Homework Policy

Students will be assigned homework Monday through Thursday. They are required
to read for at least 20 minutes every night. Homework assignments are expected
to be brought to school the following morning. Parents are encouraged to read to
and with their children every day. Students will be assigned 6 math problems to be
completed as a review of material previously covered. They will also need to
complete a reading log of what they have read. The information that is needed on
the reading log will be the title of the book, the author, the authors purpose, and a
two sentences about what they have read using the sentence starters that will be
provided ( I wonder, I began to think of, I suppose that, I dont see how, I
like the idea, I was surprised that, I cant really understand, I noticed that, I
was reminded of, I cant believe, If I had been, It bothers me when, Why
did, and How did...). Math homework will be checked in class to see if it is
completed and will be counted at a participation grade. Reading logs will be turned
in every Monday and should be completed and will be work 10 points, each day will
be worth 2 points. The reading logs should be completed in a Reading log journal
and will be returned on the same day after being checked. Late work will be
accepted up to 2 days late but it will also result in a loss of 2 points and after 2
days late it will not be accepted unless the child has been absent.

Homework Policy Rationale

I believe that homework is something that can help the students retain the
information that they have learned and also to increase their vocabulary and

fluency. Homework is also a great way to help students with their time management
skills, being able to set priorities, understand how well they understand the
content and if they need any additional assistance, problem solve, take
responsibility for their part of the educational process, work independently, and
how important it is to plan, stay organized and take action. When students are able
to take responsibility for their homework these life skills will carry over and help
them during the rest of their educational career.
When elementary school students have math worksheets to fill out, spelling
tests to study for, after school activities to participate in, and chores to
finish, its no wonder that the standard daily reading homework assignment
can fall to the wayside. It may seem like a small concession necessary to
prioritize a busy life. After all, parents may reason, their child can catch up
on reading over weekend, over the summer, or during a less hectic time. But
the effects of regularly skipping that reading homework can have long-term
effects on a childs life. (DeLoatch, 2015, para. 1)
While we may seem to think that cutting back or pushing the reading to another
night or not at all may not hurt the child but in reality limiting the reading that
they do does effect the vocabulary of the child. Reading is an area that should not
be adjusted. There are many people who feel like as long as their child is reading
regardless of the amount of time they are still going to progress but if the child is
only reading for five minutes a day then that student is not going to accumulate
the same vocabulary that a student who is reading at least 20 minutes a day.
Reading is a skill that will help students for the rest of their lives and will help
them advance in all other content areas. When students understand responsibility

and consequences then they will be more apt to take their homework assignments
seriously is they are being held responsible if it is not completed or turned in late.
No one is going to debate the importance of being able to read in order to
learn and navigate through life. But reading provides many surprising and
important additional benefits: reading makes kids better at math, reading
fiction helps children be more empathetic, reading can boost self-esteem
and communication skills, and reading changes the structure of the brain.
(DeLoatch, 2015, para. 2)
Reading helps students to become better-rounded both in and out of the
classroom. When students are able to read and comprehend what they are reading
they will be able to read and understand their notes and book for math, science,
and history as well as read more for pleasure. Reading is a way that can help them
to become better students and to be able to think more critically about things that
are going on around them and to think for themselves. A British study found that
students who frequently read for pleasure not only has better vocabulary and
spelling-which is to be expected- but those students were also more proficient at
math (DeLoatch, 2015, para. 3). Reading is a way to help students to better
understand new concepts or ideas that are being taught in other content areas.
When students are reading they are exposing themselves to situations and ideas
that they may not normally experience. These experiences can help them create
prior knowledge that can help them later in their education. The University of
Buffalo found that students who love to read novels could put themselves into
other peoples situations more easily, and had increased compassion (DeLoach,
2015, para. 4). When students are able to see themselves in situations that other
people are experiencing then they will be more understanding and will get other

