4th Grade Information

2025-2026  

Feburary Newsletter

Reading

  In Unit 6, “Heroes and Villains”, your child will explore how authors develop heroes, villains, and complex characters—and how those characters’ choices drive the plot and shape the theme of a story. Students will practice making connections, tracking important events, and comparing and contrasting themes across stories, including texts that reflect different cultures and perspectives. Along the way, students will also strengthen discussion skills by learning to pose questions and build on classmates’ ideas during conversations about what they read.

A special focus in this unit is poetry and how poets use figurative language to create meaning. Your child will work on determining the theme of a poem and analyzing an author’s craft, including identifying and explaining similes, metaphors, and personification. Students will also notice how writers use sensory descriptions to help readers picture scenes and feel emotions. Vocabulary work will include understanding multiple-meaning words and interpreting common expressions like idioms, adages, and proverbs, all of which help students read more deeply and understand what an author really means.

Writing

Process Writing - Persuasive Essay

In this persuasive writing unit, your child will learn how writers clearly express an opinion, support it with evidence, and persuade an audience. Students will write about school-related topics that are meaningful and familiar, such as extended recess time, schools being more eco-aware, or classrooms having a class pet. These topics help students focus on developing strong arguments while writing for a real and relevant audience.

Your child will follow the writing process from start to finish, including generating ideas, conducting research to gather facts and examples, drafting, revising, editing, and publishing. Students will practice organizing their writing intentionally by stating a clear claim, supporting it with reasons and evidence, and using appropriate transitions and persuasive language. They will revise their work using peer feedback and reflect on how effectively their writing communicates their opinion. By the end of the unit, your child will have produced persuasive pieces that demonstrate clear thinking, strong organization, and purposeful writing strategies.

Analytical Writing - Responding to a Prompt

In addition to persuasive writing, your child is continuing to strengthen skills in responding to a variety of writing prompts. Your child is consistently using the thinkSRSD POWeR cycle, becoming more efficient with quick jots during the 3P’s (Pre-read for the gist, Pull apart the prompt, Pick ideas) and when planning with their TIDE organizer. Recently, your child has increased writing endurance by working with two texts, comparing themes across two fiction stories and synthesizing information on a shared topic in two nonfiction texts. Your child is also developing their narrative writing skills by mimicking the craft and voice of an author as they continue or complete that author’s original fictional narrative. This writing task includes paying close attention to  the original story’s verb tense, narrator point of view, and author style, as well as honoring key story elements such as each character’s traits, setting, conflict, and possible resolutions. Throughout this process, your child regularly revisits writing, analyzes student exemplars, and uses checklists to reflect on strengths and plan purposeful improvements for future writing.

Social Studies - Colorado History 

In our Colorado history unit, your child will explore how Colorado’s geography, people, and historical events are connected over time. Last week, students began the unit by learning about Colorado’s geographic regions and comparing their physical and human characteristics, such as landforms, climate, resources, and how people use the land. This foundation helps students understand why people settled in different parts of the state and how geography influenced daily life.

As the unit continues, your child will study key historical eras, individuals, and groups that shaped Colorado, including Indigenous peoples, explorers, settlers, miners, and communities that developed as Colorado became a state. Students will examine how important ideas—such as westward expansion, migration, and the use of natural resources—connect Colorado’s history to major events happening in the United States during the same time periods. Throughout the unit, students will practice comparing perspectives, identifying cause and effect, and explaining how past events continue to influence Colorado today.

Math 

Topic 9 - Understand Addition & Subtraction of Fractions

In Topic 9, your child will develop a strong understanding of how to add and subtract fractions and mixed numbers with like denominators. Instruction begins with hands-on learning using fraction strips and number lines, which help students see fractions as equal-sized parts that can be combined or separated. These visual models support understanding before students move to numerical strategies.

Your child will also learn to decompose fractions, meaning they will break fractions and mixed numbers into smaller parts in more than one way. This builds flexibility and number sense and helps students see that the same fraction can be represented in different ways. When adding fractions with like denominators, students will focus on adding the numerators while keeping the denominator the same, using models to connect visual representations to equations and identify equivalent fractions.

Students will apply these same ideas to subtracting fractions, using number lines and models to find the difference. Later in the topic, they will extend their learning to mixed numbers, adding and subtracting by working with the fraction parts and whole numbers separately. Students will practice renaming whole numbers when needed and explaining the strategies they choose, while making connections to real-life situations such as measuring and cooking.

January Newsletter

Wow! What an amazing start to 2026! It was so wonderful to see your children’s smiling faces yesterday. Break is always a gift—it gives us time to regroup, catch up on sleep, and spend time with those we love most. But even while I was enjoying the break, I found myself excited to return and see your kiddos again.

