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999 West Dundee Road
Wheeling, Illinois 60090

Phone: 847-537-8270

Superintendent: Dr. Michael Connolly

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Language Arts

Reading Literature & Informational Text

Critical Content

Power Standards

  • Ask and answer questions (who, what, where, when why, and how) to determined understanding of key details in a text referring explicitly to the text as the basis for the answers. (RL & RI 2.1, 2.7 & SL 2.3)
  • Recount/retell the main idea, central message lesson or moral by providing text evidence from fiction and nonfiction texts. (RL & RI 2.2 & SL 2.4)
  • Know and use various text features to efficiently locate key facts or information in a text in order to identify the main purpose and understanding of the text. (RL & RI 2.5, 2.6)

 

Power Standards Critical Content

In the language of instruction, students will…

  • Ask and answer who, what, where, when, why, and how questions about texts in a variety of genres before, during and after reading
  • Recount (retell stories, including fables, and folktales from cultures other than one’s own
  • Determine the central message, lesson, or moral (idea an author is trying to share) of these stories
  • Define topic or main idea (who or what the text is mostly about)
  • Read stories with more than one paragraph and explain the topic or main idea of each paragraph
  • Recognize that a story has a beginning, middle, and end
  • Describe how the characters, setting, and action are introduced in a story
  • Describe how the events at the end of a story let one know what happened to the characters
  • Identify and use text features (captions, bold print, subheadings, glossaries, indexes, menus, and graphics) to locate key information in texts
  • Recognize that different characters have different points of view (attitude or feelings) and different voices
  • Show different points of view by changing one’s voice when reading dialogue for each character aloud
  • Understand the main purpose of a text and explain what the author of a text wants to inform, explain, or describe

*”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

  • Identify and describe how characters react to events and challenges from a variety of genres
  • Identify and explain how historical events, scientific concepts and/or steps in a scientific process are connected in a text
  • Define and describe how techniques like beat, rhyme, repetition, and alliteration provide a story, poem, or song with rhythm and meaning
  • Use information and words in a story to help describe the characters, setting, or plot
  • Identify specific points the author makes in a text
  • Describe the reasons the author uses to support each point
  • Compare and contrast two or more versions of the same story by different authors and cultures
  • Compare and contrast the most important points presented by two texts on the same topic
  • Recognize when the text being read is too easy or too difficult
  • Use reading strategies (ask questions, make connections, make inferences, visualize or reread text) to find more information or clarify ideas in order 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 strategies does one use to be an effective reader?
  • How does one monitor one’s own comprehension?
  • How does one know one understands what one just read?
  • 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)
  • Rule governed aspects of reading
  • Study skills
  • Main idea
  • Sequence of ideas
  • Supportive details
  • Inference
  • Predicting outcomes
  • Drawing conclusions

 

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

  • Letters specific to Spanish:
    • Ch, ll, ñ, r, rr
  • Punctuation
    • ¿?
    • ¡!
    • -dialogue-
  • Speech print connection between sounds and symbols
    • Accent marks
    • Diphthongs: various combinations
    • Vowel combinations
    • Dieresis
    • Tildes
    • Alphabets
    • Consonants
    • Syllable pattern (CV and CVCV)
    • Hard and Soft Sounds
    • 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

  • See Critical Content above

 

Polish language specific

  • See Critical Content above

 

Assessments

Informal Assessments 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 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.

In the language of instruction students will…

  • Retelling: oral and written
  • DRA2 (English) or EDL2 (Spanish)
  • MAP