February 26th, 2020 Important Upcoming Dates  

 Bond Lake Public School 2019-2020 

 Please know that the most up-to-date information about school events will always be found on our website. Check the site regularly :  http://www.yrdsb.ca/schools/bondlake.ps/Pages/default.aspx Occasionally, other timely items (including letters from the Board/Director) will need to be emailed outside of                               the Weekly Wave cycle, but our intention is to limit communication to one weekly email. We enjoyed great                                   success with this format last year and hope it continues to be valuable to our families.    Upcoming Dates Thursday February 27th, 2020 Family Science Night

Monday March 2nd, 2020 School Council Meeting 6:30-8:00pm

Thursday March 12th, 2020 School Dance-a-thon Tentative date dependent upon parent volunteers to support this event.

Monday April 6th, 2020 School Council Meeting 6:30-8:00pm

Monday May 4th, 2020 School Council Meeting 6:30-8:00pm

Thursday May 28th, 2020 BLPS Tenth Anniversary

Monday June 1st, 2020 School Council Meeting 6:30-8:00pm TWITTER!

Our Learning Commons is on Twitter! @bdlktl

Our School Council is on Twitter! @bondlake_sc VOLUNTEERS: We are looking for any volunteers who are interested in

translating some text for the school. Please contact the school if you are interested.

http://www.yrdsb.ca/schools/bondlake.ps/Pages/default.aspxhttps://twitter.com/bondlake_sc

Volunteers

The School Council needs between 10 and 20 parent volunteers for Bond

Lake’s Student Dance-a-Thon on Thursday March 12th. This fun day will raise funds to support various causes (Math enrichment programs,

technology, equipment for indoor and outdoor play). Unfortunately, without

the volunteers, we cannot move forward with the dance-a-thon. So, please contact

a member of the School Council or the school if you can offer a few hours, or the

whole day. Come on out and have fun with us! Email: bond.lake.ps@sc.yrdsb.ca

Safe Arrivals and Departures: It is essential that you report your child’s absence each and every day that they are away                                 from school. You may use EDSBY to report an absence/late or report absences/lates by                           calling the school 905-313-8693. Primary guardians will receive a phone call by our                         automated attendant and the school secretary until contact is made. Emails to the primary                           guardians are sent by our secretary if there is no response by phone. Our last resort is to                                   contact the person who you have identified as your emergency contact to determine the                           whereabouts of your child. If we are unable to confirm your child’s location by 9:30am we                               must make a phone call to the police to report a missing child. 

Mathematics

Coin Toss-Probability and Data Management

  

   

At the request of our School Council, we will be sharing the curriculum from grades 1-8 for Language, Math, Science, Social Studies, History and Geography over the next few months. The format should allow you to see how the curriculum expectations change from one grade to the next. We hope that you find this information helpful.   

Ontario Curriculum: http://www.edu.gov.on.ca/eng/curriculum/elementary/subjects.html  

Simplified READING Primary Curriculum at a Glance GRADE 1 READING 

● read a few different types of literary texts ● identify a few different purposes for reading and choose reading materials appropriate for those purposes ● identify a few reading comprehension strategies and use them before, during, and after reading to understand texts, initially 

with support and direction 

● demonstrate understanding of a text by retelling the story or restating information from the text, including the main idea ● use stated and implied information and ideas in texts, initially with support and direction, to make simple inferences and 

reasonable predictions about them 

● extend understanding of texts by connecting the ideas in them to their own knowledge and experience, to other familiar texts, and to the world around them 

● identify the main idea and a few elements of texts, initially with support and direction ● express personal thoughts and feelings about what has been read ● begin to identify, with support and direction, the speaker and the point of view presented in a text and suggest a possible 

alternative perspective 

● identify and describe the characteristics of a few simple text forms, with a focus on literary texts such as a simple fictional story 

● recognize simple organizational patterns in texts of different types and explain, initially with support and direction, how the patterns help readers understand the texts 

● identify some text features ● identify some simple elements of style, including voice and word choice, and explain, initially with support and direction, how 

they help readers understand texts 

● automatically read and understand some high-frequency words and words of personal interest or significance, in a variety of reading contexts 

● predict the meaning of and solve unfamiliar words using different types of cues ● read appropriate, familiar texts at a sufficient rate and with sufficient expression to convey the sense of the text to the 

reader 

● begin to identify, with support and direction, a few strategies they found helpful before, during, and after reading ● explain, initially with support and direction, how their skills in listening, speaking, writing, viewing, and representing help them 

make sense of what they read 

 

 

 

GRADE 2 | READING 

● read some different literary texts ● identify several different purposes for reading and choose reading materials appropriate for those purposes ● identify several reading comprehension strategies and use them before, during, and after reading to understand texts ● demonstrate understanding of a text by retelling the story or restating information from the text, with the inclusion of a few 

interesting details 

● use stated and implied information and ideas in texts to make simple inferences and reasonable predictions about them ● extend understanding of texts by connecting the ideas in them to their own knowledge and experience, to other familiar texts, 

and to the world around them 

● identify the main idea and some additional elements of texts 

http://www.edu.gov.on.ca/eng/curriculum/elementary/subjects.html

● express personal thoughts and feelings about what has been read ● identify, initially with support and direction, the speaker and the point of view presented in a text and suggest one or two 

possible alternative perspectives 

● identify and describe the characteristics of a few simple text forms, with a focus on literary texts such as a fairy tale ● recognize simple organizational patterns in texts of different types, and explain, initially with support and direction, how the 

patterns help readers understand the texts 

● identify some text features and explain how they help readers understand texts ● identify some simple elements of style, including voice, word choice, and different types of sentences, and explain how they 

help readers understand texts 

● automatically read and understand many high-frequency words, some words with common spelling patterns, and words of personal interest or significance, in a variety of reading contexts 