We are in for a fun ride this semester! Our curriculum and classroom adventures are full steam ahead. Below, you’ll find what January has in store for us.

Important Dates:

Monday, January 19th - No School - Martin Luther King Jr. Day

Reading
In our unit called “Robot Revolution,” students will work hard to strengthen their reading and comprehension skills. They will learn how to identify the main idea of a text and explain how it is supported by important details. Students will also practice paraphrasing key parts of a passage and summarizing information in their own words. Along the way, they will make inferences, recognize how authors use anecdotes and evidence, and explore different text structures such as cause and effect and problem and solution. They will also begin to analyze an author’s craft, including figurative language like metaphors and the use of graphic features to support understanding.

Finally, students will build speaking and listening skills by asking thoughtful questions, sharing ideas, clarifying their thinking, and actively listening to others. Mini-lessons in metacognition will help them reflect on their own understanding and use strategies to make sense of challenging texts. Together, these activities will support students in becoming thoughtful, effective readers and communicators.

Writing

 Students have been exploring how to craft narratives that follow the structure of a plot mountain—including the exposition, rising action, climax, falling action, and resolution. They’ve been developing rich characters through dialogue, actions, and thoughts, and enhancing their writing with descriptive language to show the author’s craft. After completing their own original stories, students are now taking on a new challenge: finishing a story that’s already been started, focusing closely on maintaining the point of view and key story elements of the original text.

We are also excited to begin our persuasive writing unit. In 4th grade, this means students will select a topic they genuinely care about—something they feel is important or meaningful to them. They will then spend time researching their topic, gathering facts and examples that help them understand it more deeply. Using what they learn, students will practice forming a clear claim (their main argument) and supporting it with strong evidence and logical reasons. As they write, they will also focus on developing the author’s tone, learning how word choice and voice can influence a reader. This unit helps students build essential skills such as critical thinking, organizing ideas, and expressing themselves confidently in writing.

Science
This month in 4th-grade science, students are learning where our energy comes from and how our choices affect the environment. Renewable resources are those that can naturally be replaced in a short amount of time. In class, students are exploring examples such as sunlight used for solar energy, wind used in wind turbines, and water behind dams used for hydropower. These resources can be replenished and are generally gentler on the environment. Nonrenewable resources, on the other hand, take millions of years to form and can eventually run out. Students learn about fossil fuels like coal, oil, and natural gas, as well as fissile materials used in nuclear energy. These energy sources are common today but have a much bigger impact on the environment. Throughout the unit, students will work on understanding the differences between these types of resources and how they are used in everyday life. They will also consider how the choices people make about energy can help protect and care for our planet.

Math Update: Topic 7 — Factors & Multiples

This month in math, our class is beginning Topic 7: Factors and Multiples. In this unit, students deepen their understanding of multiplication by exploring how numbers are connected through factors and multiples. Students will learn how to find all the factors of a number, use arrays to show factor pairs, determine whether a number is prime or composite, and generate multiples using skip counting and multiplication. This topic builds strong number sense, reinforces multiplication and division skills, and lays important groundwork for future learning with fractions and algebraic thinking.

Ways you can support your child at home:

• Build arrays using small objects such as coins, cereal, beans, or LEGO bricks. Ask your child to show different rectangles for the same number and explain what factor pairs they see.

• Choose a number and work together to find all of its factor pairs, then discuss whether the number is prime (only two factors) or composite (more than two factors).

• Practice multiples by skip counting while walking, driving, or doing chores (for example, counting by 4s or 6s).

• Look for real-life arrays around your home, such as egg cartons, muffin tins, tiled floors, or packaged food, and talk about what factors those arrays show.

Our goal is to help students understand how numbers work together and to build confidence in multiplication and number relationships. I have attached a quick guide to some extra ideas you can utilize when helping your kiddo with homework or in between times. Thank you for continuing to support your child’s math learning at home!

December Newsletter

Important Dates

• Young AmeriTowne Field Trip Payment Due: Monday, December 1st

• Young AmeriTowne Business Sponsor Day: Monday, December 1st

• Young AmeriTowne Field Trip: Wednesday, December 3rd 

• Classroom Winter Celebration: Thursday, December 18

• Winter Break: Friday December, 19 - Monday, January 5

• First Day Back after break: Tuesday, January 6, 2026!!!

Young AmeriTowne

Here is some important last minute information for Young AmeriTowne:

The payment is due tomorrow. If you haven't received an email from me, you have paid! 

Our field trip will be Wednesday, December 3rd. 

For the field trip, please send your child to school with a fully disposable lunch and drink. Please pack this lunch in a bag labeled with your child's name in large print (just in case it gets mixed in with another lunch tub). We ask for plastic bags because we have had brown bagged lunches get wet and ruined on a couple of occasions. Gallon sized Ziplock or plastic grocery bags have worked extremely well in years past. 

