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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Fourth Grade

Reading Foundations

Critical Content

Power Standards

  • Know and apply grade-level phonics and word analysis skills and use context to confirm or self-correct word recognition and monitor understanding, rereading as necessary to support comprehension. (RF 4.3, 4.4)


Power Standards Critical Content

In the language of instruction, students will…

  • Read grade-level text fluently and show comprehension through voice, timing, and expression
  • Self-monitor comprehension of text read aloud and silently
  • Independently decode, read, and understand multi-syllabic words
    • Using knowledge of compound words, roots, prefixes, suffixes, and syllables
    • Use knowledge of letter-sound correspondence to decode words
    • Use context to confirm or self-correct word recognition and understanding, rereading as necessary
  • Recognize that letters and combinations of letter (graphemes) make different sounds (phonemes)


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?
  • What strategies can a reader use to understand unfamiliar words?
  • What does it mean to read fluently?
  • What is morphology? (roots, affixes)
  • What are phonemes and graphemes?


Conceptual Guiding Questions

  • Why does fluency matter?
  • How does use of morphology help comprehension?


Engaging/Debatable Guiding Questions

  • How is fluency and comprehension dependent upon one another?


Language Considerations

Language General Transfer-Students must draw upon the following…

Reading as a process

  • Letter-sound correspondence (phonemes, graphemes)
  • Knowledge of syllables, roots, prefixes, suffixes
  • Visual memory of language
  • Rule governed aspects of reading (e.g. directionality)
  • Visual discrimination (recognizing the differences between similar objects: saw//was; p//b//q//g)
  • Understanding speech-print relationships
  • Concepts of words, syllables, sentences, paragraphs
  • Recognizing emotions


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

  • Alphabet
  • Sound-symbol association
  • Syntax – apócope
  • Grammar – punctuation
  • Pragmatics – word families


English language development

  • Phonics in context
  • Scaffold comprehension strategies
  • Multiple readings
    • Set purpose
    • Read for understanding
    • Read for accuracy/expression


Russian language specific

  • See Critical Content


Polish language specific

  • See Critical Content



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…

  • Reader’s theater
  • Anecdotal records:
    • Word analysis skills
    • Self-correcting
    • Monitoring comprehension
    • Use of context clues to increase understanding


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…

  • Reader’s Theater Performance
  • DRA2 (English) or EDL2 (Spanish)