Glacier Hills School of Arts and Science Fourth Grade

Topic outline

  • General



      Meredith Boughton

      Voicemail Ext. 92418


      Alex Ciesielski

      Voicemail Ext. 92436


      Soraya Dangor

      Voicemail Ext. 92397


      Christine Mulcare

      Voicemail Ext. 92431


      Elise Kretchman

      Voicemail Ext. 92478


      The fourth grade team can be reached by telephone, voicemail, or e-mail. The information is listed above for each of the fourth grade teachers. The number to the main office is (651) 683-8570. The number for voicemail is (651) 683-6969. Please remember, that we are with students most of the school day. We often don’t have an opportunity to check our voicemail or e-mail until after school or until the next morning. If you need to get a message to your child, call the main office. Sending a note with your child is still the best method for letting your child’s teacher know of any changes in routine with transportation or appointments.

      • Topic 2



          • DAILY SCHEDULE - Subject to Change

            9:10-9:25 Arrival
            9:25-9:45 Morning Meeting
            9:45-10:45/50 Literacy
            10:50/55-11:15/20 Lunch
            11:25-12:15 Specialist
            12:15-12:50 Literacy
            12:50-1:10 Number Corner
            1:10-2:10 Math Workshop
            2:10-2:30 Recess
            2:30-3:10 Units: Science, Social Studies & Health
            3:10-3:25 Interactive Read Aloud
            3:25-3:35 Planner
            3:35-3:45 Dismissal
            • FOURTH GRADE P.A.W.S.

              As a school in which most staff has been trained in Restitution and Responsive Classroom, we brainstorm belief statements rather than rules. So, what is the difference between beliefs and rules? Beliefs answer why. Rules answer what. When children ask, “Why do we have that rule?” they are asking for the belief behind the rule. Too often we dissuade them by saying, “The rule is the rule” or “Because we said”. Thus we miss an opportunity to answer the question for ourselves, to self evaluate to see if our rules are aligned with our beliefs. If we can’t answer the question “why”, when a child asks about a rule we may want to get rid of it. It may be outmoded. Writing beliefs encourages students to think about their behavior and the kind of person they want to be. It encourages students to improve their own behavior because they see the value in treating others the way they want to be treated. Our beliefs at Glacier Hills center around what we refer to as P.A.W.S. P.A.W.S. represents the core areas of responsibility, safety, hard work and respect.

              • PLANNERS

                Your child has a daily planner assignment book. The daily planner assignment book is a essential tool to keep communication open and is a helpful way to create the study skills necessary for success in middle school and high school.

                At the end of each day your child will fill out his/her planner at school with his/her teacher. Planners should be brought home daily. The assignment planner entry will include important dates and homework assignments. We ask that you read, discuss any homework, and sign the planner daily. If nothing has been written in the planner, please question your son or daughter as to why it is empty. Almost every day there is something written in the planner. We also ask that you help your child become responsible for making sure the planner is returned to school daily. Furthermore, feel free to make any comments or write any notes to the teacher next to your signature.

                • LITERACY

                  The Literacy Collaborative is the district's literacy curriculum. The three main components of The Literacy Collaborative are: Reading Workshop, Writing Workshop and Language/Word Study. 

                  Reading Workshop Instructional Goals:

                  • Students read a variety of self-selected and teacher-selected texts for extended periods
                  • Students learn effective comprehension strategies that can be applied to fiction and nonfiction texts

                  Reading Workshop Teaching and Learning Components:

                  • Minilessons
                  • Independent Reading
                  • Guided Reading
                  • Literature Study
                  • Reading Conferences

                  Writing Workshop Instructional Goals:

                  • Students develop writing strategies and skills, learn about writer's craft and use writing as a tool for learning and communication.
                  • Students write for sustained periods, explore different genres and formats and write for a variety of purposes and audiences.

