The document discusses best practices for assigning homework to English language learners. It suggests that homework should include visual examples, opportunities for discussion, native language support, and peer support. Homework should also provide practice, review material already learned in class, and have clear instructions and feedback. Teachers should consider students' English proficiency levels and design homework accordingly to best help students learn.

2. Importance
 It provides students with
opportunities to
practice, review, and apply
Knowledge.
 Homework is an effective
means of extending
student learning beyond
the school day.

3. Homework should include:
 Concrete, nonlinguistic examples such as pictures, visual
organizers, graphics, etc.
 Opportunities for students to ask questions and discuss
assignments orally.
 Native language support through bilingual
tutors, instructions, or materials.
 Peer support for note taking and homework.
 Modified or additional instructions.
 Tips and strategies for learning.

4.  The amount of homework
assigned to students should
increase as they progress from
elementary school through high
school.
 Parental involvement in
homework should be minimal.
 The purpose of homework
should be identified and
articulated.
 Feedback should be provided on
homework assignments.

5.  Establish and communicate a homework
policy.
 Design homework assignments that clearly
articulate the purpose and outcome.
 Feedback should be varied.

6. 

7. This stage is
focuses on
vocabulary. Here
teacher provide
student some word
selection or key
words because
students need to
learn vocabulary of
a topic before they
can make sense of
the content.

8. Students can make gains in
English proficiency if
classmates model correct
grammar for them. One
way to do this is allow ELL
students to examine
homework completed by
English- dominant students.

9. Students can also benefit
from explanations given
by English- dominant
students on how to
expend or combine
sentence on a homework
assignment.

10. Students can share their
ideas with English
dominant students, which
will help to broaden their
knowledge base and
improve homework
assignment.

11. Social Studies
To recognize a variety
of influences on consumers and how
these influences affect decisions
about purchases.

12.  Students can practice words
for items they studied
during class by finding or
drawing another example
from home. For
example, when the class
talks about Nike
shoes, students learn some
parts of the shoe.
 For homework they can
draw a shoe and label the
parts.
 Also teacher can asses
vocabulary with statements
such as “Show me the toe”
or “Point to the shoelaces”

13. EXAMPLE
Students can practice with vocabulary . They
should be working on vocabulary for
sight, taste, touch, sound, taste, and smell. So as
homework they can select four items from home
and practice writing their new vocabulary in a
chart.
EXAMPLE
Students can select items from home
and complete a chart. It gives them an
example.
Students can draw something that they
saw on TV and describe why it was
convincing.

14.  Deepen students’ understanding of content and
proficiency of skills
 Teachers can carefully point out errors and common
difficulties
 Attain automaticity
 Enough time to engage in practice.

15. There are two generalizations in this area.
1.- Mastering a skill or a process
entails focused practice.
2.-During practice, students
should adapt and shape what
they have learned.

16.  Ask students to chart their speed and accuracy.
 Design practice that focuses on specific elements
of a complex skill or process.
 Plan time for students to increase their conceptual
understanding of skills or processes.

17. SUBJECT: Maths
Content Object: To add and substract using
pictures or stories.

18. PREPRODUCTION
Here students can draw or find pictures to represent
their math facts.
Teacher asks nonverbally .

19.  Students can share their stories math facts through stories. The
teacher can help students to expalin theri stories with YES- No
Questions. Example, “ I see four apples. You eat one. Now there is
only three left”

20. Students present their stories with simple sentences about their
math facts. The teacher expand their English adding something to
what they say (adjectives of phases)

21. Students can tell a story about their math facts with native – like
fluency. The teacher can encorage students to use academic language
by probing with statements such as, “Tell the story as if you were the
teacher”

24. Not all homework or practice need to be the same because some
students reach a certen percent of proficient more quickly than
others. Some of this practice can be assigned as homework.
Also, it’s important to be clear about the purpose of homework:
practice, review,or preview. As a teacher you have take into
account that it’s better for the students to review something that
they have already learned. Be sure that they can understand the
homework assignments.