999 West Dundee Road
Wheeling, Illinois 60090

Phone: 847-537-8270

Hours: 8AM – 4PM

Superintendent: Dr. Michael Connolly

School Board & Administration



CCSD21 is a school district comprised of 13 schools across 6 different communities in the northwest suburbs of Chicago.



School District 21 prides itself on its Professional Learning Community and its rich tradition of professional collaboration, high levels of professional development, and family-like atmosphere. If you see the opportunity to work with colleagues in making a difference in the lives of students and families in a truly diverse setting, School District 21 seeks your application.

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Second Grade

Reading Foundations

Critical Content

Power Standards

  • Know and apply grade-level phonics and word analysis skills in decoding words in order to read and comprehend grade-level texts with purpose and understanding. (RF 2.3, 2.4)


Power Standards Critical Content

In the language of instruction, students will…

  • Identify and distinguish the most common short (CVC) and long vowel (CVCE and VCE) patterns in words
  • Correctly identify and pronounce common vowel teams (ea, oi, oo)
  • Identify and decode two-syllable words with long vowels
  • Identify and decode words with common prefixes and suffixes by breaking them into units of meaning (e.g., un + happy = unhappy)
  • Identify words with similar patterns that create different sounds (bead/head, doll/roll, hint/pint)
  • Read irregularly spelled words without having to sound them out (rule breakers)
  • Read second grade text fluently (easy, smooth and automatic) and show comprehension
  • Self-correct misunderstood words using context clues and reread with corrections when necessary


Concept-Based Connections

Essential Understandings

  • Understanding the features, structures, and characteristics of print can facilitate the reader’s ability to make meaning of the text.
  • Fluency helps the reader process language for meaning and enjoyment.


Factual Guiding Questions

  • How do sounds and letters create words?
  • When a word doesn’t make sense, what can one do?
  • What do effective readers do?


Conceptual Guiding Questions

  • Can fluency affect comprehension?
  • How does expression affect comprehension?


Engaging/Debatable Guiding Questions

  • Does fluency matter?


Language Considerations

Language General Transfer-Students must draw upon the following…

Reading as a process

  • Understanding speech-print relationships
  • Concepts of words, syllables, sentences and paragraphs
  • Rule governed aspects of reading
  • Recognizing emotions
  • Visual discrimination


Non-cognitive transfer

  • Attention
  • Listening
  • Concentration
  • Persistence
  • Task Completion


Self-esteem transfer

  • Being literate
  • Feeling capable
  • Possessing specific competencies
  • Achieving
  • Believing in one’s ability to learn


Common among all languages

  • Develop Oral Language
  • Match speech to print
  • Contextualized literacy instruction
  • Meaningful
  • Active
  • Comparative
  • Recurrent


English language specific

  • Consonant blends, long-vowel patterns and short-vowel patterns


Spanish language specific

  • Noun, adjective and article are gender specific
  • Word order
  • Irregular verbs
  • Formal/informal tense
  • Dialects


English language development

  • Contextualized phonics instruction
  • Scaffold comprehension strategies
  • Multiple readings
    • Set purpose
    • Read for understanding
    • Read for accuracy/expression


Russian language specific

  • Recognize and name all upper and lower case letters of the Cyrillic alphabet
  • Distinguish soft and hard vowels when reading regularly spelled multi-syllable words
  • Demonstrate the knowledge of irregular spelling and reading rules
  • Vowels controls sound hard/soft (e.g., g/c)
  • Decode works with common prefixes and suffixes


Polish language specific

  • Polish alphabet (vowels and consonants)
  • Digraphs
  • Hard vs. soft sounds
  • Syllabication
  • Accents
  • Seven types of verb conjugations
  • All parts of speech can be conjugated:
    • Gender (feminine, masculine, neutral)
    • Number (singular or plural)
    • Case
  • Dipthongs
  • Vowel combinations
  • Orthography
  • Specific rules for words with: Ó, u, rz, ż, ch, h, ą, ę, om, em, en, nie
  • Polish specific punctuation:
    • Commas
    • Quotation marks
  • Distinguish between formal and informal language usage



Informal Assessments are used during the process of brainstorming, drafting, revision and editing or class discussions.

In the language of instruction students will participate in…

  • Anecdotal records reflecting the students ability to:
    • Decode and use short vowel patterns
    • Decode and use long vowel patterns
    • Decode and use common vowel teams
    • Use two-syllable words
    • Recognize and use irregularly spelled words
    • Self-correct misread or misunderstood words using context clues


Formal Assessments are used as a measure of student achievement towards mastery of a skill and Power Standard. Often a formal assessment will result in a grade.

In the language of instruction students will participate in…

  • DRA2 (English) or EDL2 (Spanish)
  • MAP