                  Writing Workshop Teaching and Learning Components:

                  • Minilessons
                  • Independent Writing
                  • Guided Writing
                  • Investigating
                  • Writing Conferences

                  Language and Word Study Instructional Goals:

                  • Students explore language across multiple genres; including literature, informational texts and poetry.
                  • Students investigate the meaning and structure of words and conventions and forms of written language

                  Language and Word Study Learning Components:

                  • Interactive Read Aloud
                  • Word Study
                  • Conventional use of Written Language
                  • Interactive Editing
                  • Interactive Vocabulary
                  • Reading and Writing Assessments
                  • Poetry Sharing and Response

                  • INTERACTIVE READ ALOUD

                    Chasing Vermeer

                    By: Blue Balliett

                    When a book of unexplainable occurrences brings Petra Andalee and Calder Pillay together, strange things start to happen: seemingly unrelated events connect, an eccentric old woman seeks their company, and an invaluable Vermeer painting disappears. Before they know it, the two find themselves at the center of an international art scandal, where no one — neighbors, parents, teachers — is spared from suspicion. As Petra and Calder are drawn clue by clue into a mysterious labyrinth, they must draw on their powers of intuition, their problem-solving skills, and their knowledge of Vermeer. Can they decipher a crime that has left even the FBI baffled?

                    Check out more information about Vermeer at the links below!

                  • Math

                    Bridges in Mathematics is a full elementary school math curriculum that provides many of the tools, strategies, and materials teachers need to implement the NCTM standards. Developed with initial support from the National Science Foundation, Bridges offers a unique blend of problem solving and skill building in a clearly articulated program that moves through each grade level with common models, teaching strategies, and objectives. A Bridges classroom features a combination of whole-group, small-group, and independent activities. Lessons incorporate increasingly complex visual models - seeing, touching, working with manipulatives, and sketching ideas - to create pictures in the mind's eye that helps learners invent, understand, and remember mathematical ideas. By encouraging students to explore, test, and justify their reasoning, the curriculum facilitates the development of mathematical thinking. 

                  • SCIENCE/HEALTH - GERMOLOGY

                    During the Germology unit, students will learn about diseases that can be prevented by vaccination. They will also learn that the body has defense systems against germs. Finally, they will learn that the needs of any society influence the technologies that are developed and how they are use. During the course of this unit, your student will become an expert on one infectious disease and create a PowerPoint presentation to teacher his/her classmates about this disease. A list of websites below were used by students to find information about their assigned diseases. Students will also be asked to design a new exhibit for the Science Museum of Minnesota that teaches others about the body's defense mechanisms. We are luck to have a parent who works with exhibits at the Science Museum of Minnesota to help the students with this project.


                    During the Energy and Electromagnetism Module, students will investigate energy, build electric circuits powered by D-cells (flashlight batteries), and explore electromagnetism and light.
                    You can increase your child’s understanding and interest in energy and electromagnetism by asking him or her to talk about the investigations we are doing at school. Also, watch for Home/School Connection sheets
                    that I will be sending home from time to time. These activities describe ways the whole family can look more closely at energy, energy conservation, and the uses of electricity and magnetism around your home. You may find energy at work running different appliances, magnets holding notes on the refrigerator or securing cabinets doors, and electromagnets in motors and speakers. It can be lots of fun to make inventories of magnets and electric appliances.

                    One thing we will stress in our study of energy and electromagnetism at school is safety. You may want to review your home safety rules for magnetism and electricity as well.

                    • Never put any object other than a certified plug into wall sockets.
                    • Do not open the case of an electrical appliance that has a cord and plug. Even if it is not plugged in, there is a risk of shock from static electricity.
                    • Do not bring magnets near computers or credit cards.

                    We are looking forward to many weeks of exciting investigations with energy and
                    electromagnetism. If you have any questions or comments, or have expertise you would like to share with the class, please drop your child's classroom teacher a note. You can get more information on this module by going to

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