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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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First Grade

Speaking & Listening

Critical Content

Power Standards

  • Build on others’ talk in academic conversations by linking comments and questions to the key points and evidence provided by others. (SL.1.1b & RI 1.8)
  • Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly. (SL 1.4)

 

Power Standards Critical Content

In the language of instruction, students will…

  • Participate in conversations with many different people, including adults
  • Identify and follow agreed upon rules for discussion
  • Make connections between the comments of others
  • Ask questions when one does not understand
  • Tell a story or share an experience with relevant facts and descriptive details using complete sentences and speaking in a clear voice
  • Read a text and identify the author’s key points
  • Look for reasons an author gives to say why his or her ideas make sense
  • Identify the reasons an author gives to support points in a text

 

Additional Critical Content

In the language of instruction, students will…

  • Identify and describe key ideas and details presented visually or orally
  • Ask and answer questions about a presentation
  • Create audio recordings of stories or poems and use visuals such as drawings or photographs to draw attention to certain facts or details
  • Speak in complete sentences

 

Concept-Based Connections

Essential Understandings

  • Effective listening and speaking skills are critical for communicating, collaborating, understanding and evaluating our world.
  • Presentation of knowledge and ideas is enhanced through appropriate use of organization, style and language for a specific audience using various media formats.

 

Factual Guiding Questions

  • What makes collaboration meaningful?
  • Making meaning from a variety of sources; what will help?
  • What makes a presentation “great”?
  • What are specific strategies one should use when speaking in front of a group?

 

Conceptual Guiding Questions

  • How does one determine if information is important?
  • How does asking and answering questions improve comprehension?

 

Engaging/Debatable Guiding Questions

  • What is the best way to communicate to an audience?
  • Does it matter “what I say” and “how I say it”?

 

Language Considerations

Language General Transfer-Students must draw upon the following…

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

  • Linear Deductive discourse pattern

 

 

Spanish language specific

  • Discourse pattern: Romance languages is development by digression
  • Distinguish between formal and informal style of speaking according to audience and purpose (TĂș vs. Usted)
  • Respect, honor and teach dialectical differences within culture and regions

 

English language development

  • Linear deductive discourse pattern
  • Visual support-context using pictures
  • Language scaffolding
  • Use home language to support English language development
  • Build upon background knowledge
  • Cross-linguistic transfer for reading and instruction
    • Concept of the letters, sounds, syllables, words, sentences
  • Meta-linguistic Awareness

 

Russian language specific

  • Distinguish hard from soft syllables in spoken word
  • Orally blend sounds (phonemes) including consonant blends
  • Segment spoken multiple syllable words into complete sequences of individual syllables
  • Distinguish between formal and informal language usage

 

Polish language specific

  • Distinguish between formal and informal language usage

 

Assessments

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

Anecdotal notes/documentation of the following in partner/small group/whole group discussions:

  • Listen to the comments of others and share one’s own ideas
  • Ask and answer questions about key details in a text or presentation for better understanding or when more information is needed
  • Identify places in text where ideas, thoughts, or feelings are not clear
  • Use complete sentences when talking

 

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.

  • Identify and follow the agreed upon rules for discussion
  • Add drawings or visual displays (e.g., photos, collages, paintings) to clarify ideas, thoughts, or feelings