Let’s face it, early learners need a fun way to learn about geography! Years and years ago, I was a public school teacher before becoming a homeschooling parent. In ps, I taught 1st – 5th. As a homeschooling parent I taught all the way PreK-12th!
When we are teaching littles, here I’m talking K-2nd, it isn’t to early to begin our introduction of geography but it isn’t always easy to do. In my personal experience, giving them ‘projects’ to create something along side using a globe and perhaps recipes to create is always a hit!
That’s why My Teaching Library has created several mini-book projects to teach about many different countries! Early learners LOVE creating (and keeping to read again and again) these little minibooks. Plus, when you use these in conjunction with a globe and perhaps cooking activities or allow what is being learned to guide further research and projects, they won’t even realize they are learning!
Here are some of the resources that are ready to download and use on My Teaching Library…
In today’s blog post, I want to share High School Language Arts Skills and Concepts!
Here they are…
Use agreed-upon rules for formal and informal in small groups.
Pose questions, listen to the ideas of others, and contribute their own information or ideas in group discussions and interviews in order to acquire new knowledge.
Make oral presentations that demonstrate appropriate consideration of audience, purpose, and the information to be conveyed.
Acquire new vocabulary and use it correctly in reading and writing.
Describe and analyze the grammatical structure of the English language and the standard English conventions for sentence structure, usage, punctuation, capitalization, and spelling
Describe and analyze how oral dialects differ from each other in English, how they differ from written standard English, and what role standard American English plays in informal and formal communication.
Describe and analyze how the English language has developed and been influenced by other languages.
Decode accurately and understand new words encountered in their reading materials, drawing on a variety of strategies as needed, and then use these words accurately in speaking and writing.
Identify the basic facts and essential ideas in what they have read, heard, or viewed.
Identify, analyze, and apply knowledge of the characteristics of different genres.
Identify, analyze and apply knowledge of theme, fiction, nonfiction, and poetry and provide evidence from the text to support their understanding.
Identify and analyze how an author’s choice of words appeals to the senses, creates imagery, suggests mood, and sets tone.
Compare and contrast similar myths and narratives from different cultures and geographic regions.
Interpret the meaning of literary works, non-fiction, films and media by using different critical lenses and analytic techniques.
Plan and present effective dramatic readings, recitations and performances that demonstrate appropriate consideration of audience and purpose.
Write compositions with a clear focus, logically related ideas to develop it, and adequate detail.
Select and use appropriate genres, modes of reasoning, and speaking styles when writing for different audiences and rhetorical purposes.
Demonstrate improvement in organization, content, paragraph development, level of detail, style, tone and word choice in their compositions after revising them.
Use knowledge of standard English conventions to edit their writing.
Use self-generated questions, note-taking, summarizing, precise writing, and outlining to enhance learning when reading or writing.
Use open-ended research questions, different sources of information, and appropriate research methods to gather information for their research projects.
Develop and use appropriate rhetorical, logical, and stylistic criteria for assessing final versions of their compositions or research projects before presenting them to varied audiences
Obtain information by using a variety of media and evaluate the quality of material they obtain.
Explain how the techniques used in electronic media modify traditional forms of discourse for aesthetic and rhetorical purposes.
Design and create coherent media productions with a clear controlling idea, adequate detail, and appropriate consideration of audience, purpose, and medium
9th Grade Focus
Special attention should be given to library and study skills. By building on the tools of reading, writing, speaking, listening, and thinking (skills presented in both the elementary and middle school grades), the student should be provided with continued opportunities for developing these communication skills, while focusing on analysis of the short story, novel, essay, drama, and poetry.
10th Grade Focus
The focus is on British literature. Through discussion, readings, informal and critical essays, independent research, etc., students explore the major themes that the authors themselves explored. From this concentration on British literature, it is expected that students will develop higher critical/analytical reading and thinking skills in order to evaluate data and to respond appropriately.
11th Grade Focus
The focus is on American literature. Students should develop a deeper knowledge and greater respect for the American heritage: its history, its complexity and its literary contributions. Thematic units (e.g., the Puritan conscience, the American search for identify, the American ideal, etc.) should be studied through representative writers. Critical analysis and the essay comprise the principal amount of writing.
