?”)
Essential Understandings:
1. Communicate in languages other than English
2. Gain knowledge and understanding of other cultures
3. Connect with other disciplines and acquire information
4. Develop insights into the nature of language and culture
5. Participate in multilingual communities at home and around the world
Content Standards:
1.1: Students engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions.
1.2: Students understand and interpret written and spoken language in a variety of topics
1.3: Students present information, concepts, and ideas to an audience of listeners or readers on a variety of topics.
2.1: Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied.
2.2: Students demonstrate and understanding of the relationship between the products and perspectives of the culture studied.
3.1: Students reinforce and further their knowledge of other disciplines through the foreign language.
3.2: Students acquire information and recognize the distinctive viewpoints that are only available through the foreign language and its cultures.
4.1: Students demonstrate understanding of the nature of language through comparison of the language studied and their own.
4.2: Students demonstrate understanding of the concept of culture through comparisons and the cultures studied and their own.
5.1: Students use the language both within and beyond the school setting.
5.2: Students show evidence of becoming life-long learners by using the language for personal enjoyment and enrichment.
Essential Question: How do we ask and tell what people are like?
Learning Goals: Students will be able to:
Talk about personality traits
Ask and tell what people are like
Use the singular forms of the verb ser
Use the singular definite and indefinite articles
Use proper word order with adjectives
Use correct adjective agreement
Discuss cultural perspectives on friendship
Talk about and write a type of poem known as the “Diamante”
Discuss the “hiupil” worn by descendants of the Maya
Discuss the life and art of Frida Kahlo
Talk about the Spanish-speaking Caribbean
Discuss the life of Simón Bolivar
Compare African influence of the music of the Americas
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Suggested Strategies
Suggested Assessments
Suggested Resources
Suggested Tech Integration
Content Vocabulary
Lifelong Learning/21st Century
Skills
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Computer laboratory and internet sites
TPR (Total Physical Response) with adjectives
Flashcards
Music from a variety of sources
Partner conversations
Learning Games: Bingo, Charades, Pictionary, Scrabble, Mime
Vocabulary masters
White boards
Quizzes
Tests, written and oral
Informal Oral Daily Assessments
White Boards
Realidades Level 1A (Middle School); Level 1 (High School)
Realidades associated learning/activity materials
Spanish/English Dictionary
Clip art materials
Spanish Language world map
Realidades audio and video programs
www.phschool.com
teacher’s website and other learning sites
Grammatical terminology in Spanish
Geographical names in Spanish
Classroom requests and terminology
Productive habits of mind
Quality work
Read critically
Communicate effectively
Collaborate and cooperate
Core Ethical Values
7
Unit 4: “2A Tu día en la escuela” (Your day at school)
Essential Understandings:
1. Communicate in languages other than English
2. Gain knowledge and understanding of other cultures
3. Connect with other disciplines and acquire information
4. Develop insights into the nature of language and culture
5. Participate in multilingual communities at home and around the world
Content Standards:
1.1: Students engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions.
1.2: Students understand and interpret written and spoken language in a variety of topics
1.3: Students present information, concepts, and ideas to an audience of listeners or readers on a variety of topics.
2.1: Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied.
2.2: Students demonstrate and understanding of the relationship between the products and perspectives of the culture studied.
3.1: Students reinforce and further their knowledge of other disciplines through the foreign language.
3.2: Students acquire information and recognize the distinctive viewpoints that are only available through the foreign language and its cultures.
4.1: Students demonstrate understanding of the nature of language through comparison of the language studied and their own.
4.2: Students demonstrate understanding of the concept of culture through comparisons and the cultures studied and their own.
5.1: Students use the language both within and beyond the school setting.
5.2: Students show evidence of becoming life-long learners by using the language for personal enjoyment and enrichment.
Essential Question: How do we talk about school schedules and activities?