with other students better. When students able to put themselves in other peoples
situations then they are more like to get along with students and be less likely to
pick on their classmates for circumstances that are beyond their control. Reading
helps students to build their vocabulary and in turn this can help them build their
self-confidence. One education provider says that since students who read usually
have an enhanced vocabulary, they can often find the words to express themselves
and do not feel as frustrated and angry (DeLoatch, 2015, para. 5). The Why Cant
I Skip My 20 Minutes of Reading Tonight? flyer is something that I will send
home to make sure that students and their families understand that reading every
night is very important and this helps to emphasize how important. If students
read for 20 minutes each day that is 3,600 minutes in a school year and they will
have a vocabulary that includes 1,800,000 wordsand students who read 1 minute
each day will have 180 minutes in a school year and they will have a vocabulary that
includes 8,000 words, the less a student reads then that means that they will have
fewer words in their vocabulary (Perry, 2015, chart). Students who read fewer
minutes a night limit the amount of words in their vocabulary and their ability to
understand and comprehend other reading material. When students do not have an
abundant vocabulary then it can inhibit their understanding and comprehension of
other material that they need to read for classes. There is a big difference
between the size of the vocabularies between students who read 20 minutes and
students who read 1 minute and when you are in class it becomes very clear who
reads frequently and who does not. When students read more they are more
capable of expressing themselves and thinking critically.
Homework has four basic purposes: practice, preparation, study, extend or
elaborate (Ruhl & Hughes, 2010, para. 2). When homework is assigned with one of

these purposes then the students should be getting the needed balance to help
them get the extra practice while not being overwhelmed. Homework is a way to
help students get a better understanding of the content they are learning and also
reviewing material already learned. Homework is a great way to see if the students
understand the material or if they need more review.
The most valuable in producing measurable academic gains is practice for the
purpose of building proficiency, maintaining mastery or both. This is not to
say that the other purposes lack legitimacy. However, in existing studies, it
is evident that when homework is used to build fluency and maintain
proficiency, student performance is most positively affected. (Ruhl &
Hughes, 2010, para. 3)
Homework should be given in ways to help students succeed and build fluency and
proficiency. Homework should also be given on an individualized basis. Some
students need for help and review in one area while another student may need it in
another area. I believe that the only two areas that everyone should have the same
home is math and reading. Reviewing math will help all students and reading will
help in all content areas as they build their comprehension and fluency and build
their vocabulary. Often, students with learning disabilities require a greater
amount of time to complete homework. Giving an assignment because everyone else
has to do it may mean the student with LD does not complete it (Ruhl & Hughes,
2010, chart 1). Students who need extra help or who do not understand a
homework assignment may not complete it or may become very frustrated and fall
behind. Students with LD or any kind of IEP or 504 should be given homework on
an individualized case based on what it states in their plan and what we know they
are able to handle and complete without becoming frustrated.

Individualization has been integral to effective education for students with

Learning Disabilities. However, homework has been neglected as an area
warranting individualization, especially for students served in inclusive
settings. Studies show general education teachers and students accept
modifications for students with Learning Disabilities for many areas of
instruction (e.g., testing modifications), but when it comes to homework,
they are less accepting of individualization. (Ruhl & Hughes, 2010, para. 8)
Students that have learning disabilities should be given the same type of homework
but with fewer problems or more time to complete the assignment, whether it be
time given at the end of class or help in the morning when they get to school. The
result of not individualizing homework can be devastating (Ruhl & Hughes, 2010,
para. 9). When students with LD are given the same amount of homework as
everyone else is can be devastating to them and their sense of self-esteem. If
they feel like they have to complete the same amount of homework as everyone
else even though it may take them three times as long to finish it then they will
begin to doubt themselves or start to make errors in the work which can cause
them to continue practicing doing something the wrong way. If they are only given
a few problem to complete and are able to walk through one with the teacher step
by step then they may be able to build up their confidence so that they can do it at
home without having someone helping them on every step. When students are
struggling with a concept or skill and they are practicing it incorrectly they it is
only going to set them back. If you want students with learning disabilities to be
able to complete the homework without practicing the concept incorrectly then
provide them fewer problems with a way for them to get the help that is necessary
for them if they do not have access to help when they are at home. Research has

