Skip to main content

Hopes and Dreams

It's that time of the year!  Time to learn new routines in the classroom.  Time to practice rules.. and practice... and practice.  It's also time to really take time to STOP and LISTEN to your students.
Who are they?  
What are they looking forward to?  
What are they worried about? 
What do they need, in order for these dreams to come true?

I just love doing Hopes and Dreams with my class.  
It's a chance to individualize and begin our yearlong journey together.  This year, instead of filling out a boring worksheet, I decided to jazz it up!  We made Hopes and Dreams Banners!

The front of the banner has colorful symbols, representing all of their Hopes and Dreams.  The back, hidden to the public, contains their worries and hopes in writing.  My students are SO proud of their banner this year!

I went all out and made a package, inspired by the Responsive Classroom techniques!  It's available in my TPT store.  

There are FIVE different student forms (2 versions of each). These allow for use in classrooms, special area rooms, alternative settings, special education rooms, homeschooling, etc. You are not limited to just a grade level! They also allow for content differentiation--some students may want to write about specific goals, while others may prefer to draw about their goals. Everyone can access this and they finished products will coordinate well together!




Happy Beginning of the Year!


Popular posts from this blog

Shoebox Dioramas to Talk about Setting (Free Rubric!)

I was looking for a fun activity to use, to focus on the importance of setting details.  My students had a BLAST creating these dioramas, to represent setting elements.  




Check out these details!





They also needed to write short, descriptive PLOT cards to go with their presentation.


Click on the Rubric to download for FREE!



Constructed Response--Writing about Reading (Freebie)

Fourth Grade students have been writing a constructed response nearly each week, during the second trimester.  They read a short article, consider the prompting question, plan their ideas using evidence from the text, and draft an one-paragraph response.  



To begin this form of writing, I modeled the whole process (reading the text, highlighting or underlining evidence to support my answer, planning, and then writing my response.)


It is important for students to understand what it means to "construct" an essay or response.  So, we spent a great deal of time talking about the art of building your ideas, while using evidence directly from the text.  Students and I conference each week, and we score the pieces together!
Click on the Rubric image to get one for FREE!

Students have read science articles, texts about the writing process, and are now moving onto persuasive articles!

Nonfiction Reading--Text Features and Text Structures

Here are some examples of the Text Features fourth graders are learning about, with regard to reading nonfiction texts.
Students look for common text features for nonfiction, such as the way the text is organized (examples on the blue chart), print features, graphic features, and illustration features.



Students will also be learning more about common text structures for nonfiction. The purpose of a nonfiction text may be: to provide description, a definition, to show sequence or chronology, it may be to compare and contrast a concept, to show cause and effect, or to show problem and solution.  
Students will learn the definitions of each, how to use signal words to determine each, and will use prompting questions to guide their search.  

The yellow graphics show Description structures:





Printables listed at my store in teacherspayteachers! http://www.teacherspayteachers.com/Product/Nonfiction-Prompting-Questions-Signal-Words-Text-Elements-Guided-Reading