Megan Tunon

Chapter 9 Response
In Chapter 9 of Classroom Instruction that Works with English Language Learners, the authors state that
the impact of homework, in particular, on student achievement seems to be likened to the quality of
the homework assigned, how assignments are monitored, the degree of parent support, and students
learning preferences. I think that the assessment of the impact of homework is spot on. For homework
to be a valuable learning tool, it needs to be directly linked to the objectives of the corresponding lesson
and should be reviewed in a timely manner by the teacher who should then provide feedback and
reinforcement based on the results of the assignment. In short, homework should be on purpose, and
the goals of the assignment should be made clear to both parents and students.
All too often, homework assignments are given to finish up classwork rather than thoughtful
assignments which are created to reinforce what was learned in class. Furthermore, if homework
assignments are not graded and reviewed with students, the reasons for doing it in the first place are
unclear to the class and to parents.
In chapter 9, much emphasis is given to the types of modifications that should be afforded to the English
language learners when given homework for the regular education classes. These types of modifications
made a lot of sense to me because before we can expect students to understand complex content in
math, science, social studies and English, we need be sure that they have the academic language
necessary to convey what they learned or think they know. The authors go on to emphasize that
English language learners should be given the opportunity to discuss concepts learned in class before
they are asked to write about them, as this will help them to generate the academic language they need
write about any subject area.