Learning Goals: Students will be able to:
Talk about school subjects and classes
Talk about what they do during the day
Ask and tell who is doing an action with AR verbs
Use subject pronouns with the appropriate verb form
Discuss activities during “recreo”
Recognize various aspects of Mexican culture and history
Recognize the influence of Latin on Spanish and English ordinal numbers and cognates
Recognize the influence of the Roman civilization on Spain
Compare their school with that of a student in a Spanish-speaking country
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Suggested Strategies
Suggested Assessments
Suggested Resources
Suggested Tech Integration
Content Vocabulary
Lifelong Learning/21st Century
Skills
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Venn Diagrams
TPR (Total Physical Response) with school subjects and verbs
Flashcards
Music from a variety of sources
Partner conversations
Learning Games: Bingo, Charades, Pictionary, Scrabble, Mime
Vocabulary masters
White boards
Computer laboratory and internet sites
Quizzes
Tests, written and oral
Informal Oral Daily Assessments
White boards
Realidades Level 1A (Middle School); Level 1 (High School)
Spanish language world map
Realidades associated learning/activity materials
Spanish/English Dictionary
Clip art materials
Realidades audio and video programs
www.phschool.com
teacher’s website and other learning sites
Grammatical terminology in Spanish
Geographical names in Spanish
Classroom requests and terminology
Productive habits of mind
Quality work
Read critically
Communicate effectively
Collaborate and cooperate
Access and process information
Core Ethical Values
9
Unit 5: “2B Tu día en la escuela” (Your School Day)
Essential Understandings:
1. Communicate in languages other than English
2. Gain knowledge and understanding of other cultures
3. Connect with other disciplines and acquire information
4. Develop insights into the nature of language and culture
5. Participate in multilingual communities at home and around the world
Content Standards:
1.1: Students engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions.
1.2: Students understand and interpret written and spoken language in a variety of topics
1.3: Students present information, concepts, and ideas to an audience of listeners or readers on a variety of topics.
2.1: Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied.
2.2: Students demonstrate and understanding of the relationship between the products and perspectives of the culture studied.
3.1: Students reinforce and further their knowledge of other disciplines through the foreign language.
3.2: Students acquire information and recognize the distinctive viewpoints that are only available through the foreign language and its cultures.
4.1: Students demonstrate understanding of the nature of language through comparison of the language studied and their own.
4.2: Students demonstrate understanding of the concept of culture through comparisons and the cultures studied and their own.
5.1: Students use the language both within and beyond the school setting.
5.2: Students show evidence of becoming life-long learners by using the language for personal enjoyment and enrichment.
Essential Questions: How do we describe where things are located in a classroom? How are our schools different from schools in
Spanish-speaking countries?
Learning Goals: Students will be able to:
Describe a classroom
Tell where objects are located using the verb estar and prepositions
Describe differences between schools here and in Spanish-speaking countries
Describe some facts about Central America
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Suggested Strategies
Suggested Assessments
Suggested Resources
Suggested Tech Integration
Content Vocabulary
Lifelong Learning/21st Century
Skills
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Venn Diagrams
TPR (Total Physical Response) with the verb estar plus prepositions and objects
Flashcards
Music from a variety of sources
Partner conversations
Learning Games: Bingo, Charades, Pictionary, Scrabble, Mime
Vocabulary masters
White boards
Computer laboratory and internet sites
Quizzes
Tests, written and oral
Informal Oral Daily Assessments
White boards
Realidades Level 1A (Middle School); Level 1 (High School)
Spanish Language world map
Realidades associated learning/activity materials
Spanish/English Dictionary
Clip art materials
Realidades audio and video programs
www.phschool.com
teacher’s website and other learning sites
Verb estar with prepositions showing location
Classroom objects
Productive habits of mind
Quality work
Read critically
Communicate effectively
Collaborate and cooperate
Core Ethical Values
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Unit 6: “3A ¿Desayuno o almuerzo?” (Breakfast or Lunch?)
Essential Understandings:
1. Communicate in languages other than English
2. Gain knowledge and understanding of other cultures
3. Connect with other disciplines and acquire information
4. Develop insights into the nature of language and culture
5. Participate in multilingual communities at home and around the world
Content Standards:
1.1: Students engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions.
1.2: Students understand and interpret written and spoken language in a variety of topics
1.3: Students present information, concepts, and ideas to an audience of listeners or readers on a variety of topics.
2.1: Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied.
2.2: Students demonstrate and understanding of the relationship between the products and perspectives of the culture studied.
3.1: Students reinforce and further their knowledge of other disciplines through the foreign language.
3.2: Students acquire information and recognize the distinctive viewpoints that are only available through the foreign language and its cultures.
4.1: Students demonstrate understanding of the nature of language through comparison of the language studied and their own.
