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Homework Guidelines
Lakeville School
Why Homework is Assigned:
To reinforce and/or extend skills and material that have been taught in class
To help students develop independence, responsibility, and effective study habits
To serve as a communication link between school and home
To help teachers assess student learning
When Homework Will Be Assigned:
Homework will be assigned Monday through Thursday
What Homework May Be Assigned:
Homework may be assigned in any of the academic areas
Reading 15-25 minutes nightly is expected
Student’s Homework Responsibilities:
To complete all assignments neatly and legibly
To work independently as much as possible
To be responsible for returning completed work on time
Parent’s Homework Responsibilities:
To set up a quiet environment without interruptions from siblings
Have necessary supplies on hand (pencils, crayons, rulers, erasers etc.)
To provide a consistent routine and time management
To encourage independence and responsibility
To be aware of the assignments that are expected of your child
Inform the teacher if your child is experiencing difficulty with an assignment
Teacher’s Homework Responsibilities:
To explain and review all assignments
To assign appropriate homework
If the Students Do Not Hand in Properly Completed Homework:
Parents will be informed
Consistent incomplete homework will be indicated on the student’s record
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Creating a Homework Policy With Meaning and Purpose
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We have all had time-consuming, monotonous, meaningless homework assigned to us at some point in our life. These assignments often lead to frustration and boredom and students learn virtually nothing from them. Teachers and schools must reevaluate how and why they assign homework to their students. Any assigned homework should have a purpose.
Assigning homework with a purpose means that through completing the assignment, the student will be able to obtain new knowledge, a new skill, or have a new experience that they may not otherwise have. Homework should not consist of a rudimentary task that is being assigned simply for the sake of assigning something. Homework should be meaningful. It should be viewed as an opportunity to allow students to make real-life connections to the content that they are learning in the classroom. It should be given only as an opportunity to help increase their content knowledge in an area.
Differentiate Learning for All Students
Furthermore, teachers can utilize homework as an opportunity to differentiate learning for all students. Homework should rarely be given with a blanket "one size fits all" approach. Homework provides teachers with a significant opportunity to meet each student where they are and truly extend learning. A teacher can give their higher-level students more challenging assignments while also filling gaps for those students who may have fallen behind. Teachers who use homework as an opportunity to differentiate we not only see increased growth in their students, but they will also find they have more time in class to dedicate to whole group instruction .
See Student Participation Increase
Creating authentic and differentiated homework assignments can take more time for teachers to put together. As often is the case, extra effort is rewarded. Teachers who assign meaningful, differentiated, connected homework assignments not only see student participation increase, they also see an increase in student engagement. These rewards are worth the extra investment in time needed to construct these types of assignments.
Schools must recognize the value in this approach. They should provide their teachers with professional development that gives them the tools to be successful in transitioning to assign homework that is differentiated with meaning and purpose. A school's homework policy should reflect this philosophy; ultimately guiding teachers to give their students reasonable, meaningful, purposeful homework assignments.
Sample School Homework Policy
Homework is defined as the time students spend outside the classroom in assigned learning activities. Anywhere Schools believes the purpose of homework should be to practice, reinforce, or apply acquired skills and knowledge. We also believe as research supports that moderate assignments completed and done well are more effective than lengthy or difficult ones done poorly.
Homework serves to develop regular study skills and the ability to complete assignments independently. Anywhere Schools further believes completing homework is the responsibility of the student, and as students mature they are more able to work independently. Therefore, parents play a supportive role in monitoring completion of assignments, encouraging students’ efforts and providing a conducive environment for learning.
Individualized Instruction
Homework is an opportunity for teachers to provide individualized instruction geared specifically to an individual student. Anywhere Schools embraces the idea that each student is different and as such, each student has their own individual needs. We see homework as an opportunity to tailor lessons specifically for an individual student meeting them where they are and bringing them to where we want them to be.
Homework contributes toward building responsibility, self-discipline, and lifelong learning habits. It is the intention of the Anywhere School staff to assign relevant, challenging, meaningful, and purposeful homework assignments that reinforce classroom learning objectives. Homework should provide students with the opportunity to apply and extend the information they have learned complete unfinished class assignments, and develop independence.
The actual time required to complete assignments will vary with each student’s study habits, academic skills, and selected course load. If your child is spending an inordinate amount of time doing homework, you should contact your child’s teachers.
