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Year Overview for Mrs. Galloway’s Class - Pacific Way Elementary
Grade 4 - 2026-2027
Class Culture and Goals:
The diverse array of student personalities, strengths, and interests are recognized and appreciated as what makes a class community interesting and dynamic. A key to building success is to promote a supportive and nurturing classroom environment where risk-taking is encouraged and mistakes are seen as stepping-stones to further achievement.
A fundamental goal in our class is to promote a positive attitude towards lifelong learning by introducing topics, materials, and activities that are interesting and relevant to the students, as well as to promote practical and useful skills.
We follow the guidelines of the redesigned BC Education Plan curriculum with its focus on creative and critical thinking, learning through inquiry, project-based learning, and promoting personal and cultural identity. You can learn more at www.curriculum.gov.bc.ca
Expectations:
It is important that students leave our class well prepared for the intermediate years at Pacific Way Elementary and higher expectations as they continue on their education journey. The expectations and activities are designed to promote the following attributes.
The students will:
Be well-organized - time and materials
Pursue learning opportunities independently and actively
Be effective in their problem-solving skills
Be confident and well-adjusted
Accept responsibility and use good judgment
Develop and maintain a POSITIVE ATTITUDE about self, others, and school
Curricular Content (subject to change)
English Language Arts
Resources used for Language Arts: Various novels named in each of the terms, Adrienne Gear (Writing Power, Reading Power, and Powerful Understanding), Spell and Write for Word Work, Raz Kids, EPIC, FSA assessment, NFRA, Primary, Apps on the Chromebook will be used (Google Docs, Slides, etc.), other personal resources collected over the years.
Term 1 (September - December)
Reading, Listening, and Viewing
Reading fluently at grade level with comprehension, phrasing, and attention to punctuation
Use reading and oral language strategies to read and reread just right texts independently for 20 minutes daily for enjoyment and to increase fluency and comprehension (all three terms)
Students will be read to by myself and their peers. They will read orally to practice fluency and gain confidence. I will read 2-3 books aloud to them this term
Ickabog - JK Rowling
The Christmas Pig - JK Rowling
The students will be analyzing and judging the above novels as a class and independently to practice reading strategies including story elements.
Students will present detailed information about these novels using prior knowledge and new information to understand the following features of written text:
Setting
Plot
Rising Action
Climax
Falling Action
Resolution
Students will have the use of technology to present their ideas in a unique way. They may use iPad applications such as iMovie, or several other applications to present their information. Students may be working collaboratively in many instances.
View and demonstrate comprehension (including main idea and supporting details) of grade-appropriate informational texts including:
Non-Fiction books
Text books
Other instructional materials
Communicate using sentences and most conventions of Canadian spelling, grammar, and punctuation
Demonstrate awareness of the oral tradition in First Peoples cultures and the purposes of First Peoples texts
Term 2 (January - March)
Reflect and assess their writing and representing by referring to a criteria and taking steps toward achieving goals
Exchange ideas and perspectives to build shared understanding
Create stories and other texts to deepen awareness of self, family, community, and world
View and demonstrate comprehension (including main idea and supporting details) of grade-appropriate informational texts including:
Non-Fiction books
Text books
Other instructional materials
Plan and create a variety of communication forms for different purposes and audiences
Communicate using sentences and most conventions of Canadian spelling, grammar, and punctuation
First Peoples’ Principles of Learning
Learning is embedded in memory, history, and story
Learning involves patience and time
Read aloud books for consideration this term:
Number the Stars - Lois Lowry
Restart - Gordon Korman
Term 3 (April - June)
View and demonstrate comprehension (including main idea and supporting details) of grade-appropriate informational texts including:
Non-Fiction books
Text books
Other instructional materials
Assess information and ideas for diverse purposes and from a variety of sources
Synthesize ideas from a variety of sources to build understanding
Consider different perspectives in exploring texts
Apply a variety of thinking skills to gain meaning from texts
Identify how differences in context , perspectives, and voice influence meaning in texts
Identify opinions and viewpoints, asking clarifying questions, collaborating in large- and small-group activities, building on others’ ideas, disagreeing respectfully
Use language in creative and playful ways to create stories and paragraphs
Students will be reading a novel of their choice and:
Select and use strategies before, during, and after reading and viewing to construct and confirm meaning
Use personal experience and knowledge to connect to text and develop an understanding of self, community, and world
Respond to text in personal and creative ways
Recognize how literary elements, techniques, and devices enhance meaning in texts
Show an increasing understanding of the role of organization in meaning
Use writing to design processes to plan, develop, and create engaging and meaningful literary and informational texts for a variety of purposes and audiences
Show awareness of how story in First Peoples cultures connects people to family and community
Read aloud books for consideration this term:
Crenshaw - Katherine Applegate
Maybe a Fox - Kathi Appelt and Alison McGhee
Math
Resources used for Math: Carole Fullerton Resources, Building Thinking Classrooms (Peter Liljedahl), Vertical surfaces and whiteboards, some content from the following textbooks: Math Makes Sense and Math Focus, Prodigy and other online resources, Scratch and other coding sites, Numeracy assessment (Gr. 3), Math games, Multiplication Station, and other personal resources collected over the course of my career.
