Mr. Richard A deRuiter

                 Room 110

                       3180 Hein Dr.
        Sterling Heights, Michigan  48310

                      (586) 825-2780

               Rderuiter@wcskids.net

                        Thursday is Bagel Day!

                  Bagels are $.75. You are allowed to purchase
                  more than one if you like. Paper bags and
                  napkins are provided.

                 Leftover bagels will be sold on Friday for $.50.

Spelling List

1.   rotate
2.   union
3.   embargo
4.   reflect
5.   migrate
6.   sum
7.   difference
8.   orbit
9.   volume
10.  strike
11.  recycle
12.  tilt
13.  immingrant
14.  season
15.  addend

Spelling List

1.   pilot
2.   depend
3.   visit
4.   human
5.   seven
6.   chosen
7.   paper
8.   reason

9.   become
10. parent
11. never
12. modern
13. tiny
14. tuna
15. event
16. fever
17. moment
18. prison
19. basic
20. open

Spelling List

1.   survey

2.   tally

3.   chart

4.   horizontal axis

5,   vertical axis

6.   mean

7.   median

8.   mode

9.   range

10. ration

11. prosperity

12. discrimination

Spelling List

1.   yellow

2.   bucket

3.   package

4.   narrow

5.   rabbit

6.   chicken

7.   declare

8.   person

9.   entire

10. number

11. gather

12. engine

13. rocket

14. nothing

15. rather

16. garden

17. secret

18. limber

19. apron

20. silver

Spelling List

1.   acting
2.   anybody
3.   blanks
4.   bother
5.   buys
6.   charm
7.   cloud
8.   cookies
9.   crops
10. fade
11. painter
12. places
13. pounds
14. press
15. risk
16. setting
17. stairs
18. stamped
19. stuck
20. tiny

Spelling List

1.   magnet

2.   circuit

3.   pole

4.   condutor

5.   insulator

6.   electromagnet

7.   switch

8.   battery
9.   static electricity

10.  chemical energy
11.  mechanical energy
12.  colon :
13.  semicolon ;
14.  comma ,

15.  parentheses " "

Spelling List

1.   race

2.   justice

3.   peaceful

4.   rights

5.   protest

6.   march

7.   nonviolence

8.   minister

9.   dream

10. freedom

11. nation

12. boycott

Spelling City

Click on:

http://www.spellingcity.com/rderuiter/

Spelling List

1.   village

2.   cottage

3.   bridge
4.   fence
5.   strange
6.   chance
7.   twice
8.   cage
9.   change
10. carriage
11. glance
12. ridge
13. manage
14. damage
15. since
16. marriage
17. edge
18. lodge

19. cabbage

20. dodge

Spelling List 1

1.   gain
2.   cream
3.   sweet
4.   safe
5.   past

6.   reach
7.   kept
8.   gray
9.   field
10. break
11. east
12. shape
13. steep
14. pray
15. pain
16. hello 
17. west
18. cheap
19. steak
20. chief

Spelling List 3

1.   brush

2.   juice
3.   fruit
4.   tube

5.   lunch
6.   crumb
7.   few
8.   true
9.   truth
10. done
11. suit
12. pump
13. due

14. dull
15. tune
16. blew
17. trunk

18. sum

19. glue
20. threw

                                
                                  Comprehension
                                  I understand what I read
Strategies:

- Check for understanding
- Back up and reread
- Monitor and fix up
- Retell the story
- Use prior knowledge to connect with text
- Make a picture or mental image
- Ask questions throughout the reading process
- Predict what will happen; use text to confirm
- Infer and support with evidence
- Use text features (titles, headings, captions, graphic features)
- Summarize text: include sequence of main events
- Use main idea and supporting details to determine importance
- Determine and analyze author’s purpose and support with text
- Recognize literacy elements:

  (genre, plot, character, setting, problem/resolution, theme)
- Recognize and explain cause-and-effect relationships
- Compare and contrast within and between text

                                      Accuracy
                                   I can read the words
Strategies:

- Cross checking: Do the pictures and/or words look right?