We will be leaving school between 9:00 and 9:30 depending on when the buses arrive, and we will be back at Gold Rush by 2:30. The kids will be hungry after our trip, so please make sure they have separate snacks and a separate drink for school - for after the trip.  All buses are equipped with seatbelts and on board entertainment (endless singing of the wheels on the bus and more...:). 

With regard to attire, the kids do not have to dress formally - school attire is ideal. I strongly encourage comfortable shoes and layers just in case. Your child will be walking around town all day and will want to be wearing something that they feel good in. 

Here's a checklist for field trip day:

-Disposable lunch and disposable drink (in labeled, ZIPLOC bag)

-Comfortable, informal clothing (ie. tennis shoes, layers)

-Snack(s)/drink that stays in school backpack (for after the field trip)

iReady Winter Diagnostic

Students will begin the Winter i-Ready Diagnostic for Reading on December 2nd, followed by the Math Diagnostic on December 8th. It is important that your child arrives on time, well-rested, and having eaten breakfast. Our reading diagnostic begins promptly at 8:45, so students will not have time for snacks beforehand.

Please let me know if you have any questions about the assessments.

Reading

In our next reading unit, Through the Storyteller’s Eyes, students will take a close look at how authors craft stories and how readers can better understand characters, events, and themes. Throughout this unit, students will closely examine characters—what they are like, what motivates them, how they respond to challenges, and how they grow or change from the beginning of a story to the end. Students will practice supporting their ideas with clear evidence from the text, an essential expectation for developing strong literary thinking.

Students will also continue to strengthen their summarizing skills. They will learn to identify the most important events, organize them in a logical sequence, and explain how the central problem is resolved. This work helps students distinguish between major and minor details and communicate the heart of the story in a clear and concise way.

Another major focus of Unit 4 is point of view. Students will explore how stories are shaped by who is telling them, especially the differences between first-person and third-person narration. They will consider how a narrator’s perspective influences what the reader understands about the characters and events.

We will also examine the author’s use of descriptive and figurative language—such as similes, metaphors, personification, and sensory details—to understand how word choice creates imagery, emotion, and mood. Students will think about how an author’s language helps build meaning and shapes the tone of the story.

Finally, students will analyze how characters interact and influence one another throughout a story. They will pay attention to how relationships, dialogue, and conflicts move the plot forward and help reveal deeper themes. Students will continue to cite evidence as they explain how characters, settings, and events connect and impact one another.

Overall, this unit helps students become deeper, more thoughtful readers. They will practice essential skills such as using evidence, summarizing, interpreting language, tracking character changes, making inferences, and understanding how an author’s choices shape a story—important expectations for strong reading comprehension.

Writing

We are excited to begin our Fan Fiction writing unit! In this unit, students will create their own original stories inspired by the central theme we identified from The Most Magnificent Thing. Students will examine what made the original story powerful—its message, characters, and structure—and then use those elements as inspiration for crafting a brand-new piece of writing. This helps them understand how authors build on meaningful ideas and use them to develop imaginative narratives of their own.

To prepare for writing, students will learn how to use a plot mountain to plan the key parts of their story, including the introduction, rising action, climax, falling action, and resolution. They will practice developing characters, describing settings, building a clear sequence of events, and creating a problem that leads to a meaningful solution. Students will also focus on using descriptive details, dialogue, and precise language to bring their characters’ experiences to life for the reader.

Throughout this process, students will engage in the full writing cycle—planning, drafting, revising, editing, and publishing. As part of revision, they will learn to strengthen their writing by adding details, improving word choice, and ensuring their story flows logically from beginning to end. During editing, students will apply grammar and writing conventions to make their work clear and easy to read. This includes using complete sentences, correct capitalization and punctuation, and appropriate grammar choices to guide their revisions.

By the end of the unit, students will have created a polished piece of fan fiction that reflects strong narrative techniques, thoughtful revision, and creativity inspired by the literature they love. Let the storytelling begin!

Science

In our next science unit, students will explore how Earth’s surface changes over long periods of time and how natural processes shape the world we live in. As they work toward this understanding, they will investigate natural phenomena and connect what they learn to real environmental and geological processes.

Students will study how major features of Earth—such as mountain ranges, deep-ocean trenches, earthquakes, volcanoes, and ocean-floor structures—are connected to the movement of Earth’s tectonic plates. They will look for patterns, analyze evidence, and build explanations based on observable data, all of which reflect the expectations of Colorado’s science standards.

Students will also examine rock formations and fossils to understand what Earth’s surface looked like long ago and how it has changed over time. They will explore how wind, water, and ice slowly reshape landforms, helping them understand both rapid and gradual changes to Earth’s surface.

