999 West Dundee Road
Wheeling, Illinois 60090

Phone: 847-537-8270

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 Literature & Informational Text

Critical Content

Power Standards

  • Identify types of questions and utilize the appropriate strategies to determine accurate responses to factual, conceptual and debatable questions. (RL & RI 3.1, 3.7, 3.3)
  • Compare and contrast the most important points and key details presented in two sources on the same topic/concept. (RL & RI 3.5, 3.9)


Power Standards Critical Content

In the language of instruction, students will…

  • Locate words and details to ask and answer questions before, during and after reading a text
  • Explain how stories, dramas, and poems are written in different forms (e.g., chapter, scene, stanza)
  • Describe how one part of a text builds on the parts that came before it
  • Identify and give examples of text features and search tools and explain how they help locate information quickly
  • Locate information about a topic using text features and search tools
  • Explain how illustrations contribute (add meaning) to the words in the story and information text
  • Use illustrations and the words in a text to help understand and explain what has been read in an information text
  • Compare and contrast the themes, plots, and settings of stories written by the same author about the same or similar characters
  • Identify the most important points and key details found in two texts on the same topic
  • Compare and contrast the most important points presented in two texts on the same topic
  • Ask questions about a speaker’s presentation when I do not understand or need more information
  • Answer questions about a speaker’s presentation by using appropriate elaboration and detail

*”text” refers to any content introduced through written text, audio, visual media (charts, graphs, diagrams, pictures, video, web pages, etc.)

*”explicit evidence” includes direct quotes, graphic details, paraphrasing, summary of author’s words/ideas


Additional Critical Content

  • Recount stories including fables, folktales and myths from diverse cultures
  • Explain the central message, lesson, and/or moral using key details from the story
  • Define and determine the main idea (who or what a text is mostly about) of a text
  • Identify characters and explain how their actions contribute to the sequence of events
  • Describe a character’s physical and emotional traits
  • Define and identify events, procedures, ideas, and/or concepts in different types of informational text
  • Use strategies (e.g., context clues, root words, affixes) for the following:
    • Determine the meaning of words and phrase as they are used in a text
    • Define and identify literal language (it says what it means) and nonliteral (what is not exactly what it means)
    • Identify general academic words or phrases (different ways to say the same thing (e.g., stated instead of said) in a text
    • Identify domain specific words or phrases (content words, e.g., sedimentary, igneous, metamorphic) in a text
    • Determine the meaning of general academic and domain-specific words and phrases in a text
    • Locate and use resources (e.g., glossary, guide word, dictionary) to help me determine the meaning of unknown words and phrases
  • Determine the points of view of an author, narrator or character of a text and explain how point of view is similar to or different
  • Identify and describe how one’s point of view is similar to or different from the author
  • Identify words authors use to help make logical connections between sentences and paragraphs (e.g., similar, different, because, if, first, last)
  • Use reading strategies (e.g., ask questions, make connections, take notes, make inferences, visualize, reread) to help understand difficult complex text


Concept-Based Connections

Essential Understandings

  • Reading texts critically – analyzing the author’s purpose, exploring the relationship between a work’s structure and meaning, and connecting the work to ideas outside the text – improves the reader’s comprehension, thinking and writing.


Factual Guiding Questions

  • What are the strategies good readers use when he/she doesn’t understand what is being read?
  • How does a reader monitor his/her own comprehension?
  • Author’s choice: Why does it matter?
  • Who’s telling the story? (perspective)


Conceptual Guiding Questions

  • In what ways does author’s purpose impact an audience?
  • How is the story affected by who is telling the story?
  • How does a reader determine the main idea of a text?


Engaging/Debatable Guiding Questions

  • Does the main idea depend of who is reading it?
  • What is more important for understanding text: What the text says or how the reader interprets it?


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
  • Comprehension (thinking skills)
    • Main idea
    • Sequence of ideas
    • Supportive details
    • Inferencing
    • Predicting outcomes
    • Drawing conclusions
    • Recognizing emotions
    • Seeing cause and effect
    • Distinguishing fact from fiction
    • Recognizing propaganda
  • Facts and Opinion
  • Rule governed aspects of reading
  • Study skills

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

  • Figurative language
  • Text structures
  • Cultural norms


Spanish language specific

  • Punctuation
  • Visual perception
  • Visual memory
  • Auditory perception, memory and discrimination
  • Speech-Print connection between sounds and symbols
    • Accent marks
    • Diphthongs: various combinations
    • Dieresis
    • Tildes
    • Stressed syllables
    • Palabras Llanas
    • Palabras Agudas
    • Palabras Esdrújulas
    • Palabras Sobresdrújulas


English language development

  • Background knowledge to make sense of and communicate what they see and what they read.
    • Prior knowledge of English Language
    • Use of first language to help with L2
    • Meta-linguistic awareness
  • Build academic oral-language foundation
  • Build basic interpersonal language foundation
  • Contextualized and authentic language/literacy


Russian language specific

  • Cultural norms
  • Text structures


Polish language specific

  • Cultural norms
  • Text structures



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

In the language of instruction students will…

  • Demonstrate comprehension by speaking and writing what they read
  • Anecdotal notes from a variety of settings (whole-group, small-group, independent journal entries) reflecting the students’ ability to:
    • Use of text evidence to support thinking
    • Use of academic, domain-specific language
    • Make logical inferences
  • Ask and answer questions before, during, and after reading a text
  • Reading response journals
  • Use sentence frames orally or written
  • Use reading strategies to help understand difficult complex text (e.g., ask questions, make text connections, take notes, make inferences, visualize, re-read).


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.

  • Recount or retell the key detail of a text
  • DRA2 (English) or EDL2 (Spanish)
  • MAP