AND PRACTICE

Importance

It provides students with opportunities to practice, review, and apply Knowledge.

Homework is an effective means of extending student learning beyond the school day.

HOMEWORK

RECOMMENDATIONS

Homework should include:

Concrete, nonlinguistic examples such as pictures, visual organizers, graphics, etc.

Opportunities for students to ask questions and discuss assignments orally.

Native language support through bilingual tutors, instructions, or materials.

Peer support for note taking and homework.

Modified or additional instructions.

Tips and strategies for learning.

GENERALIZATIONS FROM CLASSROOM INSTRUCTION

The amount of homework assigned to students should increase as they progress from elementary school through high school.

Parental involvement in homework should be minimal.

The purpose of homework should be identified and articulated.

Feedback should be provided on homework assignments.

CLASSROOM RECOMMENDATIONS

Establish and communicate a homework policy.

Design homework assignments that clearly articulate the purpose and outcome.

Feedback should be varied.

ADAPTING HOMEWORK TO THE STAGES OF

LANGUAGE ACQUISITION PREPODUCTION EARLY PRODUCTION

SPEECH EMERGENCE

INTERMEDIATE AND ADVANCED FLUENCY

PREPRODUCTION

This stage is focuses on vocabulary. Here teacher provide student some word selection or key words because students need to learn vocabulary of a topic before they can make sense of the content.

EARLY PRODUCTION

Students can make gains in

English proficiency if classmates model correct grammar for them. One way to do this is allow ELL students to examine homework completed byEnglish- dominant

students.

SPEECH EMERGENCE

Students can also benefit from explanations given by English- dominant

students on how to expend or combine

sentence on a homework

assignment.

INTERMEDIATE AND ADVANCED FLUENCY

Students can share their ideas with Englishdominant students,

which will help to broaden

their knowledge base and improve homework assignment.

CLASROOM EXAMPLE

Social Studies

To recognize a variety

of influences on consumers and how

these influences affect decisions

about purchases.

SUBJECT:

CONTENT OBJECTIVE:

PREPRODUCTION

Students can practice words for items they studied during class by finding or drawing another example from home. For example, when the class talks about Nike shoes, students learn some parts of the shoe.

For homework they can draw a shoe and label the parts.

Also teacher can asses vocabulary with statements such as “Show me the toe” or “Point to the shoelaces”

EARLY PRODUCTION

Students can practice with vocabulary . They should be working on vocabulary for sight, taste, touch, sound, taste, and smell. So as homework they can select four items from home and practice writing their new vocabulary in a chart.

EXAMPLE

SPEECH EMERGENCE

Students can select items from home and complete a chart. It gives them an example.

EXAMPLE

INTERMEDIATE AND ADVANCED FLUENCY

Students can draw something that they saw on TV and describe why it was convincing.

Deepen students’ understanding of content and proficiency of skills

Teachers can carefully point out errors and common difficulties

Attain automaticity

Enough time to engage in practice.

PRACTICE

CLASSROOM INSTRUCTIONSTHAT WORKS

1.- Mastering a skill or a process entails focused practice.

There are two generalizations in this area.

2.-During practice, students should adapt and shape what they have learned.

Ask students to chart their speed and accuracy.

Design practice that focuses on specific elements of a complex skill or process.

Plan time for students to increase their conceptual understanding of skills or processes.

CLASSROOM RECOMMENDATIONS

SUBJECT: Maths

Content Object: To add and substract using pictures or stories.

CLASSROOM EXAMPLE

Preproduction

Early Production

Speech Emergence

Intermediate and Advanced Fluency

PREPRODUCTIONHere students can draw or find pictures to represent their math facts.Teacher asks nonverbally .

EARLY PRODUCTION Students can share their stories math facts through stories.

The teacher can help students to expalin theri stories with YES- No Questions. Example, “ I see four apples. You eat one. Now there is only three left”

SPEECH EMERGENCEStudents present their stories with simple sentences about

their math facts. The teacher expand their English adding something to what they say (adjectives of phases)

INTERMEDIATE AND ADVANCED FLUENCY

Students can tell a story about their math facts with native – like fluency. The teacher can encorage students to use academic language by probing with statements such as, “Tell the story as if you were the teacher”

SUMMARYNot all homework or practice need to be the same because some students reach a certen percent of proficient more quickly than others. Some of this practice can be assigned as homework. Also, it’s important to be clear about the purpose of homework: practice, review,or preview. As a teacher you have take into account that it’s better for the students to review something that they have already learned. Be sure that they can understand the homework assignments.