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999 West Dundee Road
Wheeling, Illinois 60090

Phone: 847-537-8270

Superintendent: Dr. Michael Connolly

School Board & Administration


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Language Arts

Reading Foundations

Critical Content

Power Standards

  • Know and apply word analysis skills and use context to confirm or self-correct word recognition and adjust reading rate or reread as necessary in order to support comprehension of grade level text. (RF 5.3 & 5.4)

 

Power Standards Critical Content

In the language of instruction, students will…

  • Read grade level text (i.e. prose, stories, poetry) fluently and show comprehension through accuracy, appropriate rate, and expression
  • Independently decode, read and understand multi-syllabic words
    • Using knowledge of structures of words by finding compound words, roots, prefixes, suffixes, and syllables
    • Using knowledge of syllable patterns, consonant blends, and digraphs to decode words
  • Self monitor comprehension and fluency through
    • Self-correcting miscues using context or word recognition
    • Rereading for clarification

 

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

  • What is fluency?
  • How do sounds and letters create words?
  • What strategies can a reader use to understand unfamiliar words?
  • What is morphology? (roots and affixes)
  • How does morphology affect words?
  • How does a good reader monitor comprehension?
  • How does a reader know when to adapt the speed of reading?

 

Conceptual Guiding Questions

  • Why does fluency matter?
  • How does fluency help with comprehension?

 

Engaging/Debatable Guiding Questions

  • How are fluency and comprehension dependent an each other?

 

Language Considerations

Language General Transfer-Students must draw upon the following…

Reading as a process

  • Punctuation
  • Capitalization
  • Concepts of words, syllables, sentences, paragraphs
  • Rule governed aspects of reading
  • Directionality

 

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
  • Digraphs
  • Affixes
  • Semantics
  • Syllable patterns (control R, open, closed, VCe, 2 vowels, consonant +le)

 

Spanish language specific

  • Word order
  • Verb conjugation and inflection
  • Verb and adjective and number agreement
  • Articles reflect number and gender
  • TĂș and Usted

 

English language development

  • Alphabets
  • Symbol sound associations
  • Inflectional endings
  • Stressed syllables

 

Russian language specific

  • See critical and additional content

 

Polish language specific

  • See critical and additional content

 

Assessments

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…

  • Retelling (student created rubrics)
  • Graphic Organizers
    • Word webs
  • Anecdotal records
    • Monitoring comprehension through high-level questioning
    • Use of context clues to increase understanding
    • Miscue analysis
    • Cold and hot reads
    • Breaking words into parts
  • Cloze passages
  • Sorts

 

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)