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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Third Grade

Reading Foundations

Critical Content

Power Standards

  • Know and apply grade-level phonics and word analysis skills to support comprehension in order to read grade-level texts with accuracy, appropriate rate, and expression to support comprehension. (RF 3.3, 3.4)


Power Standards Critical Content

In the language of instruction, students will…

  • Know the meaning of most common prefixes and suffixes (e.g., un-, re-, pre-, -er, -est, -ful)
  • Read and use words with common prefixes and suffixes (e.g., un-, re-, pre-, -er, -est, -ful)
  • Determine the meaning of words with common Latin suffixes (e.g., -able, -ment, -tion)
  • Break apart words into syllables segments to help me decode words I don not know
  • Recognize and read irregularly spelled words (rule breakers)
  • Read fluently with accuracy to understand what is read to demonstrate comprehension through voice, timing, and expression
  • Read with purpose and understanding
  • Read stories and poems aloud clearly, accurately, and at a steady pace
  • Self-correct misread or misunderstood words using context clues


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


English language specific

  • Consonant blends, long-vowel 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 stressed and unstressed vowels in multi-syllabic words
  • Recognize roots and derivatives from the same root
  • Recognize stressed (loud/soft) consonant pairs, based on vowels that follow a complex word/derivative of the same root
  • Common prefixes and derivational suffixes
  • Connection to the schwa sound and the r controlled words
  • Decode words with common Latin suffixes
  • Decode multi-syllabic words


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