A key part of this unit includes learning about renewable and nonrenewable resources, where they are found, how humans use them, and how resource use impacts the environment. In addition, students will study natural hazards such as earthquakes, volcanic eruptions, and tsunamis. They will discuss not only how these events change Earth’s surface but also how people can design solutions to reduce their impacts—an important emphasis in the Colorado Academic Standards for engineering and problem solving.

Throughout the unit, students will participate in hands-on investigations, analyze real-world examples, and apply their understanding to their final project. You can support your child by asking them to share what they are learning and to point out examples of Earth’s changes or natural resources in everyday life.

We look forward to an exciting learning adventure as students deepen their understanding of our dynamic planet!

Math

Unit 5 Wrap Up

We will be taking the Unit 5 math test this Thursday and Friday. It is a longer assessment, so we will be splitting it over two days to help students stay focused and do their best. Since we are returning from break, we will spend Monday and Tuesday reviewing division to help students feel confident and prepared.

Each night this week, your child will bring home their practice test. I encourage you to look it over with them and review any problems they found challenging or confusing. A little extra practice at home can make a big difference in helping them feel successful on the test.

Unfortunately, I do not have the workbook with me to make an additional copy for families today, but I will send another copy home tomorrow once I am able to scan it. Thank you for your patience and understanding!

Unit 6

We will begin  Unit 6: Use Operations with Whole Numbers to Solve Problems, a unit that helps students apply all four operations—addition, subtraction, multiplication, and division—to real-world word problems, the week after next.  Students will learn how to make sense of problems, represent the situation, choose appropriate operations, and explain their reasoning clearly and accurately. They will also show their understanding by writing equations with unknowns and checking whether their answers make sense, all important expectations of Colorado’s math standards for problem solving.

In this unit, students will explore comparison problems where they must determine whether a situation is asking “how many more” (additive comparison) or “how many times as many” (multiplicative comparison). Students will practice interpreting the language in the problem and representing the relationships using models such as bar diagrams and equations. This helps them develop a deep understanding of how quantities relate to each other—not just how to compute an answer.

Students will then move into multi-step word problems. They will learn to identify hidden questions—smaller sub-problems that must be solved before the final answer can be found. This helps build strong reasoning skills and teaches students to look carefully at each step in a multi-part situation. Throughout the unit, students will write equations using variables, represent quantities visually, and explain how they know their solution is correct.

To support students with these more complex problems, we will continue using our Three Reads Strategy, which helps students slow down and make sense of the entire situation before solving:

1. Read #1: What is the problem about?
   Students focus on understanding the situation without worrying about numbers.
   
   

2. Read #2: What quantities do we know and not know?
   Students identify important numbers, relationships, and the information they still need to find.
   
   

3. Read #3: What is the problem asking us to figure out?
   Students restate the question in their own words before deciding on a plan to solve.
   
   

This routine builds confidence, helps students persevere through challenging tasks, and mirrors the Colorado expectation that students explain their thinking, use models, and solve problems with precision.

As we work through this unit, students will grow as mathematicians who can reason through situations, use visual models to support their understanding, solve efficiently, and show that their answers are reasonable. These skills prepare them not only for more advanced math but also for solving everyday real-life problems with confidence and clarity.

November Newsletter

Important Dates:

🗓️Mark your calendars for the important dates below…

• Young AmeriTowne Job Interviews: Thursday, November 13th

• Young AmeriTowne Job Training: Tuesday, November 18th

• Fall Food Drive (benefiting the Parker Task Force): Ends Thursday, November 20th 

• Thanksgiving Break: November 24-28th 

• Young AmeriTowne Field Trip Payment Due: Monday, December 1st

• Young AmeriTowne Business Sponsor Day: Monday, December 1st

• Young AmeriTowne Field Trip: Wednesday, December 3rd 

Reading:  We’re beginning Unit 3 of our Benchmark reading curriculum: “Your Government at Work.” In this informational unit, students will explore how our government was formed and how it functions to serve its citizens. As they read a variety of informational and argumentative texts, students will identify main ideas and supporting details, paraphrase key portions of text, and draw conclusions about the author’s purpose. They’ll also work on recognizing text structures such as compare and contrast and problem and solution, and learn to interpret text and graphic features to deepen understanding. Vocabulary instruction will emphasize using context clues, prefixes, suffixes, and roots to determine word meanings, along with practice identifying homophones.

Writing: This month in writing, students will apply their growing writing skills to respond to prompts that require them to analyze and connect ideas from two nonfiction texts. They’ll learn to synthesize the gist of both texts, use text evidence to support their ideas, and explain their evidence with thoughtful detail. Continuing with our SRSD approach, students will use the POWER process—Plan, Organize, Write, Edit, and Revise—to guide their writing from start to finish. They’ll also structure their responses using the TIDE strategy (Topic, Important details, Detailed Examination, Ending) to create clear, well-organized responses. Through modeling, guided practice, and feedback, students will strengthen their ability to write informative, evidence-based responses with confidence and precision.