Term 1 (September - December) Grade 4
Number concepts to 10 000 (addition and subtraction)
Rules for increasing and decreasing patterns using numbers and charts
Financial literacy - making change with amounts to 100, earning of payment through our classroom economy, and making simple financial decisions
Term 2 (January - March) Grade 4
Multiplication and Division facts to 100 (introductory computational strategies)
Fraction concepts - decimals to hundredths, ordering and comparing and addition and subtraction of decimals
addition and subtraction facts to 20 (developing computational fluency)
Term 3 (April - June) Grade 4
Algebraic relationships among quantities
One-step equations with an unknown number using all operations
Time concepts (analog, digital and 12 and 24 hour clocks)
Regular and irregular polygons and perimeter of regular and irregular shapes
Probability experiments
One-to-one and many-to-one correspondence with bar graphs, pictographs, charts, and labels
Throughout all three terms:
Students will be given real world math problems that will need to be solved using prior knowledge and the concepts taught this term. Students may use technology to solve problems
Develop and use multiple strategies to engage in problem solving using the numeracy cycle
Reasonable Estimation
Mental math strategies and the ability to make sense of quantities (working toward developing fluent and flexible thinking of numbers)
Explain and justify mathematical ideas and decisions
Develop, demonstrate, and apply mathematical understanding through play, inquiry, and problem solving
Reflecting on mathematical thinking
Engage in problem solving experiences that are connected to place, story, cultural practices, and perspectives relative to local First Peoples communities, the local community, and other cultures
Social Studies
Resources used for Social Studies: CBC kids, Great Explorers text, The Story of Us (YouTube), and various resources I have collected over the years.
Term 1 (September - December)
Compare information and viewpoints about a selected problem or issue
Identify patterns in information, and use those patterns to draw inferences
early explorers: examples - Cabot, Frobisher, Hudson, Cartier, Champlain
What motivated explorers and settlers to come to Canada?
How did the geography of Canada affect European exploration?
History of the local community and of local First Peoples communities
Using the First Principles of Learning (Learning recognizes the role of indigenous knowledge) globalization and economic independence
Term 2 (January - March)
The pursuit of valuable natural resources has played a key role in changing the land, people, and communities of Canada.
Renewable and non-renewable resources
Early fur trade (pre-confederation and in BC)
Using the First Principles of Learning Worldview, protocols, celebrations, ceremonies, dance, music, spiritual beliefs, art, values, kinship, traditional teachings (Compare information and viewpoints about a selected problem or issue)
Term 3 (April - June)
Relationship between humans and their environment
Life-cycle of the Sockeye Salmon followed up by attending the Salmon Run at Adams River
Cultural characteristics and ways of life of local First Peoples and global Indigenous peoples
Aspects of life shared by and common to peoples and cultures
Interconnections of cultural and technological innovations of global and local Indigenous peoples
Science
Resources used for Science: Mystery Science, other personal resources collected over the years, field trips to the Wildlife Park, Adventure into Life and BLSC.
Term 1 (September - December)
Knowledge of local First Peoples perspectives including stories about the sun and the moon
Phases of the moon
Earth’s axis
Term 2 (January - March)
All living things sense and respond to their environment
The five senses (focus: sound waves and vibrations)
Energy is needed for life
Matter
Term 3 (April - June)
Plant and animal adaptations
First Peoples perspectives focused on connectedness, on reciprocal relationships, and a sense of place
How is order apparent in the adaptations of forest animals in BC?
How does the order of seasons impact local plants and animals?
biomes
Physical and Health Education
Taught by Ms. Marlatt and Mrs. Pagnotta
Arts Education
Resources used for Arts Education: Various resources I have collected over the years, Field trip to the Art Gallery and possible WCT play.