4.2: Students demonstrate understanding of the concept of culture through comparisons and the cultures studied and their own.
5.1: Students use the language both within and beyond the school setting.
5.2: Students show evidence of becoming life-long learners by using the language for personal enjoyment and enrichment.
Essential Question: How do we discuss food and dining?
Learning Goals: Students will be able to:
Talk about foods and beverages for breakfast and lunch
Use correct forms of the verbs comer and beber to talk about what people eat and drink.
Use adverbs
Use the plural forms gustan and encantan to tell about foods they like and love
Compare breakfast here with that in Spanish-speaking countries
Name fruits and vegetables from the Americas
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Suggested Strategies
Suggested Assessments
Suggested Resources
Suggested Tech Integration
Content Vocabulary
Lifelong Learning/21st Century
Skills
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Venn Diagrams
TPR (Total Physical Response) to express food preferences
Flashcards
Music from a variety of sources
Partner conversations
Learning Games: Bingo, Charades, Pictionary, Scrabble, Mime
Vocabulary masters
White boards
Computer laboratory and internet sites
Quizzes
Tests, written and oral
Informal Oral Daily Assessments
White boards
Realidades Level 1A (Middle School); Level 1 (High School)
Spanish Language world map
Realidades associated learning/activity materials
Spanish/English Dictionary
Clip art materials
Realidades audio and video programs
www.phschool.com
teacher’s website and other learning sites
Verbs comer, beber, gustan, encantan
Breakfast and lunch foods and beverages
Productive habits of mind
Quality work
Read critically
Communicate effectively
Collaborate and cooperate
Core Ethical Values
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Unit 7: 3B: Para mantener la salud (Staying healthy)
Essential Understandings:
1. Communicate in languages other than English
2. Gain knowledge and understanding of other cultures
3. Connect with other disciplines and acquire information
4. Develop insights into the nature of language and culture
5. Participate in multilingual communities at home and around the world
Content Standards:
1.1: Students engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions.
1.2: Students understand and interpret written and spoken language in a variety of topics
1.3: Students present information, concepts, and ideas to an audience of listeners or readers on a variety of topics.
2.1: Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied.
2.2: Students demonstrate and understanding of the relationship between the products and perspectives of the culture studied.
3.1: Students reinforce and further their knowledge of other disciplines through the foreign language.
3.2: Students acquire information and recognize the distinctive viewpoints that are only available through the foreign language and its cultures.
4.1: Students demonstrate understanding of the nature of language through comparison of the language studied and their own.
4.2: Students demonstrate understanding of the concept of culture through comparisons and the cultures studied and their own.
5.1: Students use the language both within and beyond the school setting.
5.2: Students show evidence of becoming life-long learners by using the language for personal enjoyment and enrichment.
Essential Questions: How do we stay healthy? What foods do we eat for dinner?
Learning Goals: Students will be able to:
Read, listen to and understand information about food groups and foods on the Food Guide Pyramid, activities to maintain good health and ways to describe
food
Talk about dinner foods
Express food preferences
Describe people and foods
Talk about healthy and unhealthy lifestyles
Use the plurals of adjectives with the verb “ser”
Create a brochure about their favorite foods and ways they stay healthy
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Suggested Strategies
Suggested Assessments
Suggested Resources
Suggested Tech Integration
Content Vocabulary
Lifelong Learning/21st Century
Skills
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Flashcards with clip art
Mime and charades
Partner interviews/conversations
Listening comprehension activities
Dice game for conjugations
Vocubes
Memory game
BINGO
Club de Cien
Tests
Quizzes
Chapter Project
Whiteboards
Informal Daily Assessments
Projects
Realidades 1 Textbook
Realidades 1 Practice Workbook
Realidades 1 Teacher’s Resources
English/Spanish dictionary
Videohistoria
GramActiva
LCD projector
Class website
Food and beverages
Hunger and thirst
Health related vocabulary
Indicating preferences
Productive habits of mind
Quality work
Read critically
Communicate effectively
Collaborate and cooperate
Access and process information
Core Ethical Values
15
Unit 8: 4A: ¿Adónde vas? (Where do you go?)
Essential Understandings:
1. Communicate in languages other than English
2. Gain knowledge and understanding of other cultures
3. Connect with other disciplines and acquire information
4. Develop insights into the nature of language and culture
5. Participate in multilingual communities at home and around the world
Content Standards:
1.1: Students engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions.