Social Studies: Students are currently working through the Young AmeriTowne curriculum, an exciting, hands-on program that teaches the basics of economics, citizenship, and personal finance. Through engaging lessons and classroom activities, students are learning about supply and demand, banking, taxes, business management, and the importance of teamwork and responsibility in a community. All of this learning will come to life during our upcoming Young AmeriTowne field trip, where students will take on real-world roles as citizens, workers, and consumers in a simulated town. This experience helps students see how their classroom learning connects to the world around them and prepares them to be informed, responsible members of their community.

Math: We are wrapping up Topic 4: Use Strategies and Properties to Multiply by 2 Digit Numbers This topic focuses on developing understanding of multiplying multi-digit numbers by 2-digit numbers. Your child is using strategies based on place value and the properties of operations. Your child is using  arrays, area models, the Distributive Property, and partial products to multiply two 2-digit numbers. Students will take their assessments on this topic next week. 

After that, we will begin Topic 5 focused on developing understanding of finding whole-number quotients and remainders with up to 4-digit dividends and 1-digit divisors. Your child will use strategies based on place value, the properties of operations, and/or the relationship between multiplication and division.

Please support your child at home by continuing to practice multiplication and division facts with them and offering guidance on the homework. 

Problem-Solving Strategies

We’ll continue practicing the CUBES strategy (Circle, Underline, Box, Evaluate, Solve) and the Three Reads strategy to help students slow down, make sense of problems, and decide which operations to use.

You can help at home by:

• Encouraging your child to practice multiplication and division facts regularly.

• Asking your child to explain their thinking when solving a problem (e.g., “Why did you choose multiplication instead of division?”).

• Using real-life examples (sharing snacks, splitting items, estimating totals while shopping) to reinforce math skills.

By the end of this unit, students should be able to:

• Multiply numbers by 10, 100, and 1,000 using patterns in place value.

• Estimate answers to multiplication problems to check if they make sense.

• Use visual models (arrays, area models) and partial products to solve multiplication problems.

• Apply mental math strategies to multiply efficiently.

Thank you for supporting your child’s learning at home! We look forward to seeing their confidence and problem-solving skills grow during this unit.

October Newsletter

Good Afternoon!!

Wow, I can’t believe it’s already October! Time has flown by, and I am truly enjoying the opportunity to spend each day with your children. I hope they’ve been coming home with fun stories and sharing some of the exciting new concepts we’ve been learning together. One of my very favorite parts of the day is when we get to laugh as a class—it makes learning even more special.

Here’s a funny moment from Friday that I just have to share. We were talking about the capitals of states when a student raised their hand and asked, “What is the capital of California?” I answered, “Sacramento,” but the student looked at me deadpan and said, “No, it’s C.” We all cracked up, and I thought to myself, at least they were making the connection to capital letters for proper nouns! It was such a clever twist—and definitely a new joke for me.

Upcoming Dates

September 30-October 3 - Homecoming Week for Legend (we are celebrating with spirit all week- see attached flyer for specific get-up)

October 6-8  - Conferences 

October 13-17 - Fall Break

October 31 - Halloween Party

Reading

We are beginning a new unit, Characters in Focus. In this unit, students will dive into stories that highlight how characters face challenges and grow over time with fiction stories. They will learn to describe a character’s traits, feelings, and motivations by using evidence from the text. Students will also compare how different characters respond to situations, which helps them better understand theme and author’s message. Through both reading and writing, your child will practice explaining how and why characters change, and they will support their thinking with details from the story. Your child will be participating in book clubs and reading groups in order to further their understanding of these concepts as well. 

We will also continue to practice our SRSD reading responses. Students are going through a POWER cycle along with their weekly lessons in Benchmark. In this POWER cycle, students will also reflect on their previous writing and set goals to help themselves continuously improve. 

Writing

We are continuing our Writing as a Naturalist. Students are well underway in their research and have even begun planning and drafting their writing. I am excited to be able to share with you their finished products. As a quick reminder, in this unit students are writing like naturalists, sharing their knowledge of the natural world through active nonfiction pieces. Their writing not only informs but also inspires readers to take action. Students are practicing how to choose meaningful topics, organize their ideas with clear structures and text features, and balance facts with helpful “how-to” advice. Throughout the process, they are drafting, revising, and editing while giving and receiving feedback from peers. By the end of the unit, each student will publish a polished informational piece that teaches and motivates readers to care for and respond thoughtfully to nature.

Science

Students are learning about animal senses and how animals adapt to their environment for survival. They are creating their own species of animals to fit in a certain ecosystem in our world. They are super thoughtful and creative when creating these new species. 