- Homework Guidelines for Elementary and Middle School Teachers
- 6 Teaching Strategies to Differentiate Instruction
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- An Overview of Renaissance Learning Programs
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- The Whys and How-tos for Group Writing in All Content Areas
- Creating a Great Lesson to Maximize Student Learning
- Gradual Release of Responsibility Creates Independent Learners
- How Much Homework Should Students Have?
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Homework Tips
Benefits and Rationale
Homework is meant to provide further extension of concepts learned in class. Repetition is extremely important in learning spelling words and math facts. Second graders benefit from learning the study skills, responsibility, and organization that they will rely on in higher grade levels.
1) Your child must write homework in his or her assignment book.
2) Initial your child's homework book nightly.
3) Set up a study area for your child.
-Plenty of light
-Away from distractions
-Comfortable setting
4) Have the necessary tools readily available.
-pencils (sharpened)
-crayons
-sharpener
-erasers
5) Schedule Daily Homework Time
-Help your child develop good habits by encouraging him or her to start homework at the same time each day.
6) Encourage Your Child to Work Independently
-Homework teaches children responsibility. Through homework, children learn skills they must develop if they are going to grow to be independent, motivated and successful adults.
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- Set up a study area. This is a well lit, quiet area specifically designated to complete homework.
- Schedule daily homework time. This is a scheduled time specifically used to do homework.
- Create a homework survival kit. Parents can put together a kit containing the usual materials used to complete homework. These materials can include pencils, crayons, eraser, pencil sharpener, paper, ruler, scissors, and glue.
- Encourage children to work independently. Homework teaches responsibility. Through homework, students learn skills they must develop if they are to grow to be independent, successful adults. Encourage your child to be a Self-Directed Learner.
- Motivate children with praise. You can encourage your child to be a Quality Producer by letting him/her know you're proud of them. This will help to increase a child's self confidence, develop a sense of pride in personal achievements, and motivate him/her to do their best work possible.
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Getting students to work on their homework assignments is not always a simple task. Teachers need to take the initiative to create homework policies that encourage students to work hard to improve their achievement in the classroom setting. Educational leadership starts with making a policy that helps students learn and achieve while competing with extracurricular activities and the interests of students.
Set high standards
Homework policies need to have high standards to encourage students to work hard on achieving the best possible results. Student achievement in school improves when teachers set high standards and tell students that they are expected to meet the standards set in the classroom.
By setting high standards for the homework policy, teachers are ensuring that the students will be more willing to work on getting assignments done. The policies for homework that teachers and parents create can help improve student understanding of materials and result in better grades and scores on standardized tests.
Focus on study skills
Teaching students in their early education is a complicated task. Teachers need to balance the age of the students with the expected school, state and federal educational standards. Although the temptation to create a homework policy that focuses on repetition and traditional assignments can make the policy easy to create, it also removes the focus from establishing strong study skills and habits to engage students in education.
Creating a homework policy for younger students in the elementary grades should avoid traditional assignments and focus on building study skills and encouraging learning. Older students after elementary school are ready to take on written assignments rather than using technology and other tools.
Putting more focus on study skills will set a stronger foundation for homework in the future. As students get into higher grades, the type of assignments will focus on writing with a pen or pencil. The age of the student must be considered and the goal is to create a strong foundation for the future.
Involve the parents
Getting parents involved in the homework policy will encourage students to study and complete the assigned tasks. Asking parents to get involved to facilitate assignments will ensure students are learning without the parents completing the assignment for their child.
The goal of involving the parents in the homework policy is getting the family to take an interest in ensuring the assignments are completed. The best assignments will allow the student to manage the work without seeking answers from a parent. That allows parents to supervise and encourage their child without giving the answers.
Give consequences for incomplete assignments
Homework is an important part of providing educational leadership in the classroom. Although parental involvement and high standards can help encourage students to study, it is also important to clearly state the consequences if assignments are incomplete or not turned in on time.
A clear homework policy will lay out the possible consequences of avoiding assignments or turning in incomplete work. Consequences can vary based on the student grade level and age, but can include lowering the grades on a report card or taking away classroom privileges.
Although it is important to provide details about the consequences of avoiding the assignments, teachers can also use a reward system to motivate students to complete their work. Rewards can focus on the entire class or on individual rewards, depending on the situation. For example, teachers can give a small candy when students complete five assignments in a row.