  Do they sound right? Do they make sense?
- Use the pictures: Do the words and pictures match?
- Use beginning and ending sounds
- Blend sounds; stretch and reread
- Flip the sound
- Chunk letters and sounds together
- Skip the word, then come back
-Trade a word/guess a word that makes sense

                                       Fluency
                    I can read accurately, with expression, 
                             and understand what I read

Strategies:

- Voracious reading
- Read appropriate-level texts that are a good fit
- Reread text
- Practice common sight words and high frequency words
- Adjust and apply different reading rates to match text
- Use punctuation to enhance phrasing and prosody

  (end marks, commas, etc.)

                       Expanding Vocabulary
                   I know, find, and use interesting words
Strategies:

- Voracious reading
- Tune in to new and interesting words and use them in speaking  
  and writing
- Use pictures, illustrations, and diagrams
- Use word parts to determine the meaning of words:

  (prefixes, suffixes, origins, abbreviations, etc.)
- Use prior knowledge and context to predict and confirm meaning
- Ask someone to define the word for you
- Use dictionaries, thesauruses, and glossaries as tools

What are we reading?

1 - Dash, the Young Meerkat

2 - Cyril the Dragon

3 - Ruby Bridges

4 - Message in a Bottle

5 - Rescue in the Bermuda Triangle

We are practicing these strategies:

 Comprehension:

- Checking for understanding
- Back up and reread

Accuracy:

- Do the words make sense?

- Use start and sounds

Monday

Tuesday       

Wednesday  

Thursday      

Friday           

Topic 1.  Numeration

1-1   Thousands
        Students will represent numbers with place-value blocks and

        number lines. They will write numbers in standard form, ex-

        panded form, and word form.

1-2   Millions
        Students will represent numbers in the millions using a place-

        value chart. They will write numbers in expanded form, using

        periods to help write numbers in word form.

1-3   Comparing and Ordering Whole Numbers
        Students will apply their knowledge of place value to compare

        and order numbers.

1-4   Rounding Whole Numbers
        Students will show how to use place value to round whole

        numbers.

1-5   Using Money to Understand Decimals
        Students will use place-value charts to read, write, and 

        compare decimals in tenths and hudredths using money.

1-6   Counting Money and Making Change
        Students will convert a collection of coins and bills into a total

        amount and make change.

1-7   Make an Organized List
        Students will systematically find and record all possible

        outcomes for a situation.

www.pearsonsuccessnet.com

Topic 2.  Adding and Subtracting

2-1   Using Mental Math to Add and Subtract
        Students will apply a variety of methods to add and subtract whole numbers mentally.

        1.  Properties of Addition: pgs. 28-29

       
            Cummutative Property of Addition:
                You can add two numbers in any order.

            Associative Property of Addition:
                You can change the grouping of addends.

            Identity Property of Addition:
               Adding zero does not change the number.

        2.  Methods for adding and subtracting mentally: p. 28

            Adding: breaking apart and compensation
            Subtracting: counting on and compensation

2-2   Estimating Sums and Differences of Whole Numbers
        Students will round whole numbers to estimate sums and

        differences.

2-3   Problem Solving: Missing or Extra Information
        Students will identify what information in a problem is not needed

        or not present.

2-4   Adding Whole Numbers
        Students will add numbers to hundred thosands with and without

        regrouping.

Click on the link:

Math Games

http://www.coolmath-games.com/

Topic 17.  Data and Graphs

17-1   Data from Surveys 
          Students will design and use a survey with a sample size that

          allows accurate predictions to be made about a larger popul-

          ation.

17-2   Interpretting Graphs
          Students will use bar graphs to display data.

17-3   Line Plots
          Students will learn and understand how to draw line plots,

          interpret points, and recognize outliers.

17-4   Ordered Pairs
          Students will learn to locate points on a coordinate plane using

          ordered pairs.

17-5   Line Graphs

          Students will use line graphs to see changes in data over

          time. 

17-6   Mean
          Students will calculate the mean from a collection of  values.

17-7   Median, Mode, and Range
          Students will identify the median, mode, and range for

          numerical data sets. 

17-8   Stem-and Leaf Plots

          Students will use stem and leaf plots to organize data by

          place value.

17-9   Reading Circle Graphs

          Students will use circle graphs to show parts of a whole.

17-10  Make a Graph
           Students will make and use graphs to display data and solve

           problems.

Topic 3.  Multiplication Facts

3-1   Meanings of Multiplication 
        Students will recognize multiplication as repeated addition of

        equal groups, used in arrays and comparisons.

3-2   Patterns for Facts
        Students will use patterns to find products with factors of 2, 5,

        and 9.

