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

                  • This topic

                    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 - WATER

                    Water is a unique earth material, the only material on Earth that occurs naturally in all three states of matter, solid, liquid, and gas. Next to the air we breathe, water is probably the most important thing in our lives. Your child will learn these interesting things and more as we investigate water, its properties, and what it can do in the FOSS Water Module.

                    One of the goals of this module is to help students focus their observation skills on water—to begin seeing water in a new light. Through their investigations into the properties of water, how it reacts to heating and cooling, and the processes of evaporation and condensation, students will begin to appreciate how important this unique material is.

                    You can help your child focus on the properties of water and its uses in several ways. Take a trip to the public library and check out books about water, water conservation, and recycling. Plan a visit to a garden shop and find out more about irrigation systems. Visit a dam, reservoir, lake, or stream to observe the flow and interactions of water with the earth. Consider ways to conserve water in your home and community. A walk around the block after a rainstorm, looking for evidence of precipitation, condensation, evaporation, and flowing water, can also be eye-opening.

                    This unit has two performance tasks used to assess your child's learning. The expectations for those performance tasks can be found in the links below.


                    During the Earth Materials unit, students will investigate a selection of the most common rocks and minerals that make up Earth’s crust, and learn some techniques used by geologists to identify them.

                    Geology requires analysis. To develop analytical skills and techniques, we will first take apart a simulated rock called a Mock Rock.  We will observe them, break them apart, dissolve them in water, and evaporate the liquid to discoverthe ingredients from which our rocks are made. We will then move on to real rocks and minerals, using scratch tools and acid (vinegar) to test for specific minerals. Finally we will look at granite, the base rock from which continents are made, and analyze it to discover the minerals it contains.

                    You can increase your child’s understanding and interest in earth materials by asking him or her to talk about the investigations we are doing at school. Rocks, which appear so commonplace, may become objects that inspire questions and promote close observation. You and your child may want to start a rock collection, or visit the library or (if possible) a rock and mineral display to expand your rock and mineral knowledge. A visit to a landscape materials center or a jewelry store (gems are minerals) can expose the broad range of uses for earth materials.

                    Watch for Home/School Connections sheets that I will be sending home from time to time. These activities describe ways the whole family can look more closely at rocks and minerals around your home. Your child will be asked to bring a rock or mineral to class for a few weeks to begin a class collection. He or she may choose to bring a special sample you picked up on a family outing, or a rock collected right around the neighborhood.

                    We’re looking forward to weeks of fun with rocks and minerals! 

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