Consequences and rewards can serve as a motivating factor when it comes to the homework policy. By clearly stating the potential downsides and the benefits to the student, it is easier for students to focus on the work.
Creating homework policies is part of educational leadership in the classroom. Although homework must focus on helping students achieve, it also needs to clearly state the expectations and give details about the benefits and consequences of different actions. By giving a clear policy from the first day of school, the students will know what to expect and can gain motivation to work on achieving the best results.
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- Ending the Homework Debate: Expert Advice on What Works
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- The Homework Debate: The Case Against Homework
- FERPA Advice for New Teachers
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What’s the Right Amount of Homework?
Decades of research show that homework has some benefits, especially for students in middle and high school—but there are risks to assigning too much.
Many teachers and parents believe that homework helps students build study skills and review concepts learned in class. Others see homework as disruptive and unnecessary, leading to burnout and turning kids off to school. Decades of research show that the issue is more nuanced and complex than most people think: Homework is beneficial, but only to a degree. Students in high school gain the most, while younger kids benefit much less.
The National PTA and the National Education Association support the “ 10-minute homework guideline ”—a nightly 10 minutes of homework per grade level. But many teachers and parents are quick to point out that what matters is the quality of the homework assigned and how well it meets students’ needs, not the amount of time spent on it.
The guideline doesn’t account for students who may need to spend more—or less—time on assignments. In class, teachers can make adjustments to support struggling students, but at home, an assignment that takes one student 30 minutes to complete may take another twice as much time—often for reasons beyond their control. And homework can widen the achievement gap, putting students from low-income households and students with learning disabilities at a disadvantage.
However, the 10-minute guideline is useful in setting a limit: When kids spend too much time on homework, there are real consequences to consider.
Small Benefits for Elementary Students
As young children begin school, the focus should be on cultivating a love of learning, and assigning too much homework can undermine that goal. And young students often don’t have the study skills to benefit fully from homework, so it may be a poor use of time (Cooper, 1989 ; Cooper et al., 2006 ; Marzano & Pickering, 2007 ). A more effective activity may be nightly reading, especially if parents are involved. The benefits of reading are clear: If students aren’t proficient readers by the end of third grade, they’re less likely to succeed academically and graduate from high school (Fiester, 2013 ).
For second-grade teacher Jacqueline Fiorentino, the minor benefits of homework did not outweigh the potential drawback of turning young children against school at an early age, so she experimented with dropping mandatory homework. “Something surprising happened: They started doing more work at home,” Fiorentino writes . “This inspiring group of 8-year-olds used their newfound free time to explore subjects and topics of interest to them.” She encouraged her students to read at home and offered optional homework to extend classroom lessons and help them review material.
Moderate Benefits for Middle School Students
As students mature and develop the study skills necessary to delve deeply into a topic—and to retain what they learn—they also benefit more from homework. Nightly assignments can help prepare them for scholarly work, and research shows that homework can have moderate benefits for middle school students (Cooper et al., 2006 ). Recent research also shows that online math homework, which can be designed to adapt to students’ levels of understanding, can significantly boost test scores (Roschelle et al., 2016 ).
There are risks to assigning too much, however: A 2015 study found that when middle school students were assigned more than 90 to 100 minutes of daily homework, their math and science test scores began to decline (Fernández-Alonso, Suárez-Álvarez, & Muñiz, 2015 ). Crossing that upper limit can drain student motivation and focus. The researchers recommend that “homework should present a certain level of challenge or difficulty, without being so challenging that it discourages effort.” Teachers should avoid low-effort, repetitive assignments, and assign homework “with the aim of instilling work habits and promoting autonomous, self-directed learning.”
In other words, it’s the quality of homework that matters, not the quantity. Brian Sztabnik, a veteran middle and high school English teacher, suggests that teachers take a step back and ask themselves these five questions :
- How long will it take to complete?
- Have all learners been considered?
- Will an assignment encourage future success?
- Will an assignment place material in a context the classroom cannot?
- Does an assignment offer support when a teacher is not there?