3-3   Multiplication Properties 
        Students will use mulitplication properties to simplify compu-

        tations.
3-4  3 and 4 as Factors
        Students will use the Distributive Property to simplify multipli-

        cation problems by rewriting one of the factors as a sum of

        two numbers.

3-5  6,7, and 8 as Factors 
        Students will use the Distributive Property and other regroup-

        ing properties to simplify multiplication involving 6s, 7s, and

        8s by rewriting one of the factors.

3-6 10,11, and 12 as Factors
        Students will use patterns as aids to mastery of facts and

        multiples of 10,11, and 12.

3-7   Problem Solving
        Students will draw pictures to problem solve multiplication

        situations and use their pictures to write number sentences.

Topic 5.  Multiplying by 1 Digit Numbers

5-1   Multiplying by Multiples of 10 and 100

        Students will use basic multiplication facts and number pat-

        terns to multiply by multiples of 10 and 100. 
5-2   Using Mental Math to Multiply
        Students will use compatible numbers with adjustment,

        breaking apart, and other strategies to multiply mentally.

5-3   Using Rounding to Estimate
        Students will use compatible numbers and rounding to es-

        timate solutions to multiplication problems.

5-4   Problem Solving: Reasonableness
        Students will check for reasonableness by making sure their

        calculations answer the questions asked and by using esti-

        mation to make sure the calculation was performed correctly.

5-5   Using an Expanded Algorithm 
        Students will record multiplication using and expanded

        algorithm.

5-6   Multiplying 2 Digit by 1 Digit Numbers
        Students will multiply 2 digit numbers by 1 digit numbers

        using paper and pencil methods. 

5-7   Multiplying 3 Digit by 1 Digit Numbers.
        Students will use the standard algorithm to multiply 3 digit

        numbers by 1 digit numbers.

5-8   Draw a Picture and Write an Equation

       Students will solve problems using he problem-solving

       strategies draw a picture and write an equation.

Topic 7.  Multiplying by 2 Digit Numbers

7-1   Using Mental Math to Multiply 2 Digit Numbers 
        Students will discover and understand patterns used to

        multiply by 10 and 100.

7-2   Estimating Products
        Students will use rounding and compatible numbers to

        estimate solutions to multiplication problems. 

7-3   Arrays and an Expanded Algorithm 
        Students will use arrays and expanded algorithms to

        multiply 2 digit numbers by 2 digit numbers to find a

        product.

7-4   Multiplying 2 Digit Numbers by Multiples of Ten
        Students will use grids and patterns to multiply 2 digit

        numbers and multiples of 10.

7-5   Multiplying 2 Digit by 2 Digit Numbers
        Students will use partial products to multiply 2 digit

        numbers by two digit numbers and find the products.

7-6   Special Cases
        Students will learn to multiply greater numbers.

7-7  Problem Solving: Two-Question Problems
        Students will solve two-question problems.

Topic 4.  Division Meanings and Facts

4-1   Meanings of Division 
        Students will use and draw models to solve division problems.

4-2   Relating Multiplication and Division
        Students will use arrays to write and complete multiplication

        and division famiies..

4-3   Speical Quotients 
        Students will use mulitplication facts with 0 and 1 to learn

        about speical division rules with 0 and 1.
4-4   Using Multiplication Factsto Find Division Facts
        Students will identify multiplication facts related to division

        facts in order to solve division problems. 

4-5   Problem Solving
        Students will draw pictures and write related number sentences

        to solve problems. 

     Children are aware of changes that occur around

them during the course of a day. a month, and a year.

They begin to understand how these time periods are

determined. Long-term observation allows students to

recognize patterns and cycles in weather, seasons,

moon phases, and the apparent position of the sun in

the sky. The motion of the moon around the Earth

(month) the rotation of the Earth on its axis (day), and

the orbit of the Earth around the sun (year) determine

months, days, and years.
     This unit serves as a review of weather, weather instruments, and the seasons. Descriptions of weather are heard or read daily in the media. While specifics of weather vary from season to season in Michigan and most of the United States, daily weather reports typically contain key components to describe changes in weather and to predict the development of storms and other hazardous weather.
     In the elementary grades, students' descriptions of weather and seasons are to include at least its visible aspects, such as temperature, wind speed and direction, cloud cover, and precipitation. They use thermometers, a windsock or vane, and a rain guage to collect weather data over a long period of time.  

