| When your child struggles with homework, time | | | | other instances, vocabulary words are actually |
| spent doing daily assignments can become a | | | | key concepts, facts, theories, or generalizations |
| nightmare for the whole household. Parents can | | | | that connect various ideas together. Your child can |
| try different approaches to managing homework, | | | | practice turning a definition for a vocabulary word |
| but sometimes they feel ill-equipped to find | | | | into his or her own words. If more explanation is |
| strategies for reducing a child's frustration. If your | | | | required, connect the concept or term to related |
| child is intimidated by upper elementary or middle | | | | ideas or images. |
| school reading assignments that require written | | | | 3. When a difficult question is asked in the |
| responses to section or chapter questions, try the | | | | textbook, brainstorm with your child how the |
| following tips. | | | | question relates to one of the main topics or |
| 1. Pay attention to headings and subheadings of | | | | ideas covered in the section. Main ideas make |
| each section. These titles organize subject matter | | | | great additions to the chapter outline. Some key |
| into a logical framework. One strategy is to teach | | | | information that supports main ideas will be |
| your child to write a short outline using headings | | | | included in the summaries at the end of each |
| and subheadings. When it comes time to answer | | | | section and in the chapter review. Look for all |
| the written response questions, the outline | | | | clues that help your child to answer difficult |
| provides a framework for finding the answer in | | | | questions. |
| the textbook. If your child struggles with studying | | | | 4. When the outline is not enough to remember a |
| for chapter tests, divide the study time into time | | | | body of facts, steps, or concepts, consider an |
| increments for each of the main topics in the | | | | alternative method for remembering information |
| outline. | | | | such as a mnemonic device, flash cards, or a |
| 2. Vocabulary words are sometimes just key | | | | graphic web for linking information together. |
| words for understanding the reading selection. In | | | | |