More Benefits for High School Students, but Risks as Well
By the time they reach high school, students should be well on their way to becoming independent learners, so homework does provide a boost to learning at this age, as long as it isn’t overwhelming (Cooper et al., 2006 ; Marzano & Pickering, 2007 ). When students spend too much time on homework—more than two hours each night—it takes up valuable time to rest and spend time with family and friends. A 2013 study found that high school students can experience serious mental and physical health problems, from higher stress levels to sleep deprivation, when assigned too much homework (Galloway, Conner, & Pope, 2013 ).
Homework in high school should always relate to the lesson and be doable without any assistance, and feedback should be clear and explicit.
Teachers should also keep in mind that not all students have equal opportunities to finish their homework at home, so incomplete homework may not be a true reflection of their learning—it may be more a result of issues they face outside of school. They may be hindered by issues such as lack of a quiet space at home, resources such as a computer or broadband connectivity, or parental support (OECD, 2014 ). In such cases, giving low homework scores may be unfair.
Since the quantities of time discussed here are totals, teachers in middle and high school should be aware of how much homework other teachers are assigning. It may seem reasonable to assign 30 minutes of daily homework, but across six subjects, that’s three hours—far above a reasonable amount even for a high school senior. Psychologist Maurice Elias sees this as a common mistake: Individual teachers create homework policies that in aggregate can overwhelm students. He suggests that teachers work together to develop a school-wide homework policy and make it a key topic of back-to-school night and the first parent-teacher conferences of the school year.
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Parents Play a Key Role
Homework can be a powerful tool to help parents become more involved in their child’s learning (Walker et al., 2004 ). It can provide insights into a child’s strengths and interests, and can also encourage conversations about a child’s life at school. If a parent has positive attitudes toward homework, their children are more likely to share those same values, promoting academic success.
But it’s also possible for parents to be overbearing, putting too much emphasis on test scores or grades, which can be disruptive for children (Madjar, Shklar, & Moshe, 2015 ). Parents should avoid being overly intrusive or controlling—students report feeling less motivated to learn when they don’t have enough space and autonomy to do their homework (Orkin, May, & Wolf, 2017 ; Patall, Cooper, & Robinson, 2008 ; Silinskas & Kikas, 2017 ). So while homework can encourage parents to be more involved with their kids, it’s important to not make it a source of conflict.
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- Homework will be written in agenda books daily.
- Homework will be due by 8:20 a.m. every Tuesday-Friday
- Missed homework=loss of recess to complete missing assignment and 10 point deduction if grade is taken on that day.
- One math homework and one math side B assignment will be graded each week.
- Homework spelling, grammar, comprehension, and writing grades will be taken in class as a daily grade.
- Homework with a star and smiley, no grade taken.
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IM 6–12 Math: Grading and Homework Policies and Practices
By Jennifer Willson, Director, 6–12 Professional Learning Design
In my role at IM, working with teachers and administrators, I am asked to help with the challenges of implementing an IM curriculum. One of the most common challenges is: how can we best align these materials to our homework and grading practices? This question is a bit different from “How should we assess student learning?” or “How should we use assessment to inform instruction?”
When we created the curriculum, we chose not to prescribe homework assignments or decide which student work should count as a graded event. This was deliberate—homework policies and grading practices are highly variable, localized, and values-driven shared understandings that evolve over time. For example, the curriculum needed to work for schools where nightly, graded assignments are expected; schools where no work done outside of class is graded; and schools who take a feedback-only approach for any formative work.
IM 6–8 Math was released in 2017, and IM Algebra 1, Geometry, and Algebra 2 in 2019. In that time, I’ve been able to observe some patterns in the ways schools and teachers align the materials to their local practices. So, while we’re still not going to tell you what to do, we’re now in a position to describe some trends and common ways in which schools and districts make use of the materials to meet their local constraints. Over the past four years, I have heard ideas from teachers, administrators, and IM certified facilitators. In December, I invited our IM community to respond to a survey to share grading and homework policies and practices. In this post I am sharing a compilation of results from the 31 teachers who responded to the survey, as well as ideas from conversations with teachers and IMCFs. We hope that you find some ideas here to inform and inspire your classroom.
How do teachers collect student responses?
Most teachers who responded to the survey collect student work for assessments in a digital platform such as LearnZillion, McGraw-Hill, ASSISTments, Edulastic, Desmos, etc. Others have students upload their work (photo, PDF, etc.) to a learning management system such as Canvas or Google classroom. Even fewer ask students to respond digitally to questions in their learning management system.
How do teachers tend to score each type of assessment, and how is feedback given?