Click on the link:

Weather

http://www.weather.com/outlook/recreation/boatandbeach/monthly/48093

Moon Phases

http://home.hiwaay.net/~krcool/Astro/moon/moonphase/

http://www.tutiempo.net/en/moon/phases.htm

Sun, Moon, and Earth

http://library.thinkquest.org/29033/begin/earthsunmoon.htm

Who Wants to be a Millionaire?

(The Moon)

http://www.firstschoolyears.com/science/solar/interactive/moonframes.htm

Electricity

http://www.neok12.com/Electricity.htm

http://edtech.kennesaw.edu/web/electric.html

http://www.physics4kids.com/files/elec_intro.html

http://www.galaxy.net/~k12/electric/

1.  Weather Trackers

        Students learn how the weather changes from day to day

      over the seasons and relate patterns in weather to the

      seasons of the year.

2.  Sky Watchers

      Students will study the moon and identify it as a common

      object in the sky.

3.  What Makes Daytime and Nighttime?

       Students will track the apparent movement of the sun

       across the sky and describe how we have daytime and

       nighttime due to the spin of the Earth on its axis.

4.  Moon Shapes

      Students will describe the visible shape of the moon and

      how it follows a predictable cycle that takes approximately

      one month.

5.  How Big Is It?

      Students will learn how large objects appear smaller when

      they are far away.

6.  Scale Model of the Earth and Moon

      Students will compare and contrast the relative sizes of

      the moon and the Earth.

     During the next several weeks, the 

students will be actively involved in the

study of heat energy, electrical energy,

and magnetism. By the completion of

the unit, each student will be able to

give examples of where the transfer of

heat energy and electrical energy has

changed objects.

     Students will be introduced to how

the movements of electrical current re-

sults in charged objects and the flow

of electricity. They will explore how to

make complete circuits and how to

open and close circuits using switches.

They will observe how magnets behave

with different materials and with other

magnets. They will experience magne-

tic attraction and repulsion. With this

information, they will begin to under-

stand and explain how compasses

work.

1.  Heat It Up!

        Students learn to describe heat as a form

      of energy and observe changes associ-

      ated with the transfer of heat energy.

2.  Rubbing, Burning, and Electricity

      Students will observe how adding energy

      can increase tempertaure. They will dis-

      cover how heat is produced through rub-

      bing, burning, and electricity.

3.  Heat Energy Investigation      

      Students will observe changes that occur

      when energy is transformed due to a dif-

      ference in temperature.

4.  Electricity As a Form of Energy     

      Students will recognize electricity as a

      form of energy that can change things

      and do work.

5.  Can You Light the Bulb?

      Students will construct electical circits

      using batteries, wires, and light bulbs.

6.  What Is an Electrical Circuit?

      Students will discover that a circuit is

      a continuous path through which elec-

      tricity flows.

     During this unit of study, students will observe, experiment with, and discuss several types of matter and thier physical properties. Each type of matter will be considered using thw following properties: color, size, shape, weight, texture, flexibility,smell, whether it sinks or floats, and its state of matter. the atates of matter include solids,liquids, and gases.

     Since all matter has mass and takes up space, these two properties will be examined by learning to use measuring tools. Metric rulers, primary balances, gram masses. graduated cylinders, measuring cups and spoons are some ot these tools.

     The students will be experimenting and recognizing a variety of physical changes that occur in matter. Physical changes include changes in size and shape by bending, tearing, breaking, or cutting. Another physical change occurs when matter changes from one state to another. Whne a substance chages state, this means that it changes from solid to liquid or liguid to gas. 

1.  What Are Properties of Matter?

     Students will describe objects in terms of their properties. They will describe matter as     

     anything that has mass and volume.

2.  A Little Mass Here, aA Little Mass There, A Little Mass Everywhere! 

      Students will construct a simple balance to measure the mass of various objects. They will use

      a spring scale to measure the weight of various objects in newtons.

3.  Solids

      Students will give examples of matter as a solid and describe the properties of solids.

4.  Liquids

      Students will describe the properties of liquids.

5.  Gases

     Students will describe the properties of gases. they will also compare and contrast the states of

     matter.