provided some beneficial practices that teachers with students who have learning
disabilities can use and would be very advantageous as they are likely both to help
the students acquire the content or skills being learned as well as help students to
complete homework in the future (Ruhl & Hughes, 2010, para. 8). When giving
homework there are some effective homework practices that can be followed such
as give less more often, have a specific purpose for each homework assignment in
mind for each student, ensure the assignment reflects the instruction, make sure
that you have enough time to thoroughly go over the homework and make sure that
every student was paying attention and understands, have students explain back to
you what they need to do and how to do it, explain why you are giving the homework
and how it will be graded or if it will be graded at all and make sure that students
understand where they are having issues in a timely manner so that they can
correct any issues that they are having. (Ruhl & Hughes, 2010, 2 nd Chart). If each
student is provided the homework that fits their specific abilities then they will be
more likely to be able to complete the assignment and other future assignments if
they are given an amount that will not overwhelm them and will help them to
understand the content. Because many students with Learning Disabilities write
slowly and have difficulty with multiple step directions given orally, rushing
through presentation of homework may mean students will not know what to do.
Make sure students are listening when you are giving an assignment (Ruhl &
Hughes, 2010, 2nd Chart). Students who have learning disabilities need to have the
homework steps given to them orally one step at a time to make sure that they
understand each and every step. By giving them their homework one step at a time
gives them the chance to ask any questions that they have regarding the
homework. Sometimes they may have questions regarding how to do it and will need
to have one or two questions completed with them to make sure that they

understand. Merely asking students if they understand the assignment does not
verify that they do. If the task is new and unfamiliar, it may be helpful to
demonstrate how it is done (Ruhl & Hughes, 2010, 2nd Chart). If you provide
students with an example of what they need to do then they should have something
that they can follow when they are working on their homework later. Sometimes
they may need to be able to work out a homework problem when they have someone
available to ask questions of so that if they run into any issues they have someone
that they can turn to before working alone. If students understand the reason
behind the homework then they may be more inclined to complete it. Explaining
why the homework is important and what it is designed to do may help students be
more motivated to complete it. Standards for grading should be made explicit to
students and their understanding ensured (Ruhl & Hughes, 2010, 2 nd Chart).
Students should know ahead of time if homework is going to be graded or if it is
going to be reviewed to see if they are understanding the concept or if they need
more instruction. If homework is being assigned while students are still learning
the concept then it should be evaluated as soon as possible and written or oral
corrective feedback given to students. This is especially important if students
have not yet mastered the targeted content or skills (Ruhl & Hughes, 2010, 2 nd
Chart). Feedback is necessary to help students master the content. When students
know where they are having issues or not understanding the content it is easier for
them to make the necessary changes in a timely manner and it is also easier for the
teacher to provide more instruction on the content when it is shortly after
teaching it and the students are still in the mind set of what was taught. When the
students are having issues with a concept and need to be remediated on how to
complete the task it is easier to start re-teaching the concepts shortly after you
realize that they do not understand instead of waiting until right before the

assessment on the material. If students are having trouble and you try to correct
the issues right before the test then they will continue to have trouble unless they
have plenty of time to practice doing it the correct way before being tested on the
concept. The best use of homework is to build proficiency in recently acquired
skills or to maintain skills previously mastered (Ruhl & Hughes, 2010, para. 10). If
homework is being used to help students to build proficiency in a content area and
it is being individualized to fit the needs of all students then it is a necessary part
of school. Homework should not be given as something to keep the students
occupied when they are at home. Regardless of what other homework is being
assigned reading is a necessity and should be encouraged on a daily basis. Regular
reading provides significant life-long benefits. Help your students reap these
advantages by encouraging their love of words. Life can get hectic, even for our
youngest students, but helping them form a daily reading habit can make a huge
difference (DeLoatch, 2015, para. 16).

Bibliography
DeLoatch, P. (2015). The Long-Term Effects of Skipping Your Reading Homework .
Retrieved November 23, 2015. Retrieved from
http://www.edudemic.com/skipping-your-reading-homework/.
Perry Public Schools. (2015). Why cant I skip my 20 minutes of reading tonight?
Retrieved from
http://www.usd343.net/vnews/display.v/ART/5060992ac7eb2.
Ruhl, K., & Hughes, C. (2010). Effective Practices for Homework. Retrieved
November 23, 2015. Retrieved from
http://www.readingrockets.org/article/effective-practices-homework.