The table shows a summary of how teachers who responded to the survey most often provide feedback for the types of assessments included in the curriculum.
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How are practice problems used?
Every lesson in the curriculum (with a very small number of exceptions) includes a short set of cumulative practice problems. Each set could be used as an assignment done in class after the lesson or worked on outside of class, but teachers make use of these items in a variety of ways to meet their students’ learning needs.
While some teachers use the practice problems that are attached to each lesson as homework, others do not assign work outside of class. Here are some other purposes for which teachers use the practice problems:
- extra practice
- student reflection
- as examples to discuss in class or use for a mini-lesson
- as a warm-up question to begin class
- as group work during class
How do teachers structure time and communication to “go over” practice problems?
It’s common practice to assemble practice problems into assignments that are worked on outside of class meeting time. Figuring out what works best for students to get feedback on practice problems while continuing to move students forward in their learning and work through the next lesson can be challenging.
Here are some ways teachers describe how they approach this need:
- We don’t have time to go over homework every day, but I do build in one class period per section to pause and look at some common errors in cool-downs and invite students to do some revisions where necessary, then I also invite students to look at select practice problems. I collect some practice problems along with cool-downs and use that data to inform what, if anything, I address with the whole class or with a small group.
- Students vote for one practice problem that they thought was challenging, and we spend less than five minutes to get them started. We don’t necessarily work through the whole problem.
- I post solutions to practice problems, sometimes with a video of my solution strategy, so that students can check their work.
- I assign practice problems, post answers, invite students to ask questions (they email me or let me know during the warm-up), and then give section quizzes that are closely aligned to the practice problems, which is teaching my students that asking questions is important.
- I invite students to vote on the most challenging problem and then rather than go over the practice problem I weave it into the current day’s lesson so that students recognize “that’s just like that practice problem!” What I find important is moving students to take responsibility to evaluate their own understanding of the practice problems and not depend on me (the teacher) or someone else to check them. Because my district requires evidence of a quiz and grade each week and I preferred to use my cool-downs formatively, I placed the four most highly requested class practice problems from the previous week on the quiz which I substituted for that day’s cool-down. That saved me quiz design time, there were no surprises for the students, and after about four weeks of consistency with this norm, the students quickly learned that they should not pass up their opportunity to study for the quiz by not only completing the 4–5 practice problems nightly during the week, but again, by reflecting on their own depth of understanding and being ready to give me focused feedback about their greatest struggle on a daily basis.
- I see the practice problems as an opportunity to allow students to go at different paces. It’s more work, but I include extension problems and answers to each practice problem with different strategies and misconceptions underneath. When students are in-person for class, they work independently or in pairs moving to the printed answer keys posted around the room for each problem. They initial under different prompts on the answer key (tried more than one strategy, used a DNL, used a table, made a mistake, used accurate units, used a strategy that’s not on here…) It gives the students and I more feedback when I collect the responses later and allows me to be more present with smaller groups while students take responsibility for checking their work. It also gets students up and moving around the room and normalizes multiple approaches as well as making mistakes as part of the problem solving process.
Quizzes—How often, and how are they made?
Most of the teachers give quizzes—a short graded assessment completed individually under more controlled conditions than other assignments. How often is as varied as the number of teachers who responded: one per unit, twice per unit, once a week, two times per week, 2–3 times per quarter.
If teachers don’t write quiz items themselves or with their team, the quiz items come from practice problems, activities, and adapted cool-downs.
When and how do students revise their work?
Policies for revising work are also as varied as the number of teachers who responded.
Here are some examples:
- Students are given feedback as they complete activities and revise based on their feedback.
- Students revise cool-downs and practice problems.
- Students can revise end-of-unit assessments and cool-downs.
- Students can meet with me at any time to increase a score on previous work.
- Students revise cool-downs if incorrect, and they are encouraged to ask for help if they can’t figure out their own error.
- Students can revise graded assignments during office hours to ensure successful completion of learning goals.
- Students are given a chance to redo assignments after I work with them individually.
- Students can review and revise their Desmos activities until they are graded.
- We make our own retake versions of the assessments.
- Students can do error logs and retakes on summative assessments.
- We complete the student facing tasks together as a whole class on Zoom in ASSISTments. If a student needs to revise the answers they notify me during the session.
