Entry #10 Rationale and Purpose for Homework

With increased accountability, a child's typical school day is packed. With the numerous assessments teachers are required to administer, instructional time during the school day continues to dwindle. Time during the day to get the adequate practice students need to master the skills we are teaching is not enough. Homework vital to help our students practice and acquire the skills necessary to be successful, particularly in disadvantaged and ELL populations.

Anderson, Willson, and Fielding (1988), found that, for second graders, the number of
books that students read is the best predictor for reading comprehension, vocabulary, and
reading speed. Students need to be reading books at their level, either aloud to a parent or older sibling or silently. Independent reading should be of high interest to a student and self-selected.

Homework should be based on class objectives, short, and focused. Students should not be expected to complete homework activities on concepts or content that have not been taught. Students' parents should also have had training or communication from the classroom teacher on the expectations for homework completion. The level of help a chid receives from a parent is also a contributing factor to the effectiveness of homework.

Language can be a barrier in the completion of homework in large ELL populations. Many curriculum companies provide Spanish versions of homework and letters in Spanish to improve the home-school connection. Students may be provided with leveled readers in Spanish that parents can read with them.

Many schools provide after-school homework and tutoring clubs when language is a barrier in homework completion. Many students may live in multiple-family dwellings and not have a quiet place to complete homework nor the adequate tools to do so.

Technology can be incorporated by communicating assignments to parents via blog or website. With disadvantaged populations, however, technology is not always accessible. Again, students may be provided time on the computer after school to complete assignments in a homework club. Study Island is a standards based program that is utilized by some parents and students at home to practice skills.

Corrective feedback on homework should be given expeditiously. Students will continue to make the same mistakes if not made aware of their mistakes. Teachers can use the homework to drive instruction, determining what skills to reteach if the majority of the class was low in that skill.

Homework continues to be a battle that teachers face. By providing clear expectations to parents, aligning assignments to specific skills that are being taught in classrooms, and being purposeful, homework can benefit all students.

Entry #6 Learning vs. Acquisition

The main difference between learning and acquiring language is that learning is a conscious process and we are aware of what we are learning. Acquiring a language means that we are not aware we are acquiring language and the process is subconscious.

Learning vocabulary and language is not a natural process and it usually involves explicit teaching of rules, morphology and syntax. Typically, students will do well on a test when learning a language but are unable to communicate with native speakers and understand the language in authentic situations.

Acquiring language is a subconscious process in which the student may not even be aware they are picking up the language. This is contributed comprehensible input. For example, when traveling in a foreign country or studying abroad, use of the language is essential for practical purposes such as going to the grocery store, communicating needs and wants, and just surviving in a foreign culture.

Krashen describes that language is acquired in a natural order. Language is very complex and researchers have been unable to pin down the exact order of acquisition to better help teachers use the order to drive instruction. Acquisition is unique to the learner and is dependent upon that individual's natural learning patterns and interaction with the language.

Examples of student activities that would involve learning:
-look up words in dictionary to write definitionss
-Venn diagram
-practice sounding out words
-identify words on a big book page that have same sound
-group cards with classmates' names by a criterion on first or last letter (can be acquisition as well)
-write rhyming poetry and discuss different spellings (could be acquisition)
-read a language experience story they have created with a teacher (can be acquistion)
-work in pairs to arrange words from a familiar chant into sentences (can be acquisition)
-divide words into syllables
-on a worksheet, draw a line from each word to the picture
-make alphabet books on different topics (can be acquisition)
-preteaching vocabulary


Examples of teacher activities that involve acquisition
-Shared reading with a big book
-writes words the students dictate for a story
-makes sure students read only books that fit their level
-writes words the students dicatete for a story and has students help with the spelling of difficult words
-chooses predictable texts
-does a picture walk of a new book
 Learning
-preteaches vocabulary
-asks students to look around the room and find words starting with a certain letter
-sets aside time for SSR each day (can be acquisition)
-teaches Latin and Greek Roots
-conducts phonics drills
-teaches students different comprehension strategies
-does a a pictue walk of a new book (can be acquisition)
-uses a variety of worksheets to teach different skills

#9 Features of Expository and Narrative Text

Expository: Playing it Safe by Elizabeth Austin	Folktale/Narrative: Robin Hood Wins the Sherriff’s Golden Arrow adapted by Karina Barrentine
Expository elements introduction, bold headings definitions visuals (diagrams, photos, charts) table of contents glossary captions Challenging Features content-area vocabulary text structure needs to be taught before reading amount of text covered may be difficult for ELL’s to decipher what is important and what is not important complex sentences extensive use of pronouns lack of experiences either due to poverty or culture may make it difficult for ELL’s to understand certain concepts Features that support language acquisition Expository text structure can be pre-taught so students can better categorize information so it is not so overwhelming organizational features (pictures, diagrams, tables, charts, timelines, etc…) can help students locate and understand information in the text Glossary available to define unfamiliar vocabulary Requires more literal comprehension rather than implicit which can be a challenge for ELL’s	Narrative elements characters plot  theme setting climax resolution Sub-genre Folktale elements Themes: Usually universal truths, lessons, and values related to people, their actions, and/or material goods that are valued by the group that creates the folktale. These tales tell what happens to those who do not obey the group’s traditions. Cross-cultural: most cultures usually have their own version of each folktale Time is usually in the past (long, long ago) Place is usually specific to the culture and region (humble cottage, magic kingdom) Characters are flat and characteristics are exaggerated Stories are possible but not probable Styles may include: Elements of magic, spells, enchantments, and supernatural beings (spell is broken and ______ turns into a ______). Running away from home (Gingerbread Man, The Bun-Russian, The Pancake-Norwegian) Cumulative: sequence of events or characters that accumulate. Repeat phrases, develop logic and sequential thinking (for preoperational children), and understanding for more sophisticated literature) Extraordinary animals, monster, or other animated things (Three Little Pigs, Shrek) Explain a natural phenomena or custom. How Rabbit Stole Fire, Why Mosquitoes Buzz in people's Ears, Tikki Tikki Temkbo. Good vs. evil Challenging Features Content is culture-bound Need to activate prior-knowledge; simply knowing vocabulary is not sufficient imagery and symbolism may be difficult idiomatic expressions Features that support language acquisition Different versions of folktales are present in most cultures Comparison’s between the student’s native language folktales and English folktales will help students see similarities and bridge the gap in understanding Folktales can be taught at a very young age and the storyline becomes familiar to ELL’s when presented with other folktales repeated phrases can develop logical and sequential thinking themes in folktales are universal so students can easily make connections