12th Grade Focus
The focus is on World literature, reading in mythology and epic lore explores the roots of literary tradition. A survey of world literature from the fourteenth through the twentieth centuries affords students the opportunity to challenge the thinking of the great minds of Western civilization. Discussions should be based on textual analysis and related material. The focus for the research paper originates from course readings.Need resources to help you cover these skills and concepts?
Need some resources to help teach these important skills and concepts? Check out just ‘some’ of what you’ll find on My Teaching Library:
Add It Up and Shop: When you are in the store together, ask your child to add together different things, for example, how many fruits you bought, how many boxes of something or how many different types of fruit and vegetables.
Greater or Less Than? Make three cards, one with the <, one with > sign and one with an = sign. Then play a game in which you put down 2 numbers (also on papers). Ask your child to put the correct sign between the numbers and do this is as fast as possible, seeing how many rounds he can get correct in a certain amount of time. Track how many your child got right and ask him to beat his record another time in the future.
Build Things: Use blocks or other building toys to construct houses, towers, vehicles etc. As you build, count pieces by tens, add and subtract pieces and pay attention to the different shapes you use.
Take a Poll: Ask family members a question and create a graph of the answers using numbers and pictures. Ask your child questions about the different “data” you collected.
Order Up: Compare the sizes of different objects. Ask your child which object is larger, smaller and smallest. Ask your child to order some of his toys in size order. Time him to see how fast he can do this!
Set the Table: Setting the table for meals can include lots of math as you and your child add the total numbers of utensils, plates, chairs, etc.
Yesterday, I shared the Language Arts skills and concepts that should be taught to Kindergarten students . Now, let’s review the typical Math skills and concepts that are covered in Kindergarten:
Understands that numbers represent quantity and uses them to do so.
Counts and writes numbers, from 1-20 (and potentially higher).
Counts out and compare quantities, usually up to 20.
Counts out and groups objects in order to solve single-digit addition and subtraction problems.
Begins to recognize and understand the meaning of the plus and minus signs.
Uses drawings, objects, actions and sounds to represent and practice addition and subtraction.
Practices beginning measurement and graphing skills, often through the creation of class-wide graphs, such as graphing favorite snacks, or how kids get to school.
Learns about and begin to count to 100, specifically through a tallying of the days of school and a celebration on the 100th day of school. (Many but not all kindergarten classes do something like this).
NUMBER SENSE & OPERATIONS – Model, count, read, write, and compare cardinal numbers to 100. – Estimate quantities – Create and model simple addition (sums to 10) and subtraction stories using concrete objects and drawings. – Model and demonstrate an understanding of the concept of whole and half – Matching quantities to numbers
PATTERNS, RELATIONS & ALGEBRA – Reproduce, describe, extend, and create patterns. – Count by 5’s and 10’s to at least 50. – Sort and classify objects by color, shape, and size; identify attributes.
GEOMETRY – Identify positions of objects in space (e.g. next to – above – below – on top) – Name, describe, sort, & draw squares, circles, triangles & rectangles; describe attributes. – Name and compare 3-dimensional shapes.
MEASUREMENT – Use non-standard units and appropriate language to recognize, measure, and compare length, weight, area, and capacity. – Demonstrate a beginning understanding of the concept of time (e.g. duration) – Identify coins (pennies, nickels, dimes, quarter)
DATA ANALYSIS, PROBABILITY, & STATISTICS – Collect and organize data in lists, simple graphs, and tally charts. – Demonstrate a beginning understanding of the concept of chance (e.g. heads/tails, spinner parts)
Here are suggested products to master the above Math skills that you can find on My Teaching Library…
The above products are not the only Kindergarten Math products available on MTL – Just suggested ones to cover and master needed skills!
Here are also some fun sample activities to do with them…
Cook with Patterns: Patterns can be used in lots of cooking. Make patterns with cereal necklaces, decorate cookies, make layered sandwiches with bread or crackers or make simple patterns using your child’s favorite colored candies.
Tell Math Stories: Use objects or even yourselves to practice addition and subtraction. If you have a bowl of 5 apples, ask your child to help figure out how many you will have left if you take away 3.
Build Things: Use blocks, Legos or any other building toys to construct houses, towers, vehicles etc. As your child builds, ask him to count pieces, create patterns, and talk about the shapes.
Take a Poll: Ask family members a question and create a graph of the answers using numbers and pictures.