● predict the meaning of and quickly solve unfamiliar words using different types of cues ● read appropriate texts at a sufficient rate and with sufficient expression to convey the sense of the text to the reader and to 

an audience 

● identify, initially with support and direction, a few strategies that they found helpful before, during, and after reading ● explain, initially with support and direction, how their skills in listening, speaking, writing, viewing, and representing help them 

make sense of what they read 

  

  

GRADE 3 | READING 

● read a variety of literary texts (e.g., fables, traditional Aboriginal stories, poetry, chapter books, adventure stories, letters, diaries), graphic texts (e.g., comic books, posters, charts, tables, maps, graphs), and informational texts (e.g.,“How to” books, 

print and electronic reference sources, magazine articles) 

● identify a variety of purposes for reading and choose reading materials appropriate for those purposes ● identify a variety of reading comprehension strategies and use them appropriately before, during, and after reading to 

understand texts 

● demonstrate understanding of a variety of texts by identifying important ideas and some supporting details ● make inferences about texts using stated and implied ideas from the texts as evidence ● extend understanding of texts by connecting the ideas in them to their own knowledge and experience, to other familiar texts, 

and to the world around them reasons why trees are important besides the reasons mentioned in the book?” 

● identify specific elements of texts and explain how they contribute to the meaning of the texts (e.g., narrative: setting, characters, plot, theme; explanation of a procedure: procedure to be explained, sequence of steps) 

● express personal opinions about ideas presented in texts ● identify the point of view presented in a text and suggest some possible alternative perspectives ● identify and describe the characteristics of a variety of text forms, with a focus on literary texts such as a fable or 

adventure story 

● recognize a few organizational patterns in texts of different types, and explain how the patterns help readers understand the texts 

● identify a variety of text features and explain how they help readers understand texts ● identify some elements of style, including voice, word choice, and different types of sentences, and explain how they help 

readers understand texts 

● automatically read and understand most high-frequency words, many regularly used words, and words of personal interest or significance, in a variety of reading contexts 

● predict the meaning of and rapidly solve unfamiliar words using different types of cues ● read appropriate texts at a sufficient rate and with sufficient expression to convey the sense of the text readily to the 

reader and an audience 

● identify, initially with some support and direction, what strategies they found most helpful before, during, and after reading and how they can use these and other strategies to improve as readers 

● explain, initially with some support and direction, how their skills in listening, speaking, writing, viewing, and representing help them make sense of what they read 

● identify and order main ideas and supporting details into units that could be used to develop a short, simple paragraph, using graphic organizers 

● determine whether the ideas and information they have gathered are relevant and adequate for the purpose, and gather new material if necessary 

● write short texts using a variety of forms ● establish a personal voice in their writing, with a focus on using concrete words and images to convey their attitude or feeling 

towards the subject or audience 

● use words and phrases that will help convey their meaning as specifically as possible ● vary sentence structures and maintain continuity by using joining words ● identify their point of view and other possible points of view on the topic, and determine if their information supports their 

own view 

● identify elements of their writing that need improvement, using feedback from the teacher and peers, with a focus on specific features 

● make revisions to improve the content, clarity, and interest of their written work, using several types of strategies ● produce revised, draft pieces of writing to meet identified criteria based on the expectations related to content, organization, 

style, and use of conventions 

● spell familiar words correctly ● spell unfamiliar words using a variety of strategies that involve understanding sound-symbol relationships, word structures, 

word meanings, and generalizations about spelling 

● confirm spellings and word meanings or word choice using several different types of resources ● use punctuation to help communicate their intended meaning, with a focus on the use of: quotation marks to indicate direct 

speech; commas to mark grammatical boundaries within sentences; capital letters and final punctuation to mark the beginning 

and end of sentences 

● use parts of speech appropriately to communicate their meaning clearly, with a focus on the use of: proper nouns for titles (e.g., of businesses, teams); the possessive pronouns my, mine, your, yours, his, her, hers, its; action verbs in the present and simple 

past tenses; adjectives and adverbs; question words (e.g., when, where, why, how) 

● proofread and correct their writing using guidelines developed with peers and the teacher (e.g., a checklist modified in a teacher-student conference to support individual writing strengths and indicate next steps; a posted class writing guideline) 

● use some appropriate elements of effective presentation in the finished product, including print, script, different fonts, graphics, and layout 

● produce pieces of published work to meet identified criteria based on the expectations related to content, organization, style, use of conventions, and use of presentation strategies 

● identify what strategies they found most helpful before, during, and after writing and what steps they can take to improve as writers 

● describe, with prompting by the teacher, how some of their skills in listening, speaking, reading, viewing, and representing help in their development as writers 

● select pieces of writing that they think show their best work and explain the reasons for their selection