Social Studies

After Fall Break, we will begin preparing students to run a Young AmeriTowne economy on their own. More information will be shared with you at that time. We will need volunteers to support both in the classroom and during the field trip. Permission slips and payment details will also be sent home after the break.

Math

We are excited to begin Unit 3: Uses Strategies and Properties to Multiply by 1-digit whole numbers! This unit builds on students’ prior knowledge and introduces important new concepts that will help strengthen their number sense and problem-solving strategies. Your child is learning strategies to multiply two-, three-, and four-digit numbers by one-digit numbers. He or she is applying strategies involving partial products, including place-value and area models. These patterns also help your child estimate products. For example, to estimate 4 × 32, round 32 to the nearest ten (30) and then multiply (4 × 30 = 120). To find the actual product, your child can use the Distributive Property. Break apart 32 into 30 and 2. Think of 4 × 32 as (4 × 30) + (4 × 2). So, 120 + 8 = 128. Your child can compare the product to the estimate to see if his or her answer is reasonable.

Focus of Topic 3

In this unit, your child will work on:

• Multiplying multi-digit numbers by a 1-digit number using different strategies (place value, area models, and partial products).

• Using patterns and place value to multiply by 10, 100, and 1,000.

• Estimating products to check if answers make sense.

• Explaining their math thinking with words, numbers, and models.

• Solving real-world and multi-step word problems using multiplication.
  
  

Problem-Solving Strategies

We’ll continue practicing the CUBES strategy (Circle, Underline, Box, Evaluate, Solve) and the Three Reads strategy to help students slow down, make sense of problems, and decide which operations to use.

You can help at home by:

• Encouraging your child to practice multiplication and division facts regularly.

• Asking your child to explain their thinking when solving a problem (e.g., “Why did you choose multiplication instead of division?”).

• Using real-life examples (sharing snacks, splitting items, estimating totals while shopping) to reinforce math skills.

By the end of this unit, students should be able to:

• Multiply numbers by 10, 100, and 1,000 using patterns in place value.

• Estimate answers to multiplication problems to check if they make sense.

• Use visual models (arrays, area models) and partial products to solve multiplication problems.

• Apply mental math strategies to multiply efficiently.

Thank you for supporting your child’s learning at home! We look forward to seeing their confidence and problem-solving skills grow during this unit.

Back to School Night Information

Here is the slideshow I shared last night

September Newsletter

Below you’ll find some important upcoming dates—including two you’ve already heard about, Digger Dash and iReady Math Assessment—as well as details about our curriculum across subjects. Please also note that the make-up Back to School Night will be held after school on Wednesday, September 10 at 4:00pm. Thank you for your understanding with the shift in date and time. If you are unable to attend, I’ll send out the presentation afterwards.

Important Dates:

• iReady Math Diagnostic: September 2–5 (during math block)

• Digger Dash: Friday, September 5

• Back to School Night (make-up): Wednesday, September 10 at 4:00pm

• No School (Teacher PLC Day): Monday, September 22

• Western Night (more info to come!): Friday, September 26

• Conference Week: September 29–October 3

Reading
We are beginning the year with the first two Benchmark reading units. Unit 1: “In the Wild” (Nonfiction) helps students build comprehension strategies such as asking questions, identifying the central idea, drawing inferences, and analyzing text and graphic features. They’ll also practice using context clues and resources to strengthen vocabulary. In Unit 2: “Characters in Focus” (Fiction), students will analyze story elements, describe how characters change, connect character actions to plot and theme, and consider the author’s message. Vocabulary study will continue with context clues and homophones.

Writing
In our “Writing as a Naturalist” unit, students will take on the role of naturalists—observers, educators, and advocates for the natural world. They’ll create active nonfiction pieces that both inform readers and inspire action. Using mentor texts, they’ll learn how to choose meaningful topics, organize ideas with clear text structures and features, and balance facts with helpful “how-to” advice. Through drafting, revising, and editing (with peer feedback along the way), each student will publish a polished piece that encourages others to care for and respond thoughtfully to nature.

Science
In our Plants and Animals unit, students are discovering how living things grow, survive, and work together in nature. Through hands-on experiments, activities, and videos, we’re exploring life cycles, plant parts, and animal adaptations. Students are also learning how plants and animals depend on one another for survival—all while building curiosity and teamwork.

Math
Our first unit is now under our belts and we are moving along with our learning.  Our next math topic is “Fluently Add and Subtract Multi-Digit Whole Numbers.” Students will use standard algorithms for sums and differences of larger numbers. They’ll begin by lining up numbers by place value, then add or subtract ones, tens, hundreds, and so on, regrouping as needed. In this unit, we will also begin our work on strategies for problem solving. My hope is that this strategy will expand into their work at home. The first strategy that we will use is "Three Reads." To help students become confident problem solvers, we’re practicing two strategies that guide them step by step:

Three Reads
This strategy helps students slow down and really understand a word problem before jumping into solving it.

