Literacy Homework Year 4

[Ellington Walford]

Iwish you had included your grade levels, because the effectiveness of homework in improving reading achievement depends a lot on that. For instance, generally studies have not been especially kind to homework in the primary grades. If the goal is better reading achievement, then a big emphasis on reading homework in K-2 might not be such a great choice (more on this later).

It is clear that homework for young children is unlikely to pay off in greater learning. However, many teachers that I work with argue for homework in the early grades as a way of socializing kids into schooling. Their idea is that the students should get used to homework since at some point it really does have learning value.

Despite that, over time, I have changed my mind about that. Homework can be beneficial to kids, at least at some ages. Holding back something beneficial just because not everyone will or can take advantage of it seems wrongheaded to me now. (Grading homework is still another issue. I think it would be unfair to grade kids based upon how well organized and supportive their homes are.)

To increase your hit rate, keep parents and guardians informed about the importance of homework (and how much of it there will be and when it will come home). Telling the parents this directly can pay real dividends, as their children will not necessarily let them in on the secret.

I would also suggest trying to make sure homework assignments are worthwhile. That means keeping them clear and easy enough that they can be completed at home, and demanding enough that they can lead to learning.

Dr. Shanahan,

Homework is a topic that continue to be debated as is obvious since this was posted in 2016, reposted in 2018, and it caught my eye in 2020. Your practical, common sense approach on the subject validated my general views on homework and left me breathing a bit easier. The school at which I teach has followed the 10 minute per grade level general guideline for years. In recent years, however, homework completion has become more of an issue both because families are just busier and the anti-homework sentiment has increased.

In the early primary grades I think the primary purpose of homework is to establish academic routines and responsibility. Taking the 10 minutes per night to read or practice sight words that you suggested is purposeful, reasonable, and parent doable as it requires nothing more than a signature on a log sheet.

In an attempt to meet that same criteria of purposeful, reasonable and doable for both English and Spanish speaking parents, I developed a homework routine that has worked well. One of our standards for Religion is reading scripture. Each week I select one of the readings the students will hear at the upcoming Sunday liturgy. Because the USCCB site has the liturgy readings available in English and Spanish, I am able to copy it in both languages. We read and discuss the passage in class. I preselect vocabulary to directly teach and have a place for students to select their own troublesome vocabulary. Students are asked to read the passage 3 different nights with a parent/guardian. Only requiring 3 nights allows for that crazy schedule night every family seems to have and students learn to manage their time and plan around sports practices and lessons. There are discussion questions and vocabulary activities. These Home Reading assignments are given each Monday and due each Friday. Although the scripture is different each week and the activities vary, parents and students know what to expect. I have had positive feedback from parents who have said it has led to good family discussion and engagement in Sunday Mass. Students are also asked to highlight any Spanish vocabulary they recognize and fluent students may practice and read the Spanish translation to the class. This has been a source of pride for some students as they come to embrace being bilingual. I would appreciate any suggestions you would have on how to include non-English speaking parents. Not only is vocabulary important for reading success, it is a way to build respect in diverse settings.

When I first came to America I only spoke Spanish. It was hard at work and in school. My children went to Head Start. I had a translator to help in conferences. The school sent a paper about English classes. I went. Head Start asked if I would like to speak English and take classes. I said yes. I could help my children with their homework.

I liked to learn at the classes. It was hard to read and speak. I like my classes at the library with my tutor. I would like a better job and help my family. I want my children to do their best at school. I want to speak good English to my children.Thank you for having teachers that help us learn English.

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It helps to have answers in mind before class begins just in case the discussion stalls and you need to help students with their brainstorming. Generally, however, they have no shortage of input or opinion as it relates to music.

With Playlist of My Year, encourage students to think about their school year and make a list (which they should not be required to share) of the highlights and lowlights that stand out to them. This activity is reflective, which makes it perfect for the end of the year.

Once students have developed a list of at least eight memorable events, relationships, triumphs, challenges, and places, ask them to identify a song that relates to each item. If you have one-to-one capabilities or can get a computer lab, this portion works well as an in-class activity. If not, asking students to research songs might be more effective as a homework assignment.

In order to work on writing skills students have learned throughout the year, ask them to explain how the song they have chosen relates to the item on their brainstorming list. In doing so, you can require them to demonstrate mastery of a writing skill.

Now, you can ask them to identify a common theme across the songs on their list. This part of the assignment challenges them, and sometimes they end up switching a couple songs so that they all share a clear theme. Once a theme is established, students then write an expository response wherein they tie together ideas thematically, using complete sentences and supporting details. If you wish, you can limit their extended answers to a well-developed paragraph to save time for all parties involved.

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