Other advice and words of wisdom
I also asked survey participants for any other strategies that both have and haven’t worked in their classrooms. Here are some responses.
What have you tried that has not worked?
- Going over practice problems with the whole class every day. The ones who need it most often don’t benefit from the whole-class instruction, and the ones who don’t need it distract those who do.
- Grading work on the tasks within the lessons for accuracy
- Leaving assignments open for the length of the semester so that students can always see unfinished work
- Going through problems on the board with the whole class does not correct student errors
- Most students don’t check feedback comments unless you look at them together
- Grading images of student work on the classroom activity tasks uploaded by students in our learning management systems
- Providing individual feedback on google classroom assignments was time consuming and inefficient
- Allowing students to submit late and missing work with no penalty
- Trying to grade everything
- Below grade 9, homework really does not work.
- Going over every practice problem communicates that students do not really think about the practice problems on their own.
What else have you tried that has worked well?
- My students do best when I consistently assign practice problems. I have tried giving them an assignment once a week but most students lose track. It is better to give 2–3 problems or reflective prompts after every class, which also helps me get ahead of misconceptions.
- I don’t grade homework since I am unsure who completes it with or for the students.
- A minimum score of 50% on assignments, which allows students the opportunity to recover, in terms of their grade in the class
- Time constraints imposed during remote learning impact the amount and type of homework I give as well as what I grade
- Give fewer problems than normal on second chance assignments
- I have used platforms such as Kahoot to engage students in IM material. I also build Google Forms to administer the Check Your Readiness pre-assessment and End-of-Unit assessments, but I may start using ASSISTments for this in the future.
- The value of homework in high school is okay, but personally I skip good for great.
- Students are able to go back and revise their independent practice work upon recognizing their mistakes and learning further about how to solve the problems.
- Sometimes I select only one or two slides to grade instead of the whole set when I use Desmos activities.
- Allow for flexibility in timing. Give students opportunities for revision.
- Frequent short assessments are better than longer tests, and they allow students to focus on specific skills and get feedback more frequently.
- Especially during the pandemic, many of my students are overwhelmed and underachieving. I am focusing on the core content.
- Homework assignments consist of completing Desmos activities students began in class. Additional slides contain IM practice problems.
- I am only grading the summative assessment for accuracy and all else for completion. I want the students to know that they have the room to learn, try new strategies and be wrong while working on formative assessments.
What grading and homework policies have worked for you and your students that aren’t listed? Share your ideas in the comments so that we can all learn from your experience.
What would you like to learn more about? Let us know in the comments, and it will help us design future efforts like this one so that we can all learn more in a future blog post.
We are grateful to the teachers and facilitators who took the time to share their learning with us.
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HOMEWORK POLICY GRADE 2 1. Written homework will only be given as reinforcement of concepts which have been taught. New concepts will not be given as homework. 2. The learners must do homework from Mondays to Thursdays. No homework will be given on a Friday. 3. Expectations of the teacher: Parents must assist with the homework.
Grade 2 Homework Policy; Homework Guidelines. Lakeville School. Grade 2. Why Homework is Assigned: To reinforce and/or extend skills and material that have been taught in class. To help students develop independence, responsibility, and effective study habits.
2nd Grade Homework Policy. Homework is designed to provide review and practice of concepts covered in class and to build good study habits. 2nd graders should do approximately 20 minutes of homework each night including reading. Those 20 minutes should be focused study so children learn to manage their time. Students should be able to work ...
this contract makes homework easy and fun for you and your student. Thanks for your support. Remember, a parent is a child's first and best teacher! Please read and sign your child's agenda each night. Please read the below. A sample HOMEWORK CONTRACT is on the back. Math: Math homework will come home Monday to Thursday. It is due the next day.
Assigning homework with a purpose means that through completing the assignment, the student will be able to obtain new knowledge, a new skill, or have a new experience that they may not otherwise have. Homework should not consist of a rudimentary task that is being assigned simply for the sake of assigning something. Homework should be meaningful.
Homework will also include unfinished class assignments, or other assignments that are relevant to our classroom work. All homework and any other important notices will be put in your child's folder. Please help your child remember to bring the folder to school every day so we can stay organized! Homework should not take more than 30 minutes ...
Second graders benefit from learning the study skills, responsibility, and organization that they will rely on in higher grade levels. 1) Your child must write homework in his or her assignment book. 2) Initial your child's homework book nightly. 3) Set up a study area for your child. 4) Have the necessary tools readily available.
