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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

Speaking & Listening

Critical Content

Power Standards

  • Demonstrate comprehension of key ideas and details from a text/presentation by asking and answering questions about the author’s purpose. (SL.2.2, 2.3 & RI 2.6, 2.8)
  • Tell a story or recount an experience with appropriate facts and relevant, descriptive details, speaking audibly in coherent sentences. (SL.2.4)

 

Power Standards Critical Content

In the language of instruction, students will…

  • Identify, describe, and retell key ideas and details presented visually or orally
  • Ask and answer questions about a presentation or topic
  • Tell a story or share an experience with relevant facts and descriptive details using complete sentences and speaking in a clear voice that my audience will understand
  • Understand the main purpose of a text and/or media formats and explain what the author of a text wants to inform, explain, or describe
  • Identify specific points the author makes in a text and media formats
  • Describe the reasons the author uses to support each point

*Other media formats: written text, text read aloud, charts, graphs, web sites, presentations, speeches, movies, articles

 

Additional Critical Content

In the language of instruction, students will…

  • Identify and follow agreed upon rules for discussion
  • Make connections between the comments of others by contributing one’s thoughts and ideas to create meaningful conversation
  • Ask peers or an adult questions to better understand when more clarification is needed
  • Read aloud stories or poems and use voice to make them come to life (e.g., adjust volume of voice, make exclamations, change the pace)
  • Speak clearly and at an understandable pace (speed) when creating audio recordings of stories or poems
  • Add drawings or visual displays (e.g., illustrations, graphs, photos, technological resources) to make ideas, thought, and feelings clear ant to acquire and use information
  • Recognize and speak in complete sentences when asked to provide details or clarification
  • Present brief oral reports using language and vocabulary appropriate to the message and audience

 

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

  • How can one’s ideas, thoughts, and feelings be made clear to an audience?
  • What is an active listener?
  • What are the agreed upon rules for discussions?

 

Conceptual Guiding Questions

  • What makes collaboration meaningful?
  • How does sharing with a partner help one understand?

 

Engaging/Debatable Guiding Questions

  • What makes a presentation “great”?
  • Does it matter “what I say” and “how I say it”?

 

Language Considerations

Language General Transfer-Students must draw upon the following…

Auditory skills

  • Auditory Memory: Remember what has been heard
  • Auditory Sequencing: Ability to remember, order or reconstruct information, such as directions, lists, events and sounds that are presented aurally
  • Auditory Perception: Hearing skills needed to perceive sounds
  • Background knowledge to make sense of and communicate what was heard or what they will speak.

 

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

  • Digression or tangential discourse pattern
  • 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
  • Auditory: Perception, Memory, Discrimination

 

English language development

  • Linear Deductive Discourse Pattern
  • Sequence pictures from oral stories, processes or procedures using support from pictures and short phrases
  • Key skills and strategies according to proficiency level of the student

Russian language specific

  • 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:
    • Ask questions when clarification is needed
    • Identify information/details from a text read aloud in order to provide evidence of the author’s purpose
    • Ask and answer questions about a speaker’s presentation
    • Tell a story or share an experience with facts and relevant descriptive details
    • Tell a story or share an experience using complete sentences and speaking in a clear voice (one that one’s audience can understand)
    • Identify and follow the agreed upon rules for discussion

 

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.

  • Oral-presentations/rubrics
  • Oral Retells
  • Add drawings or visual displays (e.g., illustrations, graphs, photos) to make one’s ideas, thoughts, and feelings clear