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Wheeling, Illinois 60090

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Hours: 8AM – 4PM

Superintendent: Dr. Michael Connolly

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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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Seventh Grade

Reading Literature & Informational Text

Critical Content

Power Standards

  • Cite evidence from fiction and nonfiction text to support analysis of what the text says explicitly as well as the inferences drawn in order to comprehend the central concept/theme of the text. (RL & RI 7.1 , 7.2; SL 7.1)
  • Evaluate the credibility of an argument based on the specific claims in the text and analyze whether the reasoning is evidence-based, relevant, and sufficient (RI 7.8, 7.9)


Power Standards Critical Content

In the language of instruction, students will…

  • Locate, analyze, and cite text evidence supporting a concept/theme
    • Determine two or more central ideas/themes of a text and describe how these ideas are developed over the course of the text
    • Determine the most salient central concept or theme of a text
    • Analyze the structure of events and/or the plot to determine the central concept or theme
    • Use a variety of textual evidence (a “word for word” support format) to support concept/theme of a text
    • Read closely and find answers explicitly and implicitly in the text
      • Distinguish between what the text explicitly states versus what the text implies, or hints at
      • Use inferences to explain how the text evidence supports a logical conclusion (“based on what I’ve read, it’s most likely true that…”)
    • Summarize and paraphrase the text ensuring the summary is void of opinion
    • Locate and summarize several pieces of evidence in the text to support the central concept/theme
  • Locate and analyze claims and support of an argument
    • Identify and use claims that are supported by fact(s) and those that are opinion(s)
    • Evaluate the credibility of an argument
      • Identify and determine the credibility of the author/author’s sources
      • Identify text evidence an author provides
      • Determine if the evidence provided is relevant and sufficient enough to support the claim
    • Analyze how authors interpret and emphasize different evidence when writing about the same topic
    • Compare and contrast how two authors represent the same topic
    • Describe how one author’s interpretation of a topic can be different from another author’s depending on the facts he/she choose to emphasize

*”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

  • Participate in one-on-one, group, and teacher -led discussions using established guidelines, goals, roles and deadlines as well as track progress toward achieving them
    • Discuss and elaborate on own ideas and/or the ideas of others clearly in a discussion
    • Pose and respond to questions
    • Use evidence from texts and other research brought to the discussion
    • Prepare for discussions by reading and researching class material beforehand
    • Use evidence on the topic, text, or issue to probe and reflect on ideas under discussion
    • Make relevant observations and use own ideas and comments to bring the discussion back on topic
    • Acknowledge new ideas introduced in a discussion or collaborative activity
    • Modify views if presented with a new perspective
  • Analyze various texts according to:
    • The use of text features (i.e., heading, titles, illustrations…) and how the individual parts of a text (i.e., sections, chapters and appendices contribute to the overall development of ideas
    • The use of various formats is effective/ineffective (e.g., audio, video, multimedia)
    • How a particular character/person is shaped throughout the plot of a story or drama
    • How the elements of a story or drama interact and affect one another (i.e., Because the story is set during a time of war, the characters may be called to fight.)
    • How the individuals, events, and/or ideas in a text are affected by one another
    • The purposeful use of literal language and figurative language
    • The effects of the use of various forms of figurative language and sound devices
  • Analyze poetry according to:
    • How rhymes and other repetitions of sound impact a specific verse or stanza of a poem, story or drama
    • How and why authors choose words and phrases to create an overall meaning and mood for the reader
    • The form/structure of a poem (e.g., rhyming, line breaks, free verse) and how the specific form/structure affects the overall meaning
    • The sensory images that occur while reading
  • Identify, understand the purpose behind the use of various points of view
    • First person (an inside narrator tells the story: “I”); gives the reader/listener insight into his/her own thoughts
    • Second person (narrator speaks directly to reader: “you”); draws the reader into the story by talking directly to reader/listener
    • Third person (an outside narrator tells the story: “he”, “she”, or “it”); allows the reader to know all the thoughts of all characters
    • Third person limited (an outside narrator tells the story, but know the though of one character)
    • Third person omniscient (an outside narrator tells the story and knows the thoughts of all characters)
  • Analyze how an author develops the points of view of different characters and narrators by revealing thoughts, feeling, actions, and spoken words
  • Compare and Contrast:
    • The film, audio, staged, or multimedia version of a story to the original story
    • How the subject is portrayed in various versions of the same story each
    • A fictional portrayal of a historical account and how and why authors of fiction use or alter history


