18622 S. Route 59, Suite D1, Shorewood IL 60404 (815-267-8888)
The student’s
homework needs to arrive:
1. Completed by the student;
2. Graded by the parent;
3. Corrected by the student;
4. Corrections approved by the
parent;
5. Separated by subject and
arranged by date (most recent last)
- It
allows the parent to stay on top of the child’s Kumon education.
- It
lets the student see that parents care about their Kumon performance.
- It
allows the student to make a mistake, correct that mistake and learn
from that mistake.
- It
allows the Instructors to make on-the-spot changes, to maximize the
student’s learning.
Level Specific Home-grading is part of the
mandatory
Parent Training when a new student starts at the center, in the
student’s first
Kumon class at the Center. As the student progresses through the Kumon
Levels,
the Home-grading skills are constantly shared with the family.
Please
read KNA’s publication “Working
with your child at home” first. You will find it in in your new
student
materials as well as in the Parent Lounge.
If you are
away on vacation and your child is with of relatives or friends, we
will help out by grading the child’s
assignments in the center, for the designated period. Please let us
know as early as
possible.
If the child
comes from an
At the
Director’s discretion, students at level H or
higher, may be taught how to self grade their math Homework.
Math
Home-grading
For Levels 3A
and higher, use the Level specific Answer
Key provided by the Center, as directed.
Reading
Home-grading
For Levels 2A
and higher, use the specific Answer
Key provided by the Center, as directed.
Spelling,
Capitalization and Punctuation errors are
marked as S, C and P enclosed in a triangle.
These errors
take 5% off the total worksheet grade
that is calculated on page a of a given worksheet. Grammar Errors
(sentence
does not make sense, answer does not conform to directions etc.) are
indicated
by a slash on the question number. These are whole errors.
For questions on story sequence numbering and
True/false answers, the number of wrong answers is written on the top
margin.
No marks are made on the question numbers to allow the child to think
through
the material.
Students in
levels D and below, must read out loud
to a parent every day that they complete their
Oral
Please
remember that these levels are pre-reading
levels. Kids in these levels are being taught the word decoding skills
and they
are not expected to “read” yet. The “Consistently
Frequently, Sometimes” do not
translate to Good-Bad-Terrible!
Pre-Reader Oral Reading
Criteria are posted for your
viewing at the Center and are also included below.
Oral
In levels 2A
– AII, the student is taught to pay
attention to punctuation, sound the words out if necessary and grasp
the basic
meaning of the sentence. The child is still in the reading-for-meaning,
breath-controlled
reading phase, using all of the word decoding skills taught in the
Phonics
skill block. Short questions (based on the information present in the
story) that
can be answered directly (yes/no), are asked.to assess the
student’s grasp of
meaning. OR 3 is common at this stage of reading.
Oral
In levels
B1-CII, the student begins to transition
to punctuation-oriented reading or reading-with-meaning. The ability to
understand the meaning while reading the story, begins to develop. In
these
levels, the zombie-tone reading will be stopped at once. Short
questions that
can not be answered in yes/no, are now asked to test the
student’s understanding
of the material just read. OR scores usually begin to move up to 2;
even though
OR 3 is totally possible.
Oral
In levels D1
–
Oral
At these
levels of reading comprehension, students
have developed a solid vocabulary, mastered the grammar required for
studying
literature and done significant work in writing skills. Advanced Oral
and Quiet
reading skills are the pre-requisite now and OR 1 is a given.
Oral
reading Criteria: Levels J-K-L (Critical Analysis)
