Sra. Sandra Lara

Room 7

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¡Bienvenidos al salón 7!

Welcome Families,

Please find below the curricular outcomes that we will be exploring for the next two weeks (October 15-29).

Important Dates in October:

October 21 - Parent Council Meeting, 7:00pm 

October 30 - Non-instructional day

November 3 - Photo Retakes with Lifetouch

Social Studies

We will continue to explore, critically, the physical characteristics of regions of Alberta (Grade 4) and Canada (Grade 5). Specifically, we will examine the Interior Plains, Grasslands, and Foothills regions.

Grade 4

  •  examine, critically, the physical geography of Alberta
  • analyze how Albertans interact with their environment

Grade 5

  • analyze how people in Canada interact with the environment
  • examine, critically, the physical geography of Canada


In Science, we will continue exploring the relationship between waste disposal processes and their impact on essential ecosystems such as wetlands.

Grade 4

  • Identify methods of waste disposal currently used within the local community.
  • Identify kinds of wastes that may be toxic to people and to the environment.
  • Identify alternative materials and processes that may decrease the amount of waste produced; e.g., reducing wastage of food, using both sides of a sheet of paper
  • Identify ways in which materials can be reused or recycled, including examples of things that the student has done.
  • Develop a flow chart for a consumer product that indicates the source materials, final product, its use and method of disposal.

Grade 5

  • Understand and appreciate that all animals and plants, not just the large ones, have an important role in a wetland community.
  • Identify the roles of different organisms in the food web of a pond:
    •  producers—green plants that make their own food, using sunlight
    • consumers—animals that eat living plants and/or animals 
    • decomposers—organisms, such as molds, fungi, insects and worms, that reuse and recycle materials that were formerly living.
  • Draw diagrams of food chains and food webs, and interpret such diagrams.
  • Recognize that some aquatic animals use oxygen from air and others from water, and identify examples and adaptations of each.


Both grades will continue to build on their understanding of place value and apply it to operations for problem solving. In Grade 5, students will begin to explore the sources and applications of data.

Grade 4

  • Represent, compare, and order numbers to 10 000, pictorially and symbolically.
  • Demonstrate an understanding of addition of numbers with answers to 10 000 and their corresponding subtractions. 
  • Demonstrate an understanding of multiplication and division to solve problems.

Grade 5

  • Represent and describe whole  numbers to 1 000 000.
  • Demonstrate an understanding of  multiplication and division.
  • Differentiate between first-hand and  second-hand data.

English Language Arts

We continue to enjoy our novel study of Finders Keepers, by Andrea Spalding. Students are also learning about the traits of excellent writing, and are practicing them by writing a personal narrative, “A Moment in Time.” Sharing their drafts with peers will allow students to practice giving and receiving constructive feedback.

Grade 4

  • Discuss and compare ideas to prior experiences to understand new ideas.
  • Explain connections between personal experiences and characters, setting and events in texts.
  • Develop opinions and preferences using evidence from experiences and texts.
  • Explain how literary devices create mental imagery and convey meaning.
  • Discuss story elements (such as main characters, plots, settings, illustrations) from diverse cultures and communities and describe similarities and differences among them and self.
  • Identify and use conventions in own writing.

Grade 5

  • Develop new ideas by exploring prior understandings and own experiences
  • Compare text situations to personal experiences and use comparisons to support interpretations of texts.
  • Describe characters’ actions and words and retell stories from their points of view.
  • Explain how literary techniques/devices (such as similes, hyperbole) and apt word choice create mood and imagery.
  • Discuss texts from a variety of cultural traditions and genres (such as historical fiction, myths, biographies, poetry, news reports, guest speakers) identifying similarities and differences in forms.

Spanish Language Arts

Our students continue to build their skills in speaking and listening through daily conversations, surveys, listening tasks, and games. They are building their understanding of verb conjugation and agreement in order to express themselves orally and in writing. Students in both grades are beginning to access disciplinary texts related to their learning in math, science, and social studies.

Grade 4

  • consistently use, in structured situations, all elements of the sound–symbol system
  • listen to and generally understand a short oral presentation on a familiar topic in structured and unstructured situations
  • produce, spontaneously and/or with guidance, a short oral presentation on a familiar topic in a structured situation
  • read and understand a series of interrelated ideas dealing with a familiar topic in structured situations
  • produce, spontaneously and with guidance, a simple text on a familiar topic in structured and unstructured situations

Grade 5

  • use, independently, in oral and written situations, all elements of the sound–symbol system
  • use vocabulary and expressions appropriately in classroom, school and community contexts
  • listen to and understand the main points of an oral presentation on a familiar topic in structured and unstructured situations
  • produce a prepared or spontaneous oral presentation on a familiar topic in a structured situation
  • read and understand a series of interrelated ideas dealing with a familiar topic in structured and unstructured situations
  • produce, spontaneously and with guidance, a series of interrelated ideas on a familiar topic in structured and unstructured situations
  • view and understand a series of simple events and/or representations
  • create multiple representations of the same ideas, events and/or information

Homework expectations | Daily | 20 minutes | Independent work


  • The goal of homework is to help facilitate conversations at home about your student’s
  • learning.
  • Homework is a practice at home of concepts that students have already explored and
  • practiced at school.
  • Although homework is not part of our summative assessment, it informs our instructional decisions.
  • Although deadlines are flexible, meeting them is an important skill your child should practice.
  • Homework is not prescriptive, and it will be class dependent. Each grade 4/5 class will be designing activities according to students’ needs.
  • Homework is assigned and explained to students at the beginning of the week and is due at the beginning of the following week. 
  • Students have access to the assigned homework and required material in their Google Classroom.

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