1.2: Students understand and interpret written and spoken language in a variety of topics
1.3: Students present information, concepts, and ideas to an audience of listeners or readers on a variety of topics.
2.1: Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied.
2.2: Students demonstrate and understanding of the relationship between the products and perspectives of the culture studied.
3.1: Students reinforce and further their knowledge of other disciplines through the foreign language.
3.2: Students acquire information and recognize the distinctive viewpoints that are only available through the foreign language and its cultures.
4.1: Students demonstrate understanding of the nature of language through comparison of the language studied and their own.
4.2: Students demonstrate understanding of the concept of culture through comparisons and the cultures studied and their own.
5.1: Students use the language both within and beyond the school setting.
5.2: Students show evidence of becoming life-long learners by using the language for personal enjoyment and enrichment.
Essential Question: How do we talk about where we go and what we do after school?
Learning Goals: Students will be able to:
Read, listen to and understand information about places to go when they are not in school
Communicate about leisure activities
Tell where they go and with whom
Use the verb ir
Ask questions
Role-play a new student’s first day at school
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Suggested Strategies
Suggested Assessments
Suggested Resources
Suggested Tech Integration
Content Vocabulary
Lifelong Learning/21st Century
Skills
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Flashcards with clip art
Mime and charades
Partner interviews/conversations
Listening comprehension activities
Dice game for conjugations
Vocubes
Memory game
BINGO
Club de Cien
Tests
Quizzes
Chapter Project
White boards
Informal Daily Assessments
Projects
Realidades 1 Textbook
Realidades 1 Practice Workbook
Realidades 1 Teacher’s Resources
English/Spanish dictionary
Videohistoria
GramActiva
LCD projector
Class website
Leisure activities and places
Question words
Productive habits of mind
Quality work
Read critically
Communicate effectively
Core Ethical Values
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Unit 9: 4B: ¿Quieres ir conmigo? (Do you want to go with me?)
Essential Understandings:
1. Communicate in languages other than English
2. Gain knowledge and understanding of other cultures
3. Connect with other disciplines and acquire information
4. Develop insights into the nature of language and culture
5. Participate in multilingual communities at home and around the world
Content Standards:
1.1: Students engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions.
1.2: Students understand and interpret written and spoken language in a variety of topics
1.3: Students present information, concepts, and ideas to an audience of listeners or readers on a variety of topics.
2.1: Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied.
2.2: Students demonstrate and understanding of the relationship between the products and perspectives of the culture studied.
3.1: Students reinforce and further their knowledge of other disciplines through the foreign language.
3.2: Students acquire information and recognize the distinctive viewpoints that are only available through the foreign language and its cultures.
4.1: Students demonstrate understanding of the nature of language through comparison of the language studied and their own.
4.2: Students demonstrate understanding of the concept of culture through comparisons and the cultures studied and their own.
5.1: Students use the language both within and beyond the school setting.
5.2: Students show evidence of becoming life-long learners by using the language for personal enjoyment and enrichment.
Essential Question: How do we discuss activities outside of school?
Learning Goals: Students will be able to:
Read, listen to and understand information about activities outside of school in the U.S. and Latin America
Talk about activities outside of school
Extend, accept and decline invitations
Tell when an event happens
Say what they are going to do
Use “ir + a + infinitive” and the verb jugar
Create an invitation to an event outside of school
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Suggested Strategies
Suggested Assessments
Suggested Resources
Suggested Tech Integration
Content Vocabulary
Lifelong Learning/21st Century
Skills
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Flashcards with clip art
Mime and charades
Partner interviews/conversations
Listening comprehension activities
Dice game for conjugations
Vocubes
Memory game
BINGO
Club de Cien
Tests
Quizzes
Chapter project
White boards
Informal Daily Assessments
Projects
Realidades 1 Textbook
Realidades 1 Practice Workbook
Realidades 1 Teacher’s Resources
English/Spanish dictionary
Videohistoria
GramActiva
LCD projector
Class website
Sports vocabulary
Leisure activities
Time related vocabulary
Invitation expressions
Productive habits of mind
Quality work
Read critically
Communicate effectively
Collaborate and cooperate
Access and process information
Core Ethical Values
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