Find the Sizes in Nature: Go outside and collect things in nature such as leaves, stones and pine cones. After you’ve collected things, count how many things you found and then talk about their sizes, which are larger, smaller and the largest and smallest. You can even add together objects that are the same (for example, all of the leaves).
Here are also some suggested Kindergarten activities:
Read and Repeat: Have your child “read” her favorite book to you, using her memory, associations and clues from the pictures.
Alphabet Books: Use drawings or pictures from magazines to create an alphabet book which has a letter and an object that begins with that letter on each page.
Fill in the Blank: When you read a favorite picture book to your child and you come across a short word that rhymes or is familiar to your child because he knows the book very well, stop and let him say the word. Point to the word as he says it and spell it out.
Act it Out: Act out parts of or the whole story of your child’s favorite and well-known books.
Label Things: Create labels with your child for different objects in your house. For example, different books, places for toys, foods or objects in the kitchen, or clothes. You or your child can write the names of the objects and your child can draw a picture to go along with it.
Guessing Games: Draw a picture and have your child guess the spelling of that word. Give your child a few letters in a word. For example, show your child “_AT,” and ask him to make as many words as he can with it.
Create a Photo Album: When you take pictures of events or people ask your child to label the picture. Glue the picture to a piece of a paper so your child can write a description of the event, what happened, who was there, etc. If other people were involved in the event send them a copy!
Have a Letter Treasure Hunt: When you are in the car, at home or in the store, ask your child to find certain uppercase and lower case letters. She can keep a list of all the letters she finds and she can write them down as she finds them.
My Teaching Library has a great giveaway happening this week that I want you to know about. CTC Math is giving away a family membership for an entire year!
CTCMath is a full curriculum which specializes in providing online video tutorials that take a multi-sensory approach to learning. Favorably reviewed in Cathy Duffy’s 103 Top Picks and The Old Schoolhouse Crew Review, the lessons are short and concise to help your student break down concepts and appreciate math in a whole new way!
The lessons are taught the traditional way, not to a “test”. If you want to be Common Core aligned, then this is NOT for you. CTCMath is NOT aligned to Common Core!
Each one of the video tutorials is taught by internationally acclaimed teacher, Pat Murray, who is renowned for teaching math concepts in a simple, easy-to-understand way (and in only a few minutes at a time). Even students who struggled with math are getting fantastic results! And ones who were doing OK before are now doing brilliantly.
Illinois was the first of seven states to select the northern cardinal (Cardinalis cardinalis) as its State Bird. The cardinal was chosen in 1929 when Illinois schoolchildren voted for the State Bird. The other candidates were the bluebird, meadowlark, bobwhite (quail) and oriole. The cardinal is also the State Bird of Indiana, Kentucky, North Carolina, Ohio, Virginia and West Virginia.
Northern Cardinal males grow vibrant crimson red feathers, while the females’ feathers take on a reddish-brown or gold hue. The males of this species of bird grow to a little larger than females, but not much. Otherwise, the two genders of the bird resemble each other physically. The female bird’s chest and upper area appear yellow and streaked with grey, but their stomach areas appear white or light grey. Typically, these birds have a black bill featuring a brown shade at the base.
From head to tail, the Northern Cardinal of Illinois measures 7.9 to 9.3 inches in length with a wingspan ranging from 9.8 to 12.2 inches. These birds don’t weigh much either, only 1.19 ounces to 2.29 ounces!
Looking for a FUN PROJECT-BASED idea for students to use to record all this information and more? My Teaching Library offers…
This project-based unit is designed to help students study and record information about Illinois’s state bird – the Northern Cardinal!
Included: – A map page (for the state) – Scientific classification page – A page for students to give details about the bird’s physical description, habitat, diet, life span and reproduction – A page where students will do additional map work to show where in the U.S. the bird lives in addition to migration information – Coloring page – Several pages on which students can use for expository and/or creative writing as well as sections in which students may draw.
14 pages in all and is designed for different levels / abilities.
This tall gray owl, patterned with brown and white mottling, streaks, and barring, sports a large facial disk and yellow eyes. As with all owls, its eyes are immobile, aimed instead by extremely flexible head movements. It lacks ear tufts, and its chin and the space between its eyes (lores) bear prominent white patches. Though taller and appearing larger than the great horned owl (Bubo virginianus) due to its fluffy plumage, it actually weighs less. Its slow, easy flight is described as heron-like.