6.  Air: What is It?

Words you need to understand:

1.  community -  people who live in the

     same area or share common

     interests

2.  culture - customs, languages, and

     beliefs

3.  climate - the kind of weather an area

     has year after year

4.  erosion - the wearing away of land-

     forms

5.  natural resource - material supplied

     by nature

6.  ecosystem - living and nonliving

     things in an area

7.  habitat – the natural home of a plant

     or an animal

People and places you need to know:

     James A. McDivitt was a pioneer of

     the space program and controlled

     the spacecraft while the first per-

     son walked in space.

     Pictured Rocks National Lakeshore

     is continually being shaped by wind

     and water. 

     Sleeping Bear Dunes National Park

     is a recreational park shaped by

     erosion.

     Caroline Kirkland was an early

     settler who wrote about the beauty

     of Michigan.

     Pigeon River Country State Forest is

     where many elk live.

     W. K. Kellogg started a cereal

     company and founded the Kellogg

     Bird Sanctuary.

Facts and Main Ideas:

1.  How are people part of an area’s

     geography?
     People use the land, water, and

     natural resources of the area.

2.  Name two cultural festivals that are

     celebrated in Michigan. 

     African World Festival in Detroit;

     National Cherry Festival in Traverse

     City

3.  What are some natural resources

     found in Michigan?
     Soil, water, lumber, copper

4.  What did W.K. Kellogg do for the

     people of Michigan?
     He established the Kellogg Bird

     Sanctuary to protect Michigan’s

     birds.

5.  What are some of the cultural groups

     found in Michigan?
     Arab Americans; African Americans;

     Native Americans

6.  How do the Great Lakes affect the

     climate of Michigan?
     Moisture from the lakes brings in-

     creased rain and snow to Michigan;

     they keep Michigan cooler in summer

     and warmer in winter.

7.  Why is the conservation of resources

     so important?
     Once they run out they are gone for-

     ever.

8.  Why does Michigan have such a

     varied landscape?
     It has been shaped over time by  

     glaciers, tectonic activity, and

     erosion.

Vocabulary

till    rocks, gravel and sand left behind by melting glaciers

moraine    hills of till

tourism     the business of serving travelers

locks     “steps” that allow ships to move from higher to

             lower water    

reforestation     planting new trees to replace trees that

                       have been cut down

waterway     places where ships can travel

People and Places

Lake Plains     all of Michigan’s Lower Peninsula and the

                      eastern half of the Upper Peninsula; flat

Grand Rapids     wood workers turned lumber into fine

                         furniture that was shipped down the

                         Grand River to Lake Michigan.

Wallace Goodridge     took photographs of the lumber

                                industry around Saginaw featured

                                at the World’s Fair in Paris, 1889.

Traverse City     once a lumber town; grows lots of

                        cherries; popular vacation spot for

                        thousands of tourists.

Superior Upland     western Upper Peninsula; lots of

                            mountains, forests, lakes, and

                            waterfalls.

Keweenaw Peninsula     where the Porcupine Mountains

                                    are

Marquette     important port for transporting iron ore

Bruce Catton    Civil War historian who wrote about

                       Michigan in newspapers and in two

                       books

Facts and Main Ideas

1.  Explain why the Lake Plains region is flatter than the

    Superior Upland.

    The glaciers flattened the Lake Plains region, leaving

    behind moraines.

2.  What are two resources found in the Superior Upland?

     copper and iron ore

3.  In what region are the Soo Locks located?

     the Lake Plains

4.  Why do tourists come to the Superior Upland?

     They enjoy its natural beauty.

5.  Why has Detroit's location helped it become an

     industrial city?

     Detroit is located near waterways that allow resources

     and products to be shipped to and from the industries

     located there.

6.  Why are waterways important to the Superior Upland?

     Waterways provide transportation routes and fishing.

7.  Why are there fewer farms in the Superior Upland than

     in the Lake Plains?

     The soil in the Lake Plains is richer and the land is

     flatter than in the Superior Uplands.

                            Read      Workbook Packet

Monday           

Tuesday           

Wednesday      
Thursday          
Friday                  

General Information and Games

www.sfsocialstudies.com

The Soo Locks - Animation

http://www.lre.usace.army.mil/newsandevents/publications/publications/soolocks-saultste-marie/animatedlockdemonstration/

The Edmund Fitzgerald

http://www.mhsd.org/fleet/O/On-Columbia/fitz/default.htm

http://www.ssefo.com/remembrances/church.html