Homework provides a student with the opportunity to practice, review and apply their knowledge. All students can benefit from the type of scaffolding ELLS get for homework assigments. Homework should be concrete, differentiated according to student need, and purposeful. Depending on the grade of the student, homework should last approximately 10 minutes per grade level. Nightly homework builds a supportive learning environment, and an expectation for both the parents and student to develop. Parent input should be minimal because the homework is focusing on what has been learned within the classroom. Students should be 95% successful in completing it. If not, the teacher needs to revisit the type of homework that is given. Parents can share their knowledge of the homework assignment(s), their connections, and experiences in their first language. The student will understand the homework topic more thoroughly when hearing about it in their first language, then using their second language to complete it. Homework that involves discussion, at home and at school promotes language development. When the homework is returned to class, the students should have the opportunity to talk with their peers about their work and thinking. Doing this also teaches the students that what they work on at home, is valuable and shows effort.
Teachers can provide feedback that is specific to the homework by writing and telling the students how they did on it. Students enjoy stickers and treats, but teacher need to remember that feedback should be specific too. The effort rubrics that are in Flynn and Hill's book, Classroom Instruction that Works With English Language Learners have been helpful to my students inside the classroom and at home. They are realizing that effort equals learning.
According to Vatterott (2010) there are five characteristics that help homework become meaningful and effective. Homework should have a clear academic purpose, demonstrates student learning, promotes ownership, is personally relevant, and is visually appealing. For ELLS, homework should be scaffolded to their appropriate language level. Motivation to complete it will increase, because it is supportive, and can be completed successfully.
Homework objectives for my ELLS are to practice the texts we have been reading in class, discuss the stories with their parents to practice retelling, and allow the parents to share any connections to the texts. The parents know these expectations, and sign a book list sheet after the homework is completed. Occasionally, I will send home sight words, dry erase markers, and a laminated paper, so that my students can practice reading and writing the words, 2 or 3 times. It's called "Trace it. Write it. Read it."
Technology at home can support skills, and give opportunities for the students to see and hear stories. Websites are shared with the parents, as well as, nearby libraries and their resources. Giving students the opportunity to work with technology will enhance their computer skills, as well as, literacy and language skills. It is highly motivating and they LOVE it!
Information gathered from Flynn and Hill, technology article by Jan Lacina and meaningful work article by C. Vatterott .
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