There are decades of research showing that doing homework increases student achievement. It increases the amount of time students spend…
Grade 2. ×. Grade 2 Home 2023-2024 Weekly Schedule Homework Policy; Important Dates & Upcoming Events Homework Policy. Homework is an important part of each student's achievement. We believe learning does not end when the student leaves school each day. Homework is an extension of skills and concepts taught during the regular school day and is ...
Creating a homework policy for younger students in the elementary grades should avoid traditional assignments and focus on building study skills and encouraging learning. Older students after elementary school are ready to take on written assignments rather than using technology and other tools. Putting more focus on study skills will set a ...
The National PTA and the National Education Association support the " 10-minute homework guideline "—a nightly 10 minutes of homework per grade level. But many teachers and parents are quick to point out that what matters is the quality of the homework assigned and how well it meets students' needs, not the amount of time spent on it.
Students are expected to complete daily homework assignments and hand them in the next day, unless stated otherwise. As per school policy, homework will be graded each marking period. For any homework assignment not completed 2 points will be deducted from their homework grade. For each marking period, students will be given a one time homework ...
Missed homework=loss of recess to complete missing assignment and 10 point deduction if grade is taken on that day. One math homework and one math side B assignment will be graded each week. Homework spelling, grammar, comprehension, and writing grades will be taken in class as a daily grade. Homework with a star and smiley, no grade taken.
A parent handout that describe a homework policy for 2nd graders where there will be no formally assigned homework and offers additional ideas of how to work with their student (s) at home in various subjects. Reported resources will be reviewed by our team. Report this resource to let us know if this resource violates TPT's content guidelines.
Each student will be given a Homework Assignment Sheet every day, except Friday. I will help the students write down their assignments each day. This sheet will also be used daily for communication, if needed. In second grade, the purpose of homework is to build responsibility and study habits; reinforce skills/concepts; and help keep you, the ...
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Homework Policy and Guidelines for Teachers and Parents. Grade R, 1 and 2. +/- 10 minutes per weekday. Grade 3 and 4. 20 minutes per weekday. Grade 5 and 6. 30 minutes per weekday. Grade 7. 45 to 90 minutes per weekday.
Grade 2Summer Holidays are a great time to learn new. things. It's a time to have fun, create and invent Please take note of the following sugg. stions:Encourage your child to converse in. glish.Encourage your child to watch informative programmes on tel. ision.Encourage your child to draw, colour, cut an.
K5 Learning offers free worksheets, flashcards and inexpensive workbooks for kids in kindergarten to grade 5. Become a member to access additional content and skip ads. Grammar and writing worksheets for Grade 2 including nouns, verbs, adjectives, adverbs, sentences, punctuation, capitalization, writing paragraphs and writing prompts.
In general, homework across disciplines should not exceed 0.5 hour in kindergarten through grade three, 1 hour in grades four through six, 1.5 hours at the middle school level, and 2 hours at the high school level. To ensure that student homework falls within FCPS regulations, middle school teachers should plan for homework not to exceed 25 ...
K5 Learning offers free worksheets, flashcards and inexpensive workbooks for kids in kindergarten to grade 5. Become a member to access additional content and skip ads. Free grade 2 math worksheets, organized by grade and topic. Skip counting, addition, subtraction, place value, multiplication, division, fractions, rounding, telling time ...
Visit us online at ca.gr2math.comISBN: 978--02-111966- MHID: -02-111966-X. Homework Practice and Problem-Solving Practice Workbook. Contents Include: • 120 Homework Practice worksheets- one for each lesson • 120 Problem-Solving Practice worksheets- one for each lesson to apply lesson concepts in a real-world situation.
IM 6-8 Math was released in 2017, and IM Algebra 1, Geometry, and Algebra 2 in 2019. In that time, I've been able to observe some patterns in the ways schools and teachers align the materials to their local practices. So, while we're still not going to tell you what to do, we're now in a position to describe some trends and common ways ...
The other 92% received exemptions from their districts. Even though more than 5,000 students scored below the cutoff for retention eligibility on the third grade Michigan Student Test of Educational Progress, or M-STEP, in ELA, only about 400 students were retained in third grade, which is about 0.5% of all third grade students who took the test.
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