1. First read: Students read the problem just to understand what it’s about (the “story” or context).

2. Second read: They read again to identify the important information and numbers.

3. Third read: They read a final time to focus on the question being asked and what they actually need to find out.                                   

By reading three times with a different purpose each time, students build comprehension and avoid rushing to solve too quickly.

CUBES
CUBES is a simple acronym that reminds students what to do when tackling a problem:

• C – Circle the numbers

• U – Underline the question

• B – Box important keywords

• E – Evaluate what steps to take and eliminate unnecessary information

• S – Solve and check your work

Both of these strategies help students break problems into manageable steps, strengthen comprehension, and reduce careless mistakes.

Please continue supporting your child at home by practicing multiplication facts and reviewing homework together. Homework will be sent home 3–4 nights per week and is due the following day. I use homework to help me analyze whether a child is understanding the concept I have taught and to help guide my instruction the following day.  If your child is struggling, please stop, jot me a note, and send it back—homework is meant to be a learning opportunity, not a frustration.

August Newsletter

What an amazing first week it has been! I have truly enjoyed getting to know your kiddos and the incredible humans they are. This week, we’ve shared stories about our vacations, discussed our needs as learners, and created a sustainable, energetic classroom environment—one that I know will help us grow together as a family throughout the year. I am so excited for all that’s ahead and can’t wait to dive into the curriculum!

Below, you’ll find our monthly newsletter. You can also find this on my webpage, where I’ll keep a running record of all curriculum-related communication. Thank you for reading to the end, as this month’s update is a little longer than usual.

Important Dates

• Digital Citizenship Week: August 18-22

• Back to School Night 

  • Date: Wednesday, September 10

  • Time: 4:00 PM

  • Why Attend: Learn more about our year, see the classroom, and hear about how I’ll be supporting your child. I look forward to connecting with you!

• Digger Dash Assembly: Friday, August 22

• Digger Dash: Friday, September 6th

Digital Citizenship Week (photo at end of letter):

4th Grade Digital Citizenship Spirit Week (August 18–22): This week, we’ll explore the pillars of being responsible, respectful digital citizens through themed days and engaging lessons.

Monday: Relationships & Communication – Wear your favorite sports shirt. Learn the “Rings of Responsibility.”

Tuesday: Digital Footprint – Crazy socks/shoes. Discover how our online actions leave lasting trails.

Wednesday: Creative Credit – Match outfits with friends. Learn the importance of giving credit.

Thursday: Internet Safety – Superhero shirts (no costumes). Explore safe online communication.

Friday: Privacy & Security – Wear GRE spirit shirts. Learn to protect personal information online.

Reading

We’re beginning the year by setting clear expectations for our 4th Grade Reading Workshop. Students are learning what a reading workshop looks and sounds like, how to select “just right” books, and how to be active, engaged readers. We’ll practice skills like asking questions, making connections, and sharing ideas respectfully. By building strong reading habits now, we’re setting the stage for a year filled with growth, discovery, and a love for reading!

Writing

This year, we’ll be diving into SRSD (Self-Regulated Strategy Development) to become stronger, more confident writers. Students will learn the POWER process—Plan, Organize, Write, Edit, Revise—and use the TIDE strategy to organize their ideas with a clear Topic, Important details, Detailed examples, and an Ending. Through modeling, guided practice, and feedback, we’ll build writing skills step-by-step, helping students write with purpose, clarity, and creativity. Get ready for a year of powerful and well-structured writing!

Science

In our Grade 4 Plants and Animals unit, students are discovering how living things grow, survive, and work together in nature. Through hands-on experiments, interactive activities, and engaging videos, we’re exploring life cycles, plant parts, and animal adaptations. Students are learning how plants and animals depend on each other for survival—all while building curiosity, critical thinking, and teamwork. Science has never been more exciting—stay tuned for more wild and wonderful discoveries!

Math

We are kicking off 4th grade Math with our first topic, Generalize Place Value Understanding. Students will explore place values beyond 1,000—up to 1,000,000. They will read and write multi-digit whole numbers in standard form, word form, and expanded form. We’ll also be comparing, ordering, and rounding numbers to any place value.

Please support your child at home by practicing multiplication facts and reviewing homework together.

We’ll talk more about homework expectations at Back to School Night, but here’s a quick overview:

• Homework: 3–4 nights per week

• Time: No more than 40 minutes total per night

  • Reading: At least 20 minutes

  • Math: Fact practice + worksheets sent home nightly

• Due Date: The following day

If you have any questions before Back to School Night, please don’t hesitate to email me. Your child will also receive these details in class—but I’m always happy to double-check with you!