Term 1 (September - December)
Students will be able to use creative processes to:
Create traditional and contemporary Aboriginal art
Intentionally select artistic elements, processes, materials, movements, technologies, tools, techniques, and environments to express meaning in their work
Explore connections to identity, place, culture, and belonging through creative expression
Interpret and communicate ideas using symbols and elements to express meaning through the arts
Remembrance Day and Winter Holiday concert performances
Term 2 (January - March)
Describe and respond to works of art and explore artists’ intent
Experience, document and present creative works in a variety of ways
Describe and respond to works of art and explore artists’ intent
Experience, document and present creative works in a variety of ways
Term 3 (April - June)
Create artistic works collaboratively and as an individual using ideas inspired by imagination, inquiry, experimentation, and purposeful play
Hand drumming
Boomwhackers (Following a rhythm and beat)
First Peoples’ Principle of Learning (learning requires exploration of one’s identity)
Applied Design, Skills, and Technologies
Resources used for ADST: Chromebooks, iPads, Ozobots, 3D printer, maker materials.
Term 1 (September - December)
Using computer programs and applications (e.g., Google Classroom, Google Docs, Padlet, LucidPress); project-based activities; using the Internet to research/access, reference, and validate information; research skills; coding, programming and web design
Use materials, tools, and technologies in a safe manner, and with an awareness of the safety of others, in both physical and digital environments
Understand the importance of being a good digital citizen and can identify ways to be internet safe
Term 2 (January - March)
Build a website using Google Sites
Passion Project
Poses questions, predicts, and confirms results
Screen ideas against an objective and restraint
Generate ideas and add to others’ ideas
Make changes and test again, repeating until satisfied with the result
Reflect on their design process, and their ability to work effectively both as individuals and collaboratively in a group, including their ability to share and maintain a cooperative workspace
First Peoples’ Principle of learning (learning involves patience and time)
Term 3 (April - June)
Identify the skills required for a task and develop those skills as needed
Use familiar tools and technologies to extend their capabilities when completing a task
Choose appropriate technologies to use for specific tasks
Demonstrate their product and describe their process
Spaghetti Bridge Building
Career Education
Resources used for Career Education: Morning meetings and circle talks, Chromebooks.
Term 1 (September - December)
Goal-setting strategies
Exploring our strengths and interests can help us identify our goals
Identify and appreciate their personal attributes, skills, interests, and accomplishments and their growth over time
Recognize the need for others who can support their learning and personal growth
Term 2 (January - March)
Recognize the intersection of their personal and public digital identities and the potential for both positive and negative consequences
Demonstrate respect for differences in the classroom
Use innovative thinking when solving problems
Set realistic short- and longer-term learning goals, define a path, and monitor progress
Term 3 (April - June)
Cultural and social awareness
Make connections between effective work habits and success
Demonstrate safe behaviours in a variety of environments
Question self and others about the role of technology in the changing workplace
Appreciate the influence of peer relationships, family, and community on personal choices and goals
This year we will honor:
National Day for Truth and Reconciliation (Orange Shirt Day) - Learning involves recognizing that some knowledge is sacred and only shared with permission and/or in certain situations.
Terry Fox
Remembrance Day
Day of Sucwentwecw
Black History
Aboriginal Day
LGBTQ+
Racism
Diversity
We will recognize the following celebrations/holidays:
Thanksgiving
Halloween
Christmas (in all cultures)
Valentine’s Day
Family Day
St.Patrick’s Day
Easter
Field Trips
If we are able to go on field trips this year, we am planning the following:
Adams River Salmon Run
Gymnastics/Parkor
Skiing at Harper (maybe)
Adventure into Life
Wildlife Park
Big Little Science Centre
Skating
Art Gallery
WCT
Assessment
Assessment and evaluation is an important part of our learning process. We will be changing the assessment practices from last year. The model this year includes 3 formal report cards and 2 informal reporting methods. The 2 informal reporting methods will be a parent-teacher conference and an interim report . Self assessment of the core competencies will be done by each student as well. This reflection may focus on class experiences throughout the year, development of their learning process, or ‘aha’ moments.
Classroom assessments are an integral part of the instructional process and can serve as meaningful sources of information about student learning. Feedback from ongoing assessment in the classroom can be immediate and personal for a learner and guide the learner to understand their misconceptions and use the information to set new learning goals.
Given its many benefits for learning, classroom assessment is being given a much higher profile in B.C. than in the past. These tools and resources will be aligned to B.C.'s Know-Do-Understand curriculum model - what students are expected to know, be able to do, and understand. I will be using rubrics or learning maps that include the proficiency scale that was used last year. Each rubric will be specific to the big idea that we are learning in each subject area.
Big Ideas: The Big Ideas consist of generalizations and principles and the key concepts important in an area of learning. They reflect the “Understand” component of the Know-Do-Understand model of learning.
Curricular Competencies: The Curricular Competencies are the skills, strategies, and processes that students develop over time. They reflect the “Do” in the Know-Do-Understand model of learning. While Curricular Competencies are more subject-specific, they are connected with the Core Competencies.
Content: The Content learning standards – the “Know” of the Know-Do-Understand model of learning – detail the essential topics and knowledge at each grade level.
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