Habitat and Distribution
Most great gray owls nest in the dense northern boreal forests across North America and Eurasia. The southernmost edge of their range, however, dips down through the Cascades and Klamath Mountains of the Pacific Northwest, into the Sierra Nevada of California and includes the northern Rocky Mountains. Scarce winter food sometimes drives them even further south. They need mature forest habitat with openings that sustain their primary prey: small rodents. In the Pacific Northwest, pine, oak/madrone, Douglas-fir and other forest types bordering bogs, fields, or meadows are suitable.
Diet and Foraging
Great gray owls primarily hunt at night or at dawn and dusk, though they are capable daytime foragers. Voles (Microtus spp.) comprise almost 90% of their diet. Low vole populations, in fact, can significantly lower owl reproduction and trigger mass owl movements south (irruptions) in search of food for the winter. Equipped with powerful hearing, thanks to offset ear openings and a large facial disk, the owls hunt from low perches on the edge of openings. Like most owls, special structures on their feathers—a comb-like filter on the front of flight feathers and a velvety layer across the surface—make their flight almost soundless. They can hear small rodents deep under the snow. (Continue reading)
For Students: Great Gray Owl | Notebooking Report Pages
This Great Gray Owl resource includes ten pages perfect for any student creating a report or project on this bird! There are nine pages that can be used to record findings such as its scientific classification, range, habitat, diet and much more. The last page includes a full black and white illustration so that students can create a colorful picture of this magnificent owl.
Now available on My Teaching Library are units 4, 5, 6 and 7 of High School General Biology!
Biology, unit 4 will teach high school students about cell theory, the characteristics of living organisms and includes an in-depth study of eukaryotic and prokaryotic cells.
Lesson 1: What are Cells? Lesson 2: Cell Theory Lesson 3: The Defining Characteristics of Living Organisms Lesson 4: Eukaryotic and Prokaryotic Cells: Similarities and Differences Lesson 5: Structure of the Cell Nucleus Lesson 6: The Ribosome Lesson 7: The Endomembrane System Lesson 8: The Cytoskeleton Lesson 9: Mitochondria Structure Lesson 10: Cell Membrane Lesson 11: Plant Cell Structures Lesson 12: Chloroplast Structures
Biology – Unit 5 will teach high school students all about the cell membrane and the transport of nutrients and waste.
Lesson 1: Transport Across the Cell Membrane Lesson 2: Feedback Systems Lesson 3: Osmosis, Diffusion and Saturation Lesson 4: The Fluid Mosaic Model Lesson 5: Active and Passive Transport
Biology – Unit 6 is designed for high school students and is an in-depth study on the domains of life: Archaea, Bacteria & Eurkarya
Biology – Unit 7 is designed for high school students and focuses on global health, diseases, pathogens, viruses and more.
Lesson 1: Health Issues Throughout the World Lesson 2: Types of Diseases Lesson 3: Noninfectious vs Infectious Diseases Lesson 4: Autoimmune Diseases and Hypersensitivity Lesson 5: What is a Pathogen? Lesson 6: Disease Control & Prevention Lesson 7: The Study of Viruses Lesson 8: The Human Immune System Lesson 9: Vaccination & Immunotherapy Lesson 10: Germ Theory
Each lesson in each of the above units includes written informational text and is followed by student questions and/or worksheets plus a unit test. Answer keys and optional assignments list is also included.
Studying the state of Idaho? Perhaps doing a unit on Ornithology? This project based unit is designed to help students study and record information about Idaho’s state bird – the Mountain Bluebird!
To learn more, see details below or you can preview a similar product here. This similar product preview will show you what this resource includes with the only difference being the bird will be the Idaho state bird!
What type of pages are contained in this set: – A map page (for the state) – Scientific classification page – A page for students to give details about the bird’s physical description, habitat, diet, life span and reproduction – A page where students will do additional map work to show where in the U.S. the bird lives in addition to migration information – Coloring page – Several pages on which students can use for expository and/or creative writing as well as sections in which students may draw.
14 pages in all and is designed for different levels / abilities.
My Teaching Library has a notebooking set for each of all 50 states. In addition, you can get all of them bundled!
If you are looking for a different state bird resource, go to My Teaching Library and in the search bar type in the state you want + state bird (ex: Maryland state bird) want + state bird (ex: Maryland state bird)