I hope you all have a wonderful week ahead. I’m looking forward to greeting your children tomorrow morning with a big smile and plenty of enthusiasm!

Welcome Back!!

Hello and welcome back!! 

I am so excited to meet and see you all! My name is Kelly Broecker (pronounced Breker), and I am thrilled to be your child’s teacher for the 2025–2026 school year at Gold Rush. Many of you may know me as a 5th-grade teacher, and when you got this email, you probably thought, “Wait, my child is in 4th, not 5th!” This year, I was given the opportunity to switch grade levels—and I grabbed it! I am so excited to be returning to the 4th-grade classroom and curriculum. I cannot wait for this year to begin so that we can get to know one another and have a fun, successful year of learning.

Please read to the end, as this letter contains a lot of important information for you and your child.

Growing up in Colorado, I always knew I wanted to be a teacher. Twenty-five years ago, I stepped into my first classroom and haven’t looked back. Education is my passion, and watching your children grow into strong, independent critical thinkers is why I teach.

I have a B.A. in History from Colorado State University, my Elementary Educator’s License from Metropolitan State University of Denver, and a Master’s in Curriculum, Assessment, and Instruction. Over the past 25 years, I’ve taught both 4th and 5th grades, as well as served one year as an instructional coach. This will be my ninth year at Gold Rush, and I couldn’t have asked for a better community and school to be a part of.

My family and I live right here in Parker. I love teaching in the community where I live—it allows me to stay connected to my students and to the greater Parker community. I am married to my husband of 25 years, and we have two wonderful daughters: Emily, 22, a newly graduated CSU alumna, and Abby, 19, who will be a junior at Colorado State. As a family, we enjoy traveling, playing pickleball, and spending time together.

My personal hobbies include reading, cheering for the CSU Rams, exercising on my Peloton, lifting at the Parker Rec Center, and walking outdoors to enjoy our beautiful weather and scenery.

As we begin this year, please know that working together as a cohesive team will ensure your child has a successful year. Communication is very important to me—and to your child’s success. Email is typically the best way to reach me. During the school day, I’ll be working with your child, so if I’m not able to respond immediately, I will do my best to reply within 12–24 hours.

I look forward to working with you and your child. I want this year to be a memorable and fun learning experience. I can’t wait for your child to experience all the exciting lessons and activities I have planned—including an adventure around Colorado that we’ll embark on throughout the year!

I also look forward to hearing all about your summer adventures! As a family, we traveled to San Diego twice—once for a weekend and then again for a week around the 4th of July. We spent time in Encinitas, Carlsbad, and San Marcos, hiked Torrey Pines, and spent the 4th at Dana Point Harbor hanging out on a boat.

I also traveled to Boston, Massachusetts for the first time with my daughter. We explored Fenway Park, the Freedom Trail, major events of the Revolutionary War, Boston Common, and sampled lobster and other famous Boston cuisine (of course in the North End, if you're familiar—that’s the Italian neighborhood!).

Last spring break, we visited Scotland and England to enjoy the rich history and beautiful scenery. I’m sharing this because you’ll quickly learn that I seek out history wherever I go. I love learning about the past—and it’s something I’m excited to pass on to you! 

I am looking forward to meeting you and your student at our Meet the Teacher event on Tuesday, August 12th.

Please CLICK HERE to sign up for a 15-minute time slot. You can sign up anytime from July 17–31 if you haven’t already done so. (Select Gold Rush Elementary and use the password: digger.)

Students will drop off their supplies that day and take their school pictures in the gym after our visit. You can click here to order pictures online. The Picture Day ID is EVTQD2R38.

If you could also take a moment to fill out this form (also found on my website) to help me get to know your child before the first day of school, I would greatly appreciate it! With the limited time we have during Meet the Teacher, this will give me an opportunity to learn more about your child privately beforehand.

Please remember to bring the majority of your supplies with you on this day (if possible) so students won’t need to carry them on the first day of school. We’ll be kicking off the year with our traditional Flag Ceremony, and students will meet me on the front blacktop by the cone labeled with my name.

For those of you who know me, my classroom has moved. I am now in Room B-202 (just across the hall from my old room).

Save the date!
Back to School Night will be held on August 27. The schedule is as follows:

• 4:15–4:30 – Principal’s Celebration & Goals
  
  

• Session 1: 4:35–5:05
  
  

• Session 2: 5:10–5:40
  
  

If there is an alternate email address you would like me to use, please let me know as soon as possible by replying to this email and providing your preferred contact.

Enjoy the rest of your summer! I can’t wait to meet you on August 12th and welcome your child for our first day on August 13th!

Best regards,

Mrs. Broecker

Classroom Webpage (if you want to see pictures of my summer and family)