Concept-Based Connections

Essential Understandings

  • Reading texts critically – analyzing the authors’ purposes, 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 do good readers do?
  • What is the difference between citation, quote, paraphrase, and plagiarism?
  • What is the difference between what the text explicitly says and what the text implies?
  • What is theme?
  • Where are different structures found in fiction and non-fiction texts?


Conceptual Guiding Questions

  • How does the reader know he/she understands what is read?
  • What makes certain evidence more salient than other evidence?
  • What determines credibility for an author/resource?
  • How does the author develop the theme/concept across time/text?


Engaging/Debatable Guiding Questions

  • What media formats are more effective than others?
  • How does the author’s point of view influence the audience?
  • Can a well-supported argument/claim be wrong?


Language Considerations

Language General Transfer-Students must draw upon the following…

Reading as a process

  • Comprehension
  • Main idea
  • Sequence of ideas
  • Supportive details
  • Inference
  • Predicting outcomes
  • Drawing conclusions
  • Recognizing emotions
  • Seeing cause and effect
  • Distinguishing fact from fiction
  • Recognizing propaganda
  • Self-monitoring


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

  • See above critical content and additional critical content
  • English is the U.S. develops discourse that is deductive and linear: thesis/topic sentence, main idea, support, conclusion.


Spanish language specific

  • Table of contents located in back of many Spanish texts
  • Dialect
  • Idiomatic expressions
  • Figurative language
    • Alliteration
    • Metaphors
    • Similes
  • Narrative story structure
  • Cognate patterns
  • Nouns, adjectives, infinitive verbs, adverbs
  • Apócope (abbreviations) and contractions
  • Latin and Greek roots
  • Specific affixes
  • Word structures (nouns, verbs)
  • Adjectives, comparatives and superlatives (bueno, mejor que, el/la mejor)
  • Word patterns
  • Understand speech print connections between sounds and symbols
  • Decoding accent marks appropriately
  • Heed punctuation
  • Phrasing
  • Expression
  • Fluency
  • Syllabication
  • Asonante Consonante
  • Verb conjugation and inflection
  • Verb and adjective gender and number agreement
  • Irregular verbs
  • Code-switching
  • El/La (articles that reflect number and gender)
  • Word order patterns
  • Cognates
  • Dialects (regional dialects)
  • Tildes
  • Diéresis
  • Circular/Spiral


English language development

  • Teach students with discourse pattern of American English explicitly along with subject area content
  • Skills and strategies according to proficiency level of student


Russian language specific

  • See critical and additional content


Polish language specific

  • See critical and additional content



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
  • Reading response journals
  • Anecdotal records during 1-1, small group, whole class discussions and/or short writing prompts:
    • Use of text evidence to support thinking
    • Use of academic, domain-specific language
    • Provides focused answers to questions and gives relevant and explicit text evidence as support
    • Supports inferential thinking with explicit text evidence from multiple sources
    • Defends why some evidence is better than other evidence
    • Comparing/contrasting authors’ interpretation of topics/events
    • Author’s development of the central idea(s)/theme(s) within a text
    • How various media formats affects the audience’s experience
  • Students use of text structures graphic organizers (chronological, compare/contrast, cause/effect, and problem/solution)


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…

  • Demonstrate comprehension by speaking and writing what they read
  • Write an objective summary stating key points of the text without adding one’s own opinions or feelings
  • Provide an analysis of the central concept or theme of a text
  • Provide an analysis of whether an author’s argument on a topic is accurately and sufficiently supported