Homework for English Language Learners

RATIONALE:

Homework is an opportunity for students to practice, review, and apply knowledge (Hill, 2006).  It is an opportunity to extend learning beyond the school day, and solidify learning that took place at school. Research shows that students need to practice a skill or process at least 24 times to obtain 80 percent proficiency, so homework provides additional opportunities for practice (Hill, 2006).  It is particularly important for English Language Learners to have homework to practice skills because they may need even more focused practice than English-dominant students. 

Not only will homework provide the focused practice students need to deepen their understanding of content and become proficient in skills, but it will also help students develop good study habits (Colorín Colorado, 2007).  Homework provides children with opportunities to practice managing their time and meeting deadlines (U.S. Department of Education, 2005).  Furthermore, homework builds communication between school and home.  Families can keep up with what students are learning and school and receive feedback on homework assignments the student turns in (U.S. Department of Education, 2005).

Above all, homework helps a student’s achievement in school.  When students are assigned meaningful homework, turn it in successfully completed, and read the constructive feedback left by the teacher their performance in school improves (U.S. Department of Education, 2005). Studies show that students who complete more homework score better on standardized tests and earn better grades than students who do less homework (U.S. Department of Education, 2005).  

MEANINGFUL HOMEWORK & OBJECTIVES:

In order for homework to serve its purpose, it must be meaningful.  Meaningful homework provides direct opportunities to apply knowledge and skills that were taught in class (Hill, 2006).  The purpose of homework will be to practice skills learned in class, develop fluency with skills, and build confidence (U.S. Department of Education, 2005).  Homework will be directly tied to what is being worked on in the classroom, and will be at a student’s independent level so that they can complete it without assistance.  In order to keep homework at independent work levels students might receive homework that is different than the work of their peers, but this difference will be discrete so no one notices. 

  

Homework is…	Homework is not…
An opportunity to apply knowledge learned in class An opportunity to practice or review skills taught in class Reinforcement of concepts taught at school Work to be done independently Used to extend learning Used to complete activities and assignments started at school A way to foster a partnership between school and home Used to promote time management skills	Busy work Used for learning new topics Work that parents to need to provide assistance with Work that is too hard to complete independently

FEEDBACK & OVERCOMING BARRIORS:

Constructive feedback will be provided on homework assignments.  If comments are not left on homework they will be communicated verbally to the child.  Parental involvement in homework should be minimal, however there may occasionally be times where for whatever reason a student struggles.  In these situations students will be given additional instruction at school.  During the “What I Need” slot of the day students will be provided additional assistance on any homework assignments they were unable to understand.  These avenues of feedback will ensure that students understand the homework even if they were not completely successful on the first try. 

Occasionally obstacles may exist when establishing communication with families of English Language Learners.  First, it is important to establish and clearly communicate homework policies.  In addition, it is crucial that families are informed that the best way that they can help with homework is to provide the time and space for students to complete work.  Family members can be role models of achievement and help instill good study habits by making homework and education a priority (Colorín Colorado, 2007).  It is also important to communicate with parents that homework should require minimal assistance on their part, and that they should contact the teacher any time there are issues.  Lastly, technology can be used as a translator for homework policies and feedback.  If the parents do not speak English then a school translator or Google translator can be used to translate homework comments and any other necessary information. 

Resources

Colorín Colorado. (2007). Empowering hispanic parents & families at home | Colorín Colorado. Retrieved June 14, 2015, from http://www.colorincolorado.org/educators/reachingout/empowering/

Hill, J., & Flynn, K. (2006). Classroom instruction that works with English language learners. Alexandria, VA: Association for Supervision and Curriculum Development.

U.S. Department of Education. (2005). Homework: the basics. Retrieved June 14, 2015, from http://www.colorincolorado.org/article/20469/

Non-fiction and Fiction Texts for English Language Learners

Presenting students with a variety of texts is crucial to prepare them to read all genres.  Both fiction and non-fiction texts should be integrated into classroom instruction and independent reading.  However, many English Language Learners could struggle without the right instruction to support their reading.  There are many important differences to keep in mind when analyzing fiction and non-fiction texts for the classroom.  This week I selected samples of both fiction and non-fiction texts appropriate for the students I worked with to determine the important differences to keep in mind when it comes to using each genre with English Language Learners.  This graphic organizer can be used as a reference to prepare appropriate scaffolding when selecting texts for instruction for English Language Learners.

	Fiction	Non-fiction
Types of Texts Sampled	Storia texts with Lexiles 700-800 Treasures Leveled Texts Books from Classroom Library	Discovery Education Reading Passages and E-books Nonfiction Books on Storia Treasures Leveled Texts Passages on Time for Kids and Newsela Textbooks
Levels	Fourth	Fourth
Features that Might Help ELL Students	Drawings and Illustrations Predictable Plot: Beginning, Middle, and End Dialogue and Conversation Often includes Familiar Vocabulary Storyline is Occasionally Predictable Synopsis	Real Photographs, Images Charts, Graphs, Maps, Graphic Organizers Headings that Clarify each Section Summaries in Introduction and/or Conclusion Glossary Index Table of Contents Foreward Text structure Appendix Captions
Features that Might Challenge ELL Students	Unfamiliar Vocabulary Cultural Elements Not Familiar to the Student Slang Theme	Technical language on the topic New and often difficult vocabulary Organization of Information No Background Knowledge on the Topic

After analyzing both genres, I came to the conclusion that I do not believe that one genre is more challenging than the other.  It all just depends on the child’s background knowledge, the level of the text, and the scaffolds that are put into place.  I believe that with the right instruction English Language Learners can succeed with either genre if they are interested in the text, engaged during reading, and motivated to succeed.

