The purpose of homework is to extend the students' learning. Students will not be asked to do something that they aren't familiar with. Before students are released, I will make sure that they understand their assignement by modeling a portion of the homework, answering any questions the students may have, and assigning them a study buddy so that they can call each other if no one is around to help at home. At the elementary level homework should not exceed more than 20 minutes. Homework will mostly consist of reading logs, math problems, journals, and observations.
Parents: At the beginning of the year, parents will receive information about my homework policy and their roles. Parents need to "help" with their child's homework by encouraging, listening, monitoring, praising, and discussing, and brainstorming; not giving them the answers. If necessary, homework will be written in their first language so that they may help their child. Homework is meant to be worked on independently. If a student needs lots of help then I need to be aware of this and make some adjustments. Parents may contact me with questions or concerns via email or phone.
Students are expected to finish their homework. If students did not complete their homework then I will have a conference with that student and ask why they weren't able to finish. They may complete their homework during recess, lunch, or after school with my guidance. Homework will be graded either by me or the students. They will be given feedback the next day.
Wednesday, October 7, 2009
Thursday, October 1, 2009
Fiction vs. Non-Fiction
I once observed Kindergarten students taking a district text. One of the questions that was asked was if the story they have just read was a fiction or non-fiction book. Before the student answered, the teacher had to first explain what each term meant. This caught me off guard because the test was asking for something the students haven't learned yet. Because the teacher explained what each genre meant, most students were able to answer the question correctly. After the test, we were required to ask students if a story was fiction or non-fiction during the guided reading groups.
To introduce fiction and non-fiction stories, I would have the students investigate the differences betweeen a fiction book and a non-fiction book (about the same topic, if possible). What does one book have that the other doesn't? To benefit ELL students, I would make a class T chart and give them their own copy (T chart G.O) so that we could write down the differences together. I think this would be the simplest way to do it. In order for ELL students to understand the graphic organizer concept, I would need to model first, model again but having the students remind me of what I should do, and then allow them to do it on their own. This is not a one day lesson however. I would repeat his process with fiction and non-fiction and then later on with other genres.
To introduce fiction and non-fiction stories, I would have the students investigate the differences betweeen a fiction book and a non-fiction book (about the same topic, if possible). What does one book have that the other doesn't? To benefit ELL students, I would make a class T chart and give them their own copy (T chart G.O) so that we could write down the differences together. I think this would be the simplest way to do it. In order for ELL students to understand the graphic organizer concept, I would need to model first, model again but having the students remind me of what I should do, and then allow them to do it on their own. This is not a one day lesson however. I would repeat his process with fiction and non-fiction and then later on with other genres.
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