Technology for English Language Learners

Tech for ELLs Symbaloo: http://edu.symbaloo.com/shared/AAAAAcRJ7BgAA41-4VxCMg==

Sheltered Instruction Observation Protocal

The SIOP method, Sheltered Instruction Observation Protocal, makes learning accessible to English Language Learners.  The SIOP method provides scaffolding that allows all students to be successful in the classroom.  Below you will find my observations and thoughts on the recorded SIOP lesson provided by Regis.

Before Reading
Strategy	Teacher Action	Student Action	Comments
Set clear expectations and provided an outline of what would happen in the lesson.	The teacher explicitly explained the lesson.  She went over objectives verbally, but also had them written down. The teacher made the students feel more comfortable and worked to take away anxiety.	Students reviewed expectations for the day.  They were following along as the teacher went over what would happen in the lesson.	The teacher clearly outlined the agenda for the lesson, and shared goals with students.  It seemed that students were more relaxed knowing exactly what was expected of them.
Reminded students of the reading strategies they should focus on using.	The teacher explained that the goal would be to focus on inferences.  She said that she wants students to begin to understand how to make inferences.  She then said she wanted to review reading strategies.  She asked students questions about what kind of strategies they have learned that they would need today.	Students answered the teacher's questions about what reading strategies they should be using.	The teacher reviewed the focus for the day, which allows ELLs to focus on the important goals of the lesson.
Previews key vocabulary from chapter	The teacher has pictures for students to look at and pass down the row.   She then discusses the meaning of each of the words, and references the pictures when speaking about each words.  She points out obscurities in spelling.  She tells stories to build connections to the words.  Occasionally she uses synonyms to help students understand the meanings of the words.  She also uses the students' native language to build connections with vocabulary words.	The students answered the teacher's questions.   They provided connections to words. They shared the names of words in their first language.	The teacher used pictures, words, verbal definitions, and stories to build vocabulary knowledge.  Students shared names of the words in their first language, and were engaged in the vocabulary discussion.
Makes connections to culture	The teacher links the lesson to students' background experiences by inviting the students to talk to their parents about superstitions in their culture.	Students listened, but would need to take action on this connection once they are home.	The teacher worked to make connections to culture.  Furthermore, the teacher has increased language output if students do in fact go home and talk to their family about superstitions.
During Reading
Strategy	Teacher Action	Student Action	Comments
Clear Directions	The teacher sheltered the directions and made sure students knew exactly what to do.  She asked students if they understood where they were starting.	Students found the necessary page, and confirmed that they knew where they were beginning the lesson.	It is important that all students are following along and know what is expected of them.  The teacher set all students up for success by making sure they were in the right place at the right time.  All students quickly found the page, and were ready to learn.
Reading aloud	The teacher read clearly, slowly, and with correct pronunciation so students could understand and follow along.	Students followed along as the text was being read aloud.	The teacher helped students with word recognition by reading clearly and at a speed that students could follow.  The students can then see and hear the words at the same time.  The teacher was clear, and all students were following along.
Explicit Instruction on Strategies	The teacher providing scaffolding by reminding the students how to use strategies, asking questions, and guiding them towards making an inference.  She took notes in front of the class and reminded students to use background knowledge.	Students answered questions, participated in discussions, and wrote down clues to help make inferences.	The teacher did an excellent job providing wait time, scaffolding, and modeling to support student thinking.
Repetition of Key Vocabulary	The teacher pointed out words that were already covered at the beginning of the lesson to solidify knowledge of the words.	Students listened to the repeated explanation of the vocabulary words.	Repetition is important to acquisition of vocabulary for ELLs.  She used a variety of methods to introduce the vocabulary, but confirming the meanings of the words here ensured the words were committed to memory.
After Reading
Strategy	Teacher Action	Student Action	Comments
Review Content, Strategies, and Allow Students to Interact with Text Individually	The teacher sheltered instructions for the review.  The instructions were explained, and written on the board for reference.  She asked the students to complete specific tasks on their Post-It notes for review.	Students listened to instructions, referenced the instructions on the board, and started to work independently.	The teacher did a great job providing an opportunity to interact with the text individually so that they are able to continue to construct meaning with multiple exposures to the text.

The SIOP model is excellent for instructing English Language Learners.  The teacher in this video was very intention with her use of strategies.  It was very clear that she had thought through what she was teaching and the students she was teaching.  She did not “dumb down” the lesson or just seek out an easier text.  Instead, she provided the necessary scaffolding so that